Principalship Practicum Action Inquiry
Statement of the Problem
After the No Child Left Behind Act (2001) the state of Texas continues raising the academic standards for students as well as the requirements for teachers (TEA, 2014). With these increments, an obvious academic gap it is reflected at L. A. Gililland Elementary. It is important that the administrator pay close attention in how teacher could collaborate among each other to analyze and create goals with the proper teaching strategies to close the academic gaps in the school. The administrator should designed a schedule where teacher could plan vertically and cross curriculums and to plan future staff developments where the vertical teams are enhance. Furthermore, that the school …show more content…
- What will be the focus of the collaborative teams?
- How to demonstrate data of the vertical team’s improvement?
- How the administrator could contribute to the collaboration?
- How data will be evaluated and re-directed to the benefit of the vertical teams?
- What trainings could be stablish to enhance the vertical alignment meetings?
Hypothesis: If students could meet 85% of the content achievement in all areas at the end of the school year 2015 (Gililland, 2014). This could be achieve is it is availability in the schedule, the proper training to target the gaps, and continue creating newer goals of instruction.
Importance or Significance of the …show more content…
Examples of these discrepancies are with the large Bilingual population and writing, but the teachers tend to assist each other more than the others. Another discrepancy is that according to the STAAR results the Third Grade Bilingual populations score 75% passing and meeting the state standards while the regular education classes obtained 33% (TEA, 2014). These differences could be eliminated if teachers have access to collaborate with other peers to discharge any discrepancies in the instruction. It is necessary that the principal be more in the classroom to look for discrepancies in teaching in vertical teams and share ideas among grade levels. Furthermore, data could be analyze and identify the gaps. With the assistance of the principal’s observations teaching practices could be identify as effective and sharable with others. What can of schedule the administrator should be stablish to work in vertical teams?
Topics in the Literature Review Theme: Principals as Curriculum Leader Subtheme: Shaping what is Thought and Tested. Glatthorn, Allan A. & Jailall, Jerry M. (2008). Principals as Curriculum Leader: Shaping what is Thought and Tested. Thousand Oaks, California. Corwin Press 2nd ed.
This book will help Principals to have a
Statement of the Problem
After the No Child Left Behind Act (2001) the state of Texas continues raising the academic standards for students as well as the requirements for teachers (TEA, 2014). With these increments, an obvious academic gap it is reflected at L. A. Gililland Elementary. It is important that the administrator pay close attention in how teacher could collaborate among each other to analyze and create goals with the proper teaching strategies to close the academic gaps in the school. The administrator should designed a schedule where teacher could plan vertically and cross curriculums and to plan future staff developments where the vertical teams are enhance. Furthermore, that the school …show more content…
- What will be the focus of the collaborative teams?
- How to demonstrate data of the vertical team’s improvement?
- How the administrator could contribute to the collaboration?
- How data will be evaluated and re-directed to the benefit of the vertical teams?
- What trainings could be stablish to enhance the vertical alignment meetings?
Hypothesis: If students could meet 85% of the content achievement in all areas at the end of the school year 2015 (Gililland, 2014). This could be achieve is it is availability in the schedule, the proper training to target the gaps, and continue creating newer goals of instruction.
Importance or Significance of the …show more content…
Examples of these discrepancies are with the large Bilingual population and writing, but the teachers tend to assist each other more than the others. Another discrepancy is that according to the STAAR results the Third Grade Bilingual populations score 75% passing and meeting the state standards while the regular education classes obtained 33% (TEA, 2014). These differences could be eliminated if teachers have access to collaborate with other peers to discharge any discrepancies in the instruction. It is necessary that the principal be more in the classroom to look for discrepancies in teaching in vertical teams and share ideas among grade levels. Furthermore, data could be analyze and identify the gaps. With the assistance of the principal’s observations teaching practices could be identify as effective and sharable with others. What can of schedule the administrator should be stablish to work in vertical teams?
Topics in the Literature Review Theme: Principals as Curriculum Leader Subtheme: Shaping what is Thought and Tested. Glatthorn, Allan A. & Jailall, Jerry M. (2008). Principals as Curriculum Leader: Shaping what is Thought and Tested. Thousand Oaks, California. Corwin Press 2nd ed.
This book will help Principals to have a