A. Focus on Learning and Teaching, Curriculum, Instruction and 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.
Teacher Coaching: As part of my internship experience, I coached five teachers throughout the school year. I worked with each teacher on classroom culture using an observation and feedback coaching cycle where I observed each teacher multiple times a week and selected their highest leverage action step as the focus of our debrief and practice session each week. Action steps were determined based on a teacher's progress and performance on the school-wide instructional rubric. |
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Data Plans: Along with coaching teachers around classroom management and culture, I also worked with teachers to breakdown and analyze student performance on the standards for various assessments. I met with teachers weekly to examine student work and determine the biggest conceptual gap students had in regard to the standard we were examining. We then collaboratively planned a reteach lesson and determined when and how the teacher planned to collect new data to ensure the gap was closed. |
Coaching Strategic Plan: After each benchmark, I examined my teachers' growth toward their goals, their areas of strengths, and areas they still needed to grow and how my inputs as their coach correlated to student performance. I then outlined a plan for the next quarter tailored specifically for each individual teacher to ensure that the mechanisms I was using to foster their growth were the most impactful for each teacher based on their needs. |
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B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruptions of instructional or preparation time.
Setting and Adapting a Schedule:
I served as the Grade Level Chair (GLC) for the seventh grade during my principal residency. As a GLC, I was in charge of the culture of this grade level and the administrator responsible for the teachers and students. There are two interesting points about my residency school regarding the focus on instructional time. The first is that each grade level operates on its own schedule. This means that I was in charge of creating the schedule for my team and was able to modify and adapt the schedule throughout the year to best meet the needs of our seventh grade students.
The second interesting piece is that Henderson Collegiate does not utilize substitute teachers. Instead, Henderson Collegiate utilizes flexible scheduling to cover gaps when teachers are out to ensure that students are receiving high quality instruction in all of their classes, every day, even when a teacher is out. As the GLC for a grade level, I was responsible for adjusting and managing the schedule to cover absences, maximize instructional time, and allow adequate planning for all teachers.
I served as the Grade Level Chair (GLC) for the seventh grade during my principal residency. As a GLC, I was in charge of the culture of this grade level and the administrator responsible for the teachers and students. There are two interesting points about my residency school regarding the focus on instructional time. The first is that each grade level operates on its own schedule. This means that I was in charge of creating the schedule for my team and was able to modify and adapt the schedule throughout the year to best meet the needs of our seventh grade students.
The second interesting piece is that Henderson Collegiate does not utilize substitute teachers. Instead, Henderson Collegiate utilizes flexible scheduling to cover gaps when teachers are out to ensure that students are receiving high quality instruction in all of their classes, every day, even when a teacher is out. As the GLC for a grade level, I was responsible for adjusting and managing the schedule to cover absences, maximize instructional time, and allow adequate planning for all teachers.