STANDARD TWO - Instructional Leadership
School executives will set high standards for the professional practice of 21st century instruction and assessment that result in a no-nonsense, accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work and the sharing of this work throughout the professional community.
2A: FOCUS ON LEARNING AND TEACHING, CURRICULUM, INSTRUCTION & ASSESSMENT
The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.
Equitable Instructional Practices Through Direct Instruction and Differentiation
I led a professional development session on Equitable Instructional Practices where we focused on direct/explicit instruction, differentiation, and scaffolding. After staff learned about each component and what it looks like in planning/instruction, they took a lesson they would be teaching the following week, and added these components. We focused on reading lessons because Grade 1-5 teaches the EL curriculum and Kindergarten will be moving to it next school year. The artifact below is the planning document I designed to help staff think through each element required to create a differentiated and personalized lesson plan.
I led a professional development session on Equitable Instructional Practices where we focused on direct/explicit instruction, differentiation, and scaffolding. After staff learned about each component and what it looks like in planning/instruction, they took a lesson they would be teaching the following week, and added these components. We focused on reading lessons because Grade 1-5 teaches the EL curriculum and Kindergarten will be moving to it next school year. The artifact below is the planning document I designed to help staff think through each element required to create a differentiated and personalized lesson plan.
School Data Audit
I created a table that demonstrates all of the different types of data that my school collects, both formative and summative. Next, I wrote a brief narrative to accompany the data audit. The narrative addresses what pieces of data are being used effectively to drive school improvement via PLCs, what data is being used by teachers and administrators, what data is not being used to its' potential and how the administration can help teachers sort through the data to improve student achievement.
I created a table that demonstrates all of the different types of data that my school collects, both formative and summative. Next, I wrote a brief narrative to accompany the data audit. The narrative addresses what pieces of data are being used effectively to drive school improvement via PLCs, what data is being used by teachers and administrators, what data is not being used to its' potential and how the administration can help teachers sort through the data to improve student achievement.
TIPS Process for Literacy and Math
The administrative team worked through the Team Initiated Problem Solving (TIPS) model, which required us to serve as data detectives to search for any relevant clues as to what the data is, what it might mean, and what implications might arise for your team to review. Through the stages of the TIPS model, we worked collaboratively to construct meaning, test hypotheses, and identify root causes that will lead to strategic solutions and the evaluation of those solutions. The TIPS model will serve as a guide to improve outcomes for our school-wide systems. We identified two problem statements for math and literacy.
The administrative team worked through the Team Initiated Problem Solving (TIPS) model, which required us to serve as data detectives to search for any relevant clues as to what the data is, what it might mean, and what implications might arise for your team to review. Through the stages of the TIPS model, we worked collaboratively to construct meaning, test hypotheses, and identify root causes that will lead to strategic solutions and the evaluation of those solutions. The TIPS model will serve as a guide to improve outcomes for our school-wide systems. We identified two problem statements for math and literacy.
2B: FOCUS ON INSTRUCTIONAL TIME
The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time
Master Schedule
During the middle of the school year, I worked with the administration team to create a Master Schedule team. This team met over a couple of months where they provided feedback regarding our current schedule and worked with the administrative team to make adjustments and improvements. As a leader, it is important to seek feedback from your staff when implementing any new initiative or ideas and utilize that feedback to make improvements that will help teachers help students. At Knightdale Elementary, it is a top priority to make sure we are using time as efficiently and effectively as possible.
During the middle of the school year, I worked with the administration team to create a Master Schedule team. This team met over a couple of months where they provided feedback regarding our current schedule and worked with the administrative team to make adjustments and improvements. As a leader, it is important to seek feedback from your staff when implementing any new initiative or ideas and utilize that feedback to make improvements that will help teachers help students. At Knightdale Elementary, it is a top priority to make sure we are using time as efficiently and effectively as possible.
1st Grade Schedule Revision - Midyear Change
I worked with the principal and Instructional Facilitator to create a new first-grade schedule that would maximize instruction time while adding time for science and social studies. We had to make sure each core subject met the district's time requirements.
I worked with the principal and Instructional Facilitator to create a new first-grade schedule that would maximize instruction time while adding time for science and social studies. We had to make sure each core subject met the district's time requirements.
Holistic Needs Assessment
During my Principal Residency, I conducted a Holistic Needs Assessment of Knightdale Elementary. In this assessment, a portion focused on instructional time and how it was used. In this assessment, it exposes a barrier in our school program which is the lack of flexibility with scheduling to allow for intensive remediation.
During my Principal Residency, I conducted a Holistic Needs Assessment of Knightdale Elementary. In this assessment, a portion focused on instructional time and how it was used. In this assessment, it exposes a barrier in our school program which is the lack of flexibility with scheduling to allow for intensive remediation.