Standard 2: Instructional Leadership
The school executive sets 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 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.
Element 1a. Focus on Learning and Teaching, Instruction and 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.
Very early in my residency weekly PLC's revealed that teachers needed assistance in creating engaging lessons, which also addressed the standards. In the effort to stay true to our mission of striving to promote college-bound, career-ready, 21st century students I met with district curriculum specialists to set coaching schedules for our 4th grade teachers. We discussed the importance of unpacking the standards, examining the data gained from our Case21 assessments and creating visual representations of our data. As a result of coaching, item analysis of case 21 data and creating at a glance representation models of our data, 4th grade showed an 8-10 point gain on their 2nd benchmark assessment.
Below are artifacts of a coaching meeting with our curriculum specialists, a sample email from our Math curriculum specialist and one of our data charts, which was constructed using Case 21 data. These artifacts demonstrate that I have satisfied the requirements for this standard.
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.
Very early in my residency weekly PLC's revealed that teachers needed assistance in creating engaging lessons, which also addressed the standards. In the effort to stay true to our mission of striving to promote college-bound, career-ready, 21st century students I met with district curriculum specialists to set coaching schedules for our 4th grade teachers. We discussed the importance of unpacking the standards, examining the data gained from our Case21 assessments and creating visual representations of our data. As a result of coaching, item analysis of case 21 data and creating at a glance representation models of our data, 4th grade showed an 8-10 point gain on their 2nd benchmark assessment.
Below are artifacts of a coaching meeting with our curriculum specialists, a sample email from our Math curriculum specialist and one of our data charts, which was constructed using Case 21 data. These artifacts demonstrate that I have satisfied the requirements for this standard.
Element 2b. Focus on Instructional Time:
The school executive creates processes an schedules which protect teachers from disruption of instructional and preparation time.
I worked with Principal to create Master Schedule. Charged by Principal to create Exploratory Schedule. This was a challenge as class sizes grew. Before the first day of school we added an additional Kindergarten class and an additional Third grade class. I revised the schedule three times before it was ready to be sent out to the staff. Feedback indicated that teachers were satisfied with schedule.
Below are samples of the Master schedule and Exploratory schedule. These artifacts demonstrate that I have satisfied the requirements of this standard.
The school executive creates processes an schedules which protect teachers from disruption of instructional and preparation time.
I worked with Principal to create Master Schedule. Charged by Principal to create Exploratory Schedule. This was a challenge as class sizes grew. Before the first day of school we added an additional Kindergarten class and an additional Third grade class. I revised the schedule three times before it was ready to be sent out to the staff. Feedback indicated that teachers were satisfied with schedule.
Below are samples of the Master schedule and Exploratory schedule. These artifacts demonstrate that I have satisfied the requirements of this standard.
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