Student Academic Achievement And Growth: Case Study

CPQS VII: Principals demonstrate leadership around measures of student learning.

A: Student Academic Achievement and Growth - Principals take responsibility for ensuring that all students are progressing toward postsecondary and workforce readiness standards to be mastered by high school graduation. Principals prepare students for success by ensuring mastery of all Colorado Academic Standards, including 21st century skills.

Academic achievement and growth is the primary responsibility of the principal. Ensuring appropriate academic programs that prepare students for postsecondary education and the workforce is one way that principals ensure execution of academic growth. As a part of the technology committee at AAHS, I have been a part
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In order to ensure all students are making academic growth and prepared for postsecondary education of the workforce, the principal needs to make sure that there are intervention programs in place that promote the success of struggling students. As the literacy coach, I have been an asset in developing the RTI (Response to Intervention) program at AAHS. I have provided teachers with strategies for struggling students, as well as collaboratively initiated content specific intervention lessons. Through providing targeted interventions principals ensure that all students are making progress towards graduation.

B: Student Growth and Development - Principals take responsibility for facilitating the preparation of students with the skills, dispositions and attitudes necessary for success in work and postsecondary education, including democratic and civic
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For this reason, it is imperative that the principal know how to gather and evaluate data and can convey the importance of this to staff members. At AAHS, I encouraged teachers to gather and evaluate data to better instructional practices through PLC. As a department, we decided to analyze the NGSS science standards across all grade levels. I think that analyzing data would be more authentic if it were done for specific classes. This way, teachers would be able to analyze their own instructional decision-making and see how it correlates to student growth. To promote this as a leader and principal, I think that it is crucial to have conversations about what the goals of programs like PLC and data teams are. Without these conversations, the group flounders and will treat such programs as another box to check

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