Standard 2: 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.
Element 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.
Coaching Model - “See it, Name it, Do it”: As the instructional leader, I was the primary instructional leader of the social studies department around their best instructional practices. Teachers valued in the importance of receiving feedback on class instruction, and as such, I implemented the coaching model, "See it, Name it, Do it". This coaching model allowed teachers to see their instruction (video screen shot to the left), name the gap or area that could be improved in instruction with their me, and practice utilizing a high-impact strategy prior to the next class period in order to improve student outcomes. Additionally, teachers were able to improve the quality of their instruction. Below is the used in each coaching meeting. This template helped me to ensure that I delievered precise praise and direct, high leverage action steps to implement during class instruction.
|
Social Studies Understanding By Design: In previous years, the social studies department was under served and lacked strong practices in data and standard analysis, as well as implementing best instructional practices for their classrooms. This year, I sought to improve the overall quality of this department's classroom instruction by leading the social studies department through the Understanding by Design process, allowing them to backwards plan instruction for each unit. Unpacking each step of the curriculum design process (pictured to the right), allowed the social studies department to learn the process of developing units that are aligned to state standards, rigorous, relevant, and engaging to student inquiry and learning.
|
|
Element 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.
NEHS Scheduling 2017-2018: I developed the master schedule for the 2017-2018 school year with members of the Scheduling Committee. This master schedule was based on the Opportunity Culture content areas (English 2, Math 1, and Biology) to ensure that the multi-classroom leaders had appropriate time to coaching and co-lead with teachers. This schedule also ensured that each grade level had enough courses necessary per NC High School graduation requirements. Due to previous conflicts with scheduling in the past, this process allowed the committee to ensure we had the appropriate number of courses being offered to students during the school year. When this was complete, we conducted schedule audits with all 237 students to ensure that they had the opportunity to review their transcripts as well as create the most accurate schedule to support their academic success. To the left is a copy of the master schedule matrix developed at the beginning of the school year. Below is an image that shows a schedule audit completed with a student at the beginning of the school year.
P.O.W.E.R. Lunch: POWER (Plan, Organize, Work, Eat, Relax) Lunch is a research-based, personalized schedule that allows students to engage in daily intervention, remediation, enhancement, and/or enrichment. P.O.W.E.R. Lunch was designed to give students the opportunity to receive additional support in End-of-Course (EOC) tested courses (Math 1, Biology, English 2) through intervention and enrichment time. This time allows teachers to have time for remediation of student learning during the school day with built in planning time to strategically plan for this instruction. I developed the Master Schedule (pictured below) for P.O.W.E.R. Lunch with the P.O.W.E.R. Lunch Coordinator. Together, we ensured that each teacher received one P.O.W.E.R Block to plan for their remediation and tutorial sessions. Teachers felt that this additional planning time was essential to their overall success in remediation and tutorial sessions.