STANDARD TWO: Instructional Leadership
2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The principal 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.
During my principal residency, I collaborated with the API (assistant principal of instruction) and our area MTSS coach to create and deliver professional development. We designed a PD session on "What is MTSS? Are we doing it?" for the staff at Sanderson because there was not a clear understanding of the components of MTSS. Multi-tiered systems of support is a research-based best practice that is aligned with our school's mission, vision, and values. This PD session was offered at five different times during the school day in alignment with each planning period. Through the development of this PD session, I learned the importance of a school leader being knowledgeable of best instructional practices and creating spaces for staff to collaborate about instruction and student learning. |
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As part of my problem of practice, I worked closely with the three biology teachers at Sanderson to incorporate the Reading Apprenticeship program in their core instruction. Reading Apprenticeship is a researched-based program designed to integrate literacy in content areas at the secondary level. I facilitated the biology PLT several times to discuss the components of the program, implementation, and student data. Through the PLT meetings, I was able to challenge the biology teachers to reflect on the skills and routines that are essential to students' acquisition of literacy skills and biology content. |
As part of my problem of practice, I created a walk-through tool to use during my observations in the biology classrooms. The observation tool aligned the components of the Reading Apprenticeship program to our school improvement plan. The teachers received a copy of the information that I inputted in the google form immediately after I hit submit, which allowed them to get feedback concerning the effectiveness of their classroom instruction. It is important for a school leader to inspect what they expect when it comes to instructional programs and teaching strategies. I learned the importance of conducting frequent observations in the biology classrooms and engaging in conversations with the teachers about their instructional practices. |
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Throughout graduate school, I had the opportunity to complete developmental projects at the K-2, 3-5, Middle School, and High School levels. These projects gave me the opportunity to look at developmentally appropriate instruction at the different levels. My group created this observation tool to use during our site visit observations. We aligned the observation tool to the WCPSS I.C.E.L. (Instruction, Curriculum, Environment, and Learner) framework. This tool allowed me to focus on best practices for meeting diverse student needs at all instructional levels. |
2b. Focus on Instructional Time: The principal creates processes and schedules which protect teachers from disruption of instructional or preparation time.
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With the input from the principal at Lincoln Heights Magnet Elementary School, I created a master PLT and Specials schedule during my first year of graduate school. This schedule allowed each grade level to have an uninterrupted 80 minutes for PLT each week during the school day. Each grade level would meet once a week first thing in the morning for their PLT meeting. I learned how to strategically consider factors that may inhibit a successful PLT. One way I demonstrated this was by mitigating teachers' ability to be late to PLTs because of dealing with a student. The PLTs would start at 7:55 am and students did not begin arriving until 8:00 am. Having each PLT meet on a different day allowed administration, instructional coaches, and the instructional facilitator the opportunity to be involved during all PLT meetings each week. I learned this PLT schedule was a process that ensured the strategic allocation and use of resources to meet instructional goals and support teacher needs within the school day.
*With six grade levels, the fifth grade team met during the day. I created their schedule so that lunch, recess, and specials were together. The specialists helped with recess coverage and transitioning to lunch. |
During my first year of graduate school, I helped create a master schedule that maximized instructional time and minimized transitions based on input from administration, instructional coaches, and teachers at Lincoln Heights Magnet Elementary School. This schedule also incorporated our expedition time (electives) as outlined in our MSAP grant. This schedule protected teachers from influences that would detract from their instructional time. I learned the importance of the school leader creating the master schedule with input from staff members versus allowing each grade level to solely create their own schedule. Previously, the teachers at Lincoln Heights were only given their lunch and special time. They decided the rest of their schedule which included bathroom breaks and other wasted transitions. |
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With the input from administration and to assist the testing coordinator, I created the first semester exam schedule and the exam dismissal parent letter. The exam schedule was posted to the website and around campus. The five day exam window took into account testing students with End of Course tests first because of the need for makeups. This was our testing coordinator's first year as a testing coordinator and I was able to use my knowledge from being a testing coordinator to assist her throughout the planning and execution of the mid year testing window. The exam dismissal parent letter was a new procedure for Sanderson High School staff and students. Previously students left after exams, which was a safety concern for the administrative team. We wanted parent permission for each student leaving campus prior to the end of the regularly scheduled school day. |