BJackson_Module3Reflection

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University of West Georgia *

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Arts Humanities

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Dec 6, 2023

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Module 3 Reflection 1. In Culture Building in a High Reliability School, Acosta describes the responsibility of school leaders to foster shared beliefs and a sense of community and cooperation among teachers through the creation and support of teacher teams that address curriculum, assessment, instruction and student achievement. How does a leader go about this work? What steps must be taken and why? Describe the relationship between principal behavior and student achievement with collaborative teacher teams. A highly effective principal is a leader that models the expectations, build culture in the school, and communicates the vision of the school (Acosta, 2020). To foster shared beliefs and sense of community and cooperation of school leaders among teachers through curriculum, assessments, and instruction is by establishing clear and meaningful conversations to and from the staff members. It is very vital to create meaningful relationships with staff members to be able to provide feedback. As a leader, your presence through this work is crucial because this allows you to ensure that the schoolwide expectations with instruction, curriculum, and assessments are taking place. These observations allow staff members to be recognized for superior performance (Acosta, 2020). Recognition is vital in analyzing students’ achievement with collaborative teacher teams. We want to recognize and celebrate individual staff members as we well as the whole (Acosta, 2020). Even when those goals are not met as whole, we have to acknowledge the failures to know how make crucial changes.

The relationship between principal behavior and students’ achievement with collaborative teacher team is vital. As a school leader, there needs to be an effective monitoring system in place to provide feedback to teacher teams about student achievement through the curriculum, instruction, and assessment (Acosta, 2020). When issues arise regarding the curriculum, instruction or assessment actively help to identify the misconceptions for teachers. Highly effective leaders ensure that all staff members have the essential resources, support, and effective professional development to execute high quality teaching (Acosta, 2020). During staff meetings or professional learning communities, the school needs to address the concrete goals aligned to the student’s achievement and keeping those goals apart of our day-to-day operations. 2. Hattie tells us that improving student outcomes is more of a function of how teachers think than what they do. Which of Hattie’s mind frames for teachers do you find most compelling and why? Which mind frame is most challenging and why? How can leaders support the development of the mind frames among their teachers? John Hattie’s views on student achievement is very compelling work. His belief that student achievement is based on the teachers’ thoughts on learning and their role in the classroom highlights the importance of optimizing student success. It is the mindset of our actions and decisions impact students learning. Hattie believes that teachers and school leaders that develop the mindset of mind frames will have major impact on their students. The most compelling mind frame is “I am a change agent and believe all students can improve” (Hattie, 2020). This mindset explains a teachers influence has an infinite

amount of motivation on student achievements. Being a change agent in any school many being committed to pushing forward ideas of growth for students and teacher. They help to push change into the building and encourage others to provide change to their students. These expert teachers learn through the work that they do and by collaborating with their colleagues. Creating expert teachers allows for there to be an increase in student achievement. Through this mind frame, learners can view themselves as producers of their learning. The most challenging mind frame is “I strive for challenge and doing your best” (Hattie, 2020). Often, we spend so much time give students development of knowledge level one and two type questions. In recent conversation, it has been said that COVID-19 has shifted our kids’ learning abilities. In my opinion, I believe we should be doing more performance task to enhance students’ communication and critical thinking skills. We even given will often just give students the answers instead of using the misconceptions to learn. We need to be motivating our students to push through challenges in their learning. Leaders can support the development of the mind frames among their teachers by providing teachers with continued support on understanding the importance of assessment and feedback from teachers. Modeling for teachers the importance of building relationships with students very similar to how the leader build relationships with staff. 3. High impact instructional leaders build consensus