Standard Two: 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.
Preparation through Text, Training and Professional Development
Text/ Readings:
- School Culture ReWired (Todd Whitaker)
- Re-framing Organizations (Bolman & Deal)
Training's and Professional Development:
- Crucial Conversations
- Understanding by Design
Text/ Readings:
- School Culture ReWired (Todd Whitaker)
- Re-framing Organizations (Bolman & Deal)
Training's and Professional Development:
- Crucial Conversations
- Understanding by Design
Artifacts:
2A: Focus on Learning and Teaching, Curriculum, Instruction and Assessment
The principal/assistant 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
- Redesigned school walk-through instrument
Narrative: Prior to this school year, Louisburg High School teachers received no form of informal or formal feedback outside of the NCEES Evaluation System. Teachers were provided zero (tangible) feedback to help guide and improve their instruction, or at a minimum reflect on their practices. As a result of the need, I created a LHS- Walkthrough form to use when I observed classrooms on a daily basis. Using google forms, and utilizing my iPad, I could give instant feedback on a wide variety of topics. Through this feedback, I was able to provide teachers with feedback consistently and generate an on-going conversation about instructional practices.
Artifact: LHS Walkthrough Form
2B: Focus on Instructional Time
The principal/assistant principal creates processes and schedules which protect teachers from disruption of instructional or preparation time.
- Teacher Coverage Schedule- Coaching Duties
Narrative: Prior to this school year, teacher absences, coaching duties and substitute shortages created a growing need for coverage. In the past teachers were called at random to help out with classrooms, and coaches covered for other coaches. Both processes lacked equity and placed a heavier burdens on a select group of teachers, specifically coaches. I created a process for coaching coverage to create a system that spread the coverage requests across all departments and staff. I also put in a process of improving the communication for the coverage requests. These processes erased the scrambling for coverage and protected planning periods for a number of teachers with the improved tracking and expectations for all teachers.
Artifact: Communication of new coverage expectations and procedures (e-mail)
2B: Focus on Instructional Time
The principal/assistant principal creates processes and schedules which protect teachers from disruption of instructional or preparation time.
- Teacher Coverage Schedule- Coaching Duties
Narrative: Prior to this school year, teacher absences, coaching duties and substitute shortages created a growing need for coverage. In the past teachers were called at random to help out with classrooms, and coaches covered for other coaches. Both processes lacked equity and placed a heavier burdens on a select group of teachers, specifically coaches. I created a process for coaching coverage to create a system that spread the coverage requests across all departments and staff. I also put in a process of improving the communication for the coverage requests. These processes erased the scrambling for coverage and protected planning periods for a number of teachers with the improved tracking and expectations for all teachers.
Artifact: Communication of new coverage expectations and procedures (e-mail)
Bus Driving- Yellow School Bus and Activity Bus
Narrative: Our school system faced a bus driver shortage for a large portion of the school year. As a result we were relying on classroom teachers to drive our bus routes in the morning before school, for field trips during the day, and after school. As a former coach I held on to my CDL License and I put them to use. On over 40 occasions this year I avoided using our classroom teachers and provided transportation to students myself. This helped to protect instructional and personal time for out staff and allowed me to expand on my relationships with our student body. As a result of this service, I was featured in a Franklin County Schools article during Driver Appreciation Week.
Artifact: Link to FCS Article
Narrative: Our school system faced a bus driver shortage for a large portion of the school year. As a result we were relying on classroom teachers to drive our bus routes in the morning before school, for field trips during the day, and after school. As a former coach I held on to my CDL License and I put them to use. On over 40 occasions this year I avoided using our classroom teachers and provided transportation to students myself. This helped to protect instructional and personal time for out staff and allowed me to expand on my relationships with our student body. As a result of this service, I was featured in a Franklin County Schools article during Driver Appreciation Week.
Artifact: Link to FCS Article