STANDARD TWO
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.
2A. Focus on Learning & Teaching, Curriculum, Instruction & 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.
Data Audit
I created a table that demonstrates the different types of data that my school collects, both formative and summative. Next, I wrote a brief narrative to accompany the data audit. The narrative addresses what pieces of data are being used effectively to drive school improvement via PLCs, what data is being used by teachers and administrators, what data is not being used to its potential, and how the administration can help teachers sort through the data to improve student achievement. From the data audit, we chose to focus our attention on discipline, attendance, and principal survey data to measure school climate. Student discipline was high, attendance was low, and the teacher was unhappy. The SIP and administration team collaborated to create new schedules and procedures such as teacher hallway duties which includes a five minute sweep duty, bigger and more visible hallway passes, color-coordinated hallways, new cell phone policy, and ten-minute dead period prior to class. These new processes and procedures decreased students, skipping, tardies, and classroom referrals.
I created a table that demonstrates the different types of data that my school collects, both formative and summative. Next, I wrote a brief narrative to accompany the data audit. The narrative addresses what pieces of data are being used effectively to drive school improvement via PLCs, what data is being used by teachers and administrators, what data is not being used to its potential, and how the administration can help teachers sort through the data to improve student achievement. From the data audit, we chose to focus our attention on discipline, attendance, and principal survey data to measure school climate. Student discipline was high, attendance was low, and the teacher was unhappy. The SIP and administration team collaborated to create new schedules and procedures such as teacher hallway duties which includes a five minute sweep duty, bigger and more visible hallway passes, color-coordinated hallways, new cell phone policy, and ten-minute dead period prior to class. These new processes and procedures decreased students, skipping, tardies, and classroom referrals.
2B. Focus on Instructional Time
The school executive creates processes and schedules which protect teachers from disruptions of instructional or preparation time.
Master Schedule
During the initial phase of my internship at SouthWest Edgecombe High School, we created an instructional schedule that allowed departments to collaborate during planning blocks. Our vision was to be able to allow for each teacher in their department to all have the same planning. With each department having common planning time, teachers could now begin to align their curriculum and share best practices. PLC meetings were held each Thursday during the departments' planning block, on a rotation where administrators and student support services were able to meet with each team to discuss further supports for students based on data discussions. |
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Power Schedule
The administration team and the counselors collaborated on a new power schedule that will enhance student learning. Power is two 40 minute blocks, A & B, between 3rd and 4th periods. The power block is used as an intervention and support period for students who are failing or close to failing. Teachers are available twice a week for Power tutorials. If students fail to attend tutorials, the administration will locate the student, and assist him/her back to tutorials. The administration then contacts the parent, explains that the student is failing, and is not reporting to tutorials. The administration then places the student on a Power contract, highlighting which days they are to report to tutorials. The goal is to provide as much support and intervention as possible. Power is an awesome tool for student engagement, and student choice if used properly. If passing students can enjoy intramural sports, flexible lunch, flexible lunch seating around the school, and teacher one on one. Power is also used for departmental PLCs, and Power duties.
The administration team and the counselors collaborated on a new power schedule that will enhance student learning. Power is two 40 minute blocks, A & B, between 3rd and 4th periods. The power block is used as an intervention and support period for students who are failing or close to failing. Teachers are available twice a week for Power tutorials. If students fail to attend tutorials, the administration will locate the student, and assist him/her back to tutorials. The administration then contacts the parent, explains that the student is failing, and is not reporting to tutorials. The administration then places the student on a Power contract, highlighting which days they are to report to tutorials. The goal is to provide as much support and intervention as possible. Power is an awesome tool for student engagement, and student choice if used properly. If passing students can enjoy intramural sports, flexible lunch, flexible lunch seating around the school, and teacher one on one. Power is also used for departmental PLCs, and Power duties.