The leader who wants to improve school success through the use of data will provide ample opportunities for teachers to collect and analyze student data in professional learning communities, time to collaborate, and resources for professional development. She also utilizes data analysis to inform the building goals for the year ensuring alignment with the district goals. Data can tell the leader and the teachers where the students are, where they need to go, and provides opportunity to teachers and administrators to support student success. Collecting and analyzing student data is an important part of a school culture that supports and encourages collaboration as well as holding high standards for student achievement. Student data can be …show more content…
Achievement is important, but student success relies on much more than simply the mastery of a skill. Building leaders who provide classroom teachers with all different types of data show that knowing students for more than just their achievement scores is important and informs high quality instruction.Teachers use that data to understand the student’s background, attendance history, IEP/504 testing history, previous performance, and skill level. This information should be used to provide differentiated instruction and student-focused …show more content…
Leaders should initially also sit in on PLC meetings to listen to what teachers think about the assessment results. The building administrator, while sitting in on PLC meetings, needs to clarify and ask questions framed in a positive way. An administrator could ask, “what have you noticed about the students based on this assessment? What have we done well so far? How can we improve and work together to get our students where they need to be? What ideas do you have to support student success?” Using words like “we” and framing questions in a judgement-free way will build trust and make teachers feel more comfortable about reflecting on their own instructional improvement. Data is less subjective and facilitate conversations around teaching practices. This is a cyclical process and should happen over and over again. The leader that is motivated to improve student achievement will make PLCs a
Applying Figure 1.1 from Victoria Bernhardt’s (2013) book Data Analysis for Continuous School Improvement it is this evaluator’s opinion that Portage High School is at a crossroads as a school of compliance and a school of continuous improvement (p. 4). Of the nine area of evaluation, Portage marks five in the area of compliance and four in the area of continuous improvement. Hence, the assessment is that Portage High School sits firmly as a school focused on compliance. This is a strong reflection of the building principal that feels that the use of data is wasteful endeavor. According the principal, “The experts in our building guide our processes; data does not drive our school. It’s only purpose is to determine
When it comes to education, it is about helping people discover, refine, and develop their gifts, talents, passions and abilities; and then helping them discover how to use those gifts, talents, abilities in ways that benefit others and oneself (Bull, 2015). However, with education, there are many places where this does not happen and learners may fall between the cracks. Schools are heavily measured on testing, student outcomes and student numbers that it has become the main focus to excel the school district—but what about the students? I recall a time where I was sitting in a classroom and the teacher was going over a math lesson. Many students struggled and were having a difficult time following along with the task. The teacher started
1. In a study that was testing testosterone levels and its association with competition using computer games, it was found that:
As I viewed the videos I was constantly thinking about my school, I don’t see any of these strategies being utilized in my school. My school does not have a designated data team it is up to the content area PLC to analysis their own data. Until recently I was actively engaged in the Math PLC meetings and I know the only time data was analyzed was at the end of a unit which was too late. The team did not use formative assessments to make decisions, they used what we referred to as Weekly Skill Checks which could have provided vast amounts of data.
DEVELOPMENT & IMPLEMENTATION OF A SHARED VISION: Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students, (1C) Implementing the Vision connection to my action plan. I collaborate with key stakeholders with the intention of fostering a shared vision, one that is proactive in nature. Proactive interventions, such as the development of a BIP will aid in a shared vision of learning and growth for all students regardless of ability levels. INSTRUCTIONAL LEADERSHIP: Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth (2C) Supporting Teachers to Improve Practice (2D) Feedback on Instruction, directly relates to my action plan as I will engage in open collaborative conversations with teachers, administrators, and essential staff members. I will conduct informal classroom observations with the intension of providing feedback, constructing classroom materials, dispersing information. EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices (6A) Understanding and Communicating Policy correlates with my action plan. I will inform all essential members of the current legal mandates established by federal law, as safeguarding student
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the Colorado Growth Model to help guide them to determine if students have made adequate yearly progress. Together, they created the plan that included the district goals mentioned above as well as continuing to include new technology skills, information on special education changes with Response to Intervention (RTI), maintaining current staff implementation of literacy goals and a new goal of raising achievement in math.
