Standard Two - Instructional Leadership
School executives 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 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.
I completed two Hill Center Professional Development courses this semester. These courses outlined best practices for literacy instruction. By taking these courses I have been able to more effectively lead the ELA Department during our PLC as my knowledge base has been strengthened.
With Jamel, Pachette, and Eric, three members from my cohort, I presented at a district wide professional development. Our area of focus was best practices for instruction highlighting strategies from Madeline Hunter. Through this PD, I have increased my leadership in the district and assisted in the development of best practices.
Below is an example agenda from our ELA Department meeting. Through this format we were able to maintain focus, notate decisions made, and track next steps.
2b. Focus on Instructional Time
The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
I was tasked with leading the roll out of Reading Plus during our Discovery time. Below is a copy of the memo sent to the staff detailing the changes and expectations. This maintained open communication between administration and staff and ensured that instructional time was maximized.
Coursework
Developmental Projects
Problem of Practice
Professional Development and Specialized Trainings
EVAAS and Indistar
Flipped Classroom
Questioning
Understanding by Design
Readings
on common ground: The Power of Professional Learning Communities (DuFour)
Reframing Organizations (Bolman & Deal)
Yardsticks: Children in the Classroom Ages 4 - 14 (Woods)
Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, (Dean, Hubbell, Pitler, & Stone
Developmental Projects
Problem of Practice
Professional Development and Specialized Trainings
EVAAS and Indistar
Flipped Classroom
Questioning
Understanding by Design
Readings
on common ground: The Power of Professional Learning Communities (DuFour)
Reframing Organizations (Bolman & Deal)
Yardsticks: Children in the Classroom Ages 4 - 14 (Woods)
Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, (Dean, Hubbell, Pitler, & Stone