A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.
ELCC Standard 1.0:
Artifacts
Character Education Program Proposal
https://docs.google.com/presentation/d/1INtMBfGU9Xt50V5Xoc8hYaeC1RPD20vRj4qJd9bPfpg/edit?usp=sharing
Curriculum Implementation Philosophy
My vision for a future school includes a private institution for students, grades K-12. This school will provide black students with a classical liberal arts education, with strict focus on the Humanities and the Arts. Students will practice reading ,writing, speaking and thinking critically daily and will prioritize discipline over assessment. It is important to me that my school operate in a contrary fashion to the typical charter or public school in two key ways. Firstly, student enrollment will have no bearings on the school budget or financial welfare. Secondly, neither will assessment results; they will be understated data points to help guide instruction not determine proficiency. Teachers will be trained to offer students top quality classical training and study while immersing them in key cultural literature and art to create balance. Critical consciousness will be encouraged as school culture will incorporate a healthy practice of highlighting the tension and overlap between the two realms of instruction. Students will be required to contribute to the Great Conversation through publishing and project based learning. While I support one to one technology, and desire for students to use technology with efficacy, its use will be limited and structured. Students with special learning needs that cannot be readily addressed in the general education setting will be supported in an alternative environment better suited to meet their needs.
Because I have such a specific and alternative vision for my school, it is imperative that I provide teachers with immersive training that provides a strong foundation for what it means to implement curriculum. “Amber Jeffers, Director of Customer Experience for Learning.com explains: “When multiple educators are using the same program or application, it’s essential that they all receive the training, resources, and clarity of purpose to understand the value from that program.” To achieve this, the planning must include a framework for generating initial buy-in as well as for teacher success and enthusiasm in the long-term.” The Wisconsin Department of Public Instruction further finds that “research shows that to positively impact student achievement, teachers cannot be provided with any curriculum or set of instructional materials without also providing them with professional learning focused on how to implement those materials effectively to meet the needs of all students.” All studies seem to underline the idea that is not just a strong curriculum of instructional vision, but training and buy-in for how to implement that makes a team successful. Head Start, a division of the US Department of Health and Human Services reports that “while an early childhood curriculum provides the foundation for supporting children's learning and development, it must be effectively implemented by education staff who understand how to use it responsively, intentionally, and with fidelity (i.e., as it was designed to be used). Therefore, programs need to develop a system of training and professional development that supports education staff in their efforts to effectively implement their curriculum.”
References
Jeffers, A. (2019, August 07). To enhance curriculum implementation, start with communication. Retrieved May 07, 2021, from https://equip.learning.com/curriculum-implementation-communication
Key actions to implement curriculum. (2020, October 16). Retrieved May 07, 2021, from https://dpi.wi.gov/impl/key-actions-implement-curriculum
Supporting staff to effectively implement curricula. (2018, September 26). Retrieved May 07, 2021, from https://eclkc.ohs.acf.hhs.gov/publication/supporting-staff-effectively-implement-curricula
Professional Development Agenda
I would use this professional development opportunity to showcase exemplary classrooms to new teachers. I would split the day between two classrooms that are set up to facilitate group seating, with room for an instructor to circulate the classroom easily. I’d want to ensure there is enough room for a gallery walk around the room.
Agenda
9:00-10:00 AM Culture: Mission & Vision; Rolands- Assistant Principal of Culture
10:00-11:00 AM Culture: School Wide Systems & Procedures Rolands- Assistant Principal of Culture
11:00-12:00 PM Culture: Classroom Systems & Procedures; Thomas -Instructional Coach
12:00-1:00 PM Lunch
1:00-2:00 PM Instruction: Annual Priority; Vector-Assistant Principal of Instruction
2:00-3:00 PM Instruction: Data & Goals; Vector-Assistant Principal of Instruction
3:00-4:00 PM Instruction: Planning & Practice; Mills- Instructional Coach
Materials
Laptop & Charger
Notetakers (soft or hard copy)
The day is split between culture and instruction focus, with each focus having a general session that provides a school wide overview, campus close up, and classroom application. Each session would include pertinent information for new teachers, such as policies in place, history tradition has grown from, and key information to keep in mind in the first weeks of school. I would ensure that each session made time for teachers to ask questions, collaborate with others, and produce a deliverable they will need. This is to save them time and create an opportunity for them to receive feedback on their work.
The school wide culture and procedures sessions will be led by the assistant principal of culture. This is to establish them as an authority in this area and owner of the systems that drive culture. These sessions will cover the school’s mission, vision and values, as well as the school wide incentive and disciplinary systems. Teachers will have the opportunity to produce the basic components of a classroom management plan that includes required procedures like entry, exit, technology, and material distribution.
The sessions that focus on producing classroom based develerivables are led by instructional coaches. This is to establish them as authorities in the area of instructional practice and ensure staff sees all leaders in an equal light. The instructional sessions are led by the assistant principal of instruction for the same reason. The end goal of these sessions is to ensure teachers understand the academic standing of the school, the annual priority and how it affects their daily instructional goals, and have a chance to use the provided tools to produce their first round of successful plans. Ideally, teachers leave the sessions feeling empowered and having completed some work, with support. The best part about group based sessions for new teachers is the opportunity to practice their skills in real time and get feedback. I would want all teachers to have a chance roleplaying rolling out their classroom systems and procedures. This
will help them get over any nerves they may have and give their coach an opportunity to observe their practice early on. Overall, these sessions will be the team’s first opportunity to begin bonding and supporting each other.