C: Implementing High-Quality Instruction - Principals support teachers through ongoing, actionable feedback and needs-based professional development to ensure that rigorous, relevant and evidence-based instruction and authentic learning experiences meet the needs of all students and are aligned across P-20.
Instructional leadership is my greatest passion as a leader. This year, I was involved in creating, differentiating, and executing needs based professional development at AAHS around both literacy and the Bring Your Own Device (BYOD) initiative. I was really able to take on a role as a teacher leader that mirrors the duties of administration through these initiatives. While I did lead many of the professional development secessions, …show more content…
The P-20 alignment between high school and higher education provides educators with the Colorado academic standards, graduation guidelines, and the Colorado Measures of Academic Success. When participating in teacher walk-thoughts, this meant being familiar with the Colorado academic standards in all content areas. While I am not suggesting that these become memorized, I often found it helpful to refer back to the standards in order to orient myself to the final goals of the classroom. In addition, as literacy coach I was able to share with others the rubrics used to grade the PARCC ELA test and identify the shortcomings and areas of excellence for each grade level. Through participating in this activity, teachers identified their own professional development needs. Close adherence to 504 and IEP stipulations will aid in ensuring that the individual needs of students are met. In addition, administration can enhance this aspect of the instructional program through providing teachers with a multitude of research based differentiation …show more content…
One goal identified at DVES this year was the need for a new math curriculum that better incorporates the common core math standards. After researching available supports, the team decided on the use of Engage New York. While I was not a part of the initial school goal setting, I am able to monitor the progress of student outcomes with the MTSS and Math Coach at DVES. Monthly, data is tacked for students in mathematics. Students who are not making progress toward their goal are targeted for interventions. I aid in targeting students who do not show progress and working out the interventions schedule with the Math interventionist. Having a multitude of supports in place guarantees that students are going to reach their personal academic
Instructional leadership is my greatest passion as a leader. This year, I was involved in creating, differentiating, and executing needs based professional development at AAHS around both literacy and the Bring Your Own Device (BYOD) initiative. I was really able to take on a role as a teacher leader that mirrors the duties of administration through these initiatives. While I did lead many of the professional development secessions, …show more content…
The P-20 alignment between high school and higher education provides educators with the Colorado academic standards, graduation guidelines, and the Colorado Measures of Academic Success. When participating in teacher walk-thoughts, this meant being familiar with the Colorado academic standards in all content areas. While I am not suggesting that these become memorized, I often found it helpful to refer back to the standards in order to orient myself to the final goals of the classroom. In addition, as literacy coach I was able to share with others the rubrics used to grade the PARCC ELA test and identify the shortcomings and areas of excellence for each grade level. Through participating in this activity, teachers identified their own professional development needs. Close adherence to 504 and IEP stipulations will aid in ensuring that the individual needs of students are met. In addition, administration can enhance this aspect of the instructional program through providing teachers with a multitude of research based differentiation …show more content…
One goal identified at DVES this year was the need for a new math curriculum that better incorporates the common core math standards. After researching available supports, the team decided on the use of Engage New York. While I was not a part of the initial school goal setting, I am able to monitor the progress of student outcomes with the MTSS and Math Coach at DVES. Monthly, data is tacked for students in mathematics. Students who are not making progress toward their goal are targeted for interventions. I aid in targeting students who do not show progress and working out the interventions schedule with the Math interventionist. Having a multitude of supports in place guarantees that students are going to reach their personal academic