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Key elements of effective communication
Bilingualism in the classroom
Key elements of effective communication
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Instructional Leadership Meeting Log
The Instructional leadership team meeting took place on November 15, 2017. The people in the meeting were: cooperating teacher; Amber Merrick, field supervisor; Melba Foster, and teacher candidate, Aide K Soto. The meeting started with acknowledgments by Aide K Soto to recognize Miss. Merrick for her support, expertise, and gentleness. Miss. Soto reflected on her last experiences including; first teaching performance, meetings with colleagues, relationships with students, and interactions with parents. In the areas of strengths, Miss. Soto recognized that being bilingual aid her to communicate with Spanish speaking parents. Relating to areas of improvement, Miss. Soto needs to learn more about school activities
Ms. Hall has had many years of public education experience and higher education training in which to hone her leadership style and framework. She started her career as a teacher in the Kirkwood School District. She then served as an assistant elementary principal at both Ritenour and Pattonville School Districts before being selected to serve as the assistant superintendent of the Maplewood Richmond Heights School District in 2008. Throughout her career she continued to pursue her education as a means o...
My assignment is a combination of two interviews. I interviewed an Assistant Principal, Ms. Katis Romig, as well as, our Curriculum Director, Mrs. Maria Petkanas. They are both responsible for the curriculum development and instruction for the school where I work, P.S. 811Q. I also learned a fair amount from Ms. Romig and Mrs. Petkanas including that District 75 Citiwide Special Education’s Deputy Superintendent, Ms. Barbara Joseph, had given the school feedback and suggested writing curriculum and textbooks. This was the only feedback she gave our principal during her observation last week.
Leadership training programs allow for teachers to use their professional experience as an educator and combine it with the academic and hands on experience of being a leader by providing a comprehensive program. Leadership “…is learnable by providing real world leadership training” (Ramsey, 2006, p.xx). The training program prepares educators to be leaders and equips them with the tools necessary to be an effective leader. There is a need for an “,,,infusion ...
Short, D., & Echevarria, J. (2004). Teacher Skills to Support English Language Learners. Educational Leadership, 62(4), 8-13. Retrieved from Academic Search Complete database.
The School Leadership Team (STT) has a huge responsibility to lead, including instructional coaching duties, and mentoring the new teachers. Parameters were set in place by the principal, offering a clear vision, including clearly-defined values and teachers are becoming empowered through leadership opportunities, which have been devoid in the past. Therefore, I think the leadership style is effective, because the administrator is willing to share the leadership, and I have witnessed firsthand the impact an instructional coach is having on the school, and the individual growth of that coach is becoming immeasurable. 2. The principals current practice is to have her “office” on the go. At the practicum site, there is a spot in the school, which is centrally located at four corners of the building, and this is where the principal can be found during the day, most of the time. She is setup with a cart, her laptop, cell phone and a daily planner, and likes to be out in the building, rubbing shoulders with teachers and kids. I believe the leadership style is effective because the principals mobile cart has created a transparent environment where teachers and scholars can easily interact with the building administrator and the leader is able to accomplish essential tasks while keeping close contact with stakeholders, which contributes to a
accountability, school-wide leadership, program integration, parent involvement-and effective use of the native language to assure high level
For the lead teacher interview assignment, I had the opportunity to sit down with and interview my son’s EC teacher from last year, Mrs. Hamm. Since my son started at the school last year, Mrs. Hamm has helped him in so many different ways. Mrs. Hamm has been teaching for over 20 years from her home state of Pennsylvania and more currently at Mount Energy Elementary School in Creedmoor, NC. Mrs. Hamm has been teaching at Mount Energy Elementary School in Creedmoor, NC for the last 12 years and recently awarded “Teacher of the Year”. Mrs. Hamm, up until this school year, was the main EC teacher for all grades Kindergarten through fifth grade at Mount Energy Elementary School. As of the present school year, the school district made the determination that she was over the acceptable number of students. As a result, they decided to hire an additional EC teacher and assistant to teach grades 3-5th and Mrs. Hamm would teach grades K-2. Mrs. Hamm was the teacher of 18 students until this decision was made, now with grades K-2, she has 9 students in her class.
D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135 Gordon, S. P. (1989).
Principal Pettis has to come to the realization that it is not possible to “have all the competence, all the time, and all the information needed at any one time to get the job done.” (Sergiovanni, 2015, p. 12). She will have to empower and cultivate leadership skills in teacher-leaders to give her an equitable perspective on the needs of her school. In this way, learning is ongoing for all, making the important connection between leadership and learning that is so powerful in successful schools. With these few changes, the heartbeat of the school is
“Leadership for educational equity: About LEE.” Leadership for educational equity. Web. 19 Apr. 2014 http://educationalequity.org/about/
The stories and resilience I’ve seen and heard remind of the importance of civic engagement and leadership. I recognize that without the support of mentors such as Mr. Bravo, I would not be writing these words today. At age 22, I have returned to the community that shaped the individual I am today. My way of giving back for the opportunities I have had in life is by serving as a resource, mentor, and tutor to the youth in my community. I work closely with 11 at risk eight grade students at Carver Middle School, a school in South Los Angeles. My purpose in serving in this community is because my students deserve a quality education that will allow them to develop the skills to be civically engaged citizens. Therefore, building brave spaces for my students is crucial to me; because, I am aware of the importance of social and emotional support of one’s personal and professional development. I want my students to know that they matter and that they are not
benefit one another (Shatkin & Gershburg, 2007, p. 589). As a teacher leader, the role of the
On Monday,October 14, 2013 at 7:00 P.M., I attended the Bradford Area School District school board meeting at Floyd C. Fretz Middle School in the large group instruction room. This meeting was important for the teachers, students, and the schools in the district. It provided information that correlated to the material in class and a perspective on what situations as a future teacher I may experience.
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.