This study uses secondary data as well as tertiary data for research. Meta-analysis involves several journals and scholarly articles reviewed over three-month period to analyze the shortage of providers in three US States: Colorado, Kansas, and Utah. A cross-sectional survey will be mailed to 15 different primary care clinics within these three states. The participation in the survey will be voluntary and all respondents will have an option to mail, email or fax the survey. In order to encourage participation in the survey, the surveyors will be automatically selected for $100 lucky draw. Internal consistency will be assessed to determine reliability. Validity will be assessed through the technical quality of survey item. Principal component
The planning in PLC’s contributes to providing a structured framework that includes reflections and evaluations. Furthermore, the PLC meetings builds a culture that supports collaboration and helps to develop shared beliefs. For instance, teachers at my school have one day a month to go into another teacher’s room to observe or demonstrate a new activity that they had plan together. In addition, teachers use questioning or exit slips to see if the lesson or activity as produce the desired learning (Collaborative Planning, 2016). Teachers can be the students by role playing. During the PLC’s, the teachers can model behaviors, how to anticipate how the content writing based instruction with students because teachers are acting like the students in the PLC. Doing this helps teachers to see why students are not motivated to write and then figure out together as a team to incorporate cooperative interaction between faculty and students. The teachers work together as if they are the students. Next, the teachers take the new information or lesson and model and use it with students in the classroom and allowing others teachers to come in and observe. Afterwards, we will debrief with each other and see what worked and what did not. The meetings are important just as an actual observation. Also, after the debriefings, a writing coach work with teachers in a day-long. Today good teachers are in classrooms, but to be a great educator, one needs to be able to study, be reflective, practice and lots of hard work. Professional learning communities are only one method for teachers to gain knowledge. It is necessarily important that teachers have high-quality PLC’s because it not only for teachers but students as well. By engaging faculty and students in active learning, allows everyone to have a stake in the education. Sometimes it is not just working
Assuring faculty and staff will work collaboratively in a singular focus is extremely important to the success of the PLC and student achievement. The following strategies are used to support faculty and staff to improve student learning: shared purpose and vision, shared decision making, supportive environment, common staff schedule, common norms and processes. The school principal is crucial in the success of the PLCs and enhancing the schools culture. Roberts & Pruitt state, “Principals promote trust in their schools by first fostering trust between themselves and their teachers. The process starts when a principal initiates shared leadership” (2009. p.51).
36). The school leadership team reviewed the Continuous School Improvement Plan to assess the needs of the school and student achievement. Data from state assessments, school incident reports, and other local data was used to suggest strategies, professional development, and budget requirements for school improvement. The findings were shared with stakeholders. The system has determined through the SWOT analysis, the development and implementation of a strategic plan to improve the school organization. This plan will allow the school to use limited resources with input from stakeholders. Also, the plan will provide opportunities for input in the areas of parent engagement, improved and increased communications. Recognizing the strengths and weaknesses, and adding opportunities and threats into actions through the planning process will make this school a quality educational organization in our community and
Formal classroom observations can be effective if they are approached differently than the traditional practices of the past. Most importantly, administrators, other evaluators, and teachers need to have a clear understanding of what competent performance ...
230). This an essential factor to the CBA process as teachers must constantly review student progress and adapt teaching and learning programs to maximise student participation, engagement, achievements, and outcomes (Arthur-Kelly & Neilands, 2017, p. 230). By continually monitoring student progress, teachers are able to measure individual student achievement of particular instructional objectives (Arthur-Kelly & Neilands, 2017, p. 230). The underlying purpose of ongoing monitoring performed by teachers is to support students when they are identified to be at risk of failing or struggling (Arthur-Kelly & Neilands, 2017, p. 230). These concerns may be overcome by changing instructional support to enhance optimal progression, increase student engagement and improve mastery learning (Arthur-Kelly & Neilands, 2017, p.
This problem was recently brought to my attention in one of my classes at Jewell. I took my first graduate level class all about tracking student progress, providing students with meaningful feedback, and students tracking their own growth. This class served as reminder to keep up with good practices even when I feel like I’m out of time or overwhelmed. I learned that research suggests that providing students with constructive feedback will help students learn. I also learned the importance of students tracking their own growth and taking ownership of their learning progress. As a result of my graduate class I came up with a plan for students to track their own learning and growth. During the year students tracked their score on a 1-4 scale suggested by Marzano. One represents: even with help I am not getting it. Two represents: I am starting to get it with help, but need practice. Three represents: I get it and I can show you! Four Represents: I understand and can apply it! (I can teach others). Students tracked these scores in their data tracking folders.
Lampkin, Folsom, and Herrington (2015) reviewed numerous studies investigating principal characteristics and student achievement. The authors reviewed 803 quantitative and qualitative studies conducted in all 50 states. Throughout the literature, they found three common themes of principal characteristics that increase student achievement: precursors (conditions that shape leadership behaviors), behaviors, and leadership styles. A relationship between teachers, parents, and students was found in many of the studies to have significant positive influence on student
As a principal in Dorchester County School District 2, my primary focus will be to ensure that every student receives high quality instruction every day. My plan for achieving this will be through, research based professional development for the needs of the staff, and building a collaborative culture that will review, analyze, and make data driven decisions to effectively impact student achievement and