Standard+II

Standard II: Instructional Leadership

I believe an instructional school leader is one that is highly versed in the core curriculum and instructional practices aligned with the school’s targeted developmental age. Together with their staff and other valuable stakeholders, an instructional leader should foster an environment that requires rigorous instruction, common-meaningful assessment and accountability. The school leader should provide quality opportunities for teachers to master their craft, and opportunities to be on the cutting edge of their profession. An instructional leader should ensure that the best possible instruction is reaching students and resulting in student success.  *0=Not Demonstrated 1=Emerging 2=Developing 3=Proficient 4=Accomplished


 * Related Coursework and Trainings **
 * Schooling by Design Training
 * Understanding by Design Training
 * FIZZ: Flipped Classroom Training
 * Developmental Projects
 * Clinical Supervision Assignments

//The Fifth Discipline, // Senge //Reframing Organizations, //Bolman & Deal Select readings from, //Child Adolescent Development for Educators, //<span style="font-family: Georgia,serif;"> Meece & Daniels <span style="font-family: Georgia,serif;">Select readings from, //<span style="font-family: Georgia,serif;">Yardsticks: Children in Classrooms Ages 4-14, //<span style="font-family: Georgia,serif;"> Wood
 * <span style="background-color: #404040; color: #ffffff; font-family: Georgia,serif; font-size: 15px;">Related Readings **


 * <span style="font-family: Georgia,serif; font-size: 15px;">2a. <span style="color: #ff0000; font-family: Georgia,serif; font-size: 15px;">Focus on Learning and Teaching, Curriculum, Instruction and Assessment **<span style="font-family: Georgia,serif;">: 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.


 * <span style="background-color: #404040; color: #ffffff; font-family: Georgia,serif; font-size: 15px;">Select Experiences and Activities **
 * <span style="font-family: Georgia,serif;">Developed and implemented peer-to-peer learning walk observations school-wide
 * <span style="font-family: Georgia,serif;">Participated in grade level weekly PLCs
 * <span style="font-family: Georgia,serif;">Participated in vertical monthly PLCs
 * <span style="font-family: Georgia,serif;">Mentored a co-teaching English-Language Arts inclusion team
 * <span style="font-family: Georgia,serif;">Worked with School Improvement Team to revise finalize the 2012-2013 School Improvement Plan
 * <span style="font-family: Georgia,serif;">Acted as co-chair of the School Leadership Team, and created and facilitated monthly agendas
 * <span style="font-family: Georgia,serif;">Completed formal observation rounds with teachers across curriculum areas

<span style="font-family: Georgia,serif;">**Peer-to-Peer Observations:** To provide a setting in which staff were able to observe best practices and excellent strategies for student learning taking place at our school, I had the opportunity to establish peer-to-peer observation rounds. Each staff member had the opportunity to observe others, to be observed, and to give and receive feedback. Throughout this process, I learned that establishing structured time for observations and feedback positively impacted teaching and learning. <span style="font-family: Georgia,serif; line-height: 0px; overflow: hidden;"> <span style="font-family: Georgia,serif; line-height: 0px; overflow: hidden;"> <span style="font-family: Georgia,serif; line-height: 0px; overflow: hidden;">
 * <span style="background-color: #404040; color: #ffffff; font-family: Georgia,serif; font-size: 15px;">Select Artifacts **
 * <span style="font-family: Georgia,serif;">Peer-to-Peer Observations Supporting Documents: **


 * <span style="font-family: Georgia,serif; font-size: 15px;">2b. <span style="color: #ff0000; font-family: Georgia,serif; font-size: 15px;">Focus on Instructional Time **<span style="font-family: Georgia,serif;">: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.


 * <span style="background-color: #404040; color: #ffffff; font-family: Georgia,serif; font-size: 15px;">Select Experiences and Activities **
 * <span style="font-family: Georgia,serif;">Created and implemented Exploratory Wheel schedule including student, teacher and classroom assignments and corresponding rotations
 * <span style="font-family: Georgia,serif;">Collaborated with mentor principal and administrative team to revise the daily schedule to include more effective intervention times
 * <span style="font-family: Georgia,serif;">Presented revised daily schedule to grade-level PLCs
 * <span style="font-family: Georgia,serif;">Supported school-wide implementation of the revised daily schedule at the midpoint of the school year

<span style="font-family: Georgia,serif;">Revised Daily Schedule: I was able to assist the administrative team by assisting with reinventing our daily schedule to better meet the needs of our students and teachers. Through this practice, I have learned the importance of effectively implementing a schedule that focused on the maximum use of instructional time for all grade levels. Throughout this process, I also learned the importance of being mindful of the time of day in which an intervention and enrichment block is scheduled. A time devoted to intervention and enrichment can have a positive impact on student achievement when placed at the optimal time in the schedule. Through this process, I learned the importance of being creating with the use of time during the school day. <span style="font-family: Georgia,serif; font-size: 12px;">
 * <span style="background-color: #404040; color: #ffffff; font-family: Georgia,serif; font-size: 15px;">Select Artifacts **