Standard 2: 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.
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.
Coursework
Developmental Projects
Principal Residency
Presented Curriculum Training
PLCs
Analysis of Performance Data
Scheduling for Interventions and Clubs
Professional Development and Specialized Trainings
Distinguished Leadership in Practice
EVAAS and Indistar
Flipped Classroom
Questioning
Understanding by Design
Readings
Classroom Instruction that Works (Marzano)
on common ground: The Power of Professional Learning Communities (DuFour)
Reframing Organizations (Bolman & Deal)
Teach Like a Champion (Lemov)
Yardsticks: Children in the Classroom Ages 4 - 14 (Woods)
Developmental Projects
Principal Residency
Presented Curriculum Training
PLCs
Analysis of Performance Data
Scheduling for Interventions and Clubs
Professional Development and Specialized Trainings
Distinguished Leadership in Practice
EVAAS and Indistar
Flipped Classroom
Questioning
Understanding by Design
Readings
Classroom Instruction that Works (Marzano)
on common ground: The Power of Professional Learning Communities (DuFour)
Reframing Organizations (Bolman & Deal)
Teach Like a Champion (Lemov)
Yardsticks: Children in the Classroom Ages 4 - 14 (Woods)
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.
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 collected beginning-of-the-year (BOY) and middle-of-the-year (MOY) data to create the MOY iReady Results powerpoint. The powerpoint has comparison data, as well as recommendations for implementation in 2016-2017 to maximize student achievement.
2B: Focus on Instructional Time
The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
One of my primary responsibilities as a principal resident was to mentor beginning teachers. This teacher contact log documents several interactions with teachers regarding student discipline, lesson planning, and small group instruction. Interactions focused on instruction are highlighted. Names have been removed to protect teacher confidentiality.
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One of my primary duties for the second semester was to create a club schedule with club offerings and room assignments. The above document is an example of a class roster with club assignments, the teacher responsible for the club, and the room assignment. Student names were removed for confidentiality reasons.
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The above email is a communication sent to teachers after club revisions. Teachers were asked to inform students of changes, as well as develop a dismissal procedure at the end of club time.
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