Standard 2: Instructional Leadership
Principals 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.
A. 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.
Modern Classrooms Framework Implementation and Sustainability
Our adoption of the Modern Classrooms Framework was the single most important transition in our schools pedagogy. Our teacher leaders researched it, brought it to the attention of administration and we immediately fell in love with it. We had a teacher pilot it before school wide implementation. Once we saw the success of the pilot, we invited Mr. Farrah and the Modern Classroom Project to our school for a school wide professional development pre pandemic. In that professional development our teachers were instructed on how to build with in the framework and by the end had their first unit created. This work helped our school to be a leader in the district during quarantine. Teachers learned the power of utilizing formative data assessments, mastery learning, how to track student progress to differentiate and personalize learning.
When using a school wide pedagogy such as Modern Classrooms, it is important to be able to sustain what we have built. As such, we were able to transition one of our teacher leaders to our teaching and learning coach. His primary job is to help new teachers on board into Modern Classrooms. He as weekly meetings with them were he models, gives feedback, and helps them to build.
Our adoption of the Modern Classrooms Framework was the single most important transition in our schools pedagogy. Our teacher leaders researched it, brought it to the attention of administration and we immediately fell in love with it. We had a teacher pilot it before school wide implementation. Once we saw the success of the pilot, we invited Mr. Farrah and the Modern Classroom Project to our school for a school wide professional development pre pandemic. In that professional development our teachers were instructed on how to build with in the framework and by the end had their first unit created. This work helped our school to be a leader in the district during quarantine. Teachers learned the power of utilizing formative data assessments, mastery learning, how to track student progress to differentiate and personalize learning.
When using a school wide pedagogy such as Modern Classrooms, it is important to be able to sustain what we have built. As such, we were able to transition one of our teacher leaders to our teaching and learning coach. His primary job is to help new teachers on board into Modern Classrooms. He as weekly meetings with them were he models, gives feedback, and helps them to build.
|
|
Case 21 MOY Data Analysis and and Meeting
Throughout my experience as Assistant Principal at DPLC, my Principal has given me the opportunity to grow into the instructional leader that I am today. She knew that I had strengths in the area of data analysis and gave me the green light to gather, analyze and facilitate our schools data with our EOC teachers. Due to the population we serve at DPLC we know how important Case 21 testing is. We do not have reliable historical data so leveraging this data is paramount to the success of our students. Every MOY and EOY cycle, it is my responsibility to put together our data, find trends and help our teachers to grow our students. Facilitating these meetings in conjunction with Modern Classrooms Framework has helped our teacher produce significant measureable growth as measured by EOC exams.
Throughout my experience as Assistant Principal at DPLC, my Principal has given me the opportunity to grow into the instructional leader that I am today. She knew that I had strengths in the area of data analysis and gave me the green light to gather, analyze and facilitate our schools data with our EOC teachers. Due to the population we serve at DPLC we know how important Case 21 testing is. We do not have reliable historical data so leveraging this data is paramount to the success of our students. Every MOY and EOY cycle, it is my responsibility to put together our data, find trends and help our teachers to grow our students. Facilitating these meetings in conjunction with Modern Classrooms Framework has helped our teacher produce significant measureable growth as measured by EOC exams.
Formative Assessment Modeling Reflection-4th Grade Teacher
As a school leader you are the principal teacher and primary instructional leader. Growing the capacity of teachers is one of the most important roles we play. As such, one of the major assignments DPLA fellows were tasked with was choosing a classroom, meeting with the teacher and modeling a method of teaching to help grow their capacity. For this project, I worked with Miss Hickey, a fourth grade teacher at Parkwood Elementary. The lesson I modeled was centered around formative assessment and instant student feedback. During the lesson I modeled the use of Plickers.
As a school leader you are the principal teacher and primary instructional leader. Growing the capacity of teachers is one of the most important roles we play. As such, one of the major assignments DPLA fellows were tasked with was choosing a classroom, meeting with the teacher and modeling a method of teaching to help grow their capacity. For this project, I worked with Miss Hickey, a fourth grade teacher at Parkwood Elementary. The lesson I modeled was centered around formative assessment and instant student feedback. During the lesson I modeled the use of Plickers.
Parkwood Elementary Curriculum Expectations
In the beginning days of this school year, the administration team at Parkwood Elementary held grade level meetings where we explained our expectations for the year. At this meeting the following Google Document was shared with each teacher. This document includes baseline expectations for all teachers in each subject area while also giving links to district curriculum guides. The administrative team went through each section of the document to answer as many potential questions as possible regarding staff expectations and curriculum. This process was very important because we had many new teachers to our building. We thought it was best to meet by grade levels throughout the week to ensure each teacher had an opportunity to ask questions and feel safe to do so.
B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time
Parkwood Elementary Master Schedule
|
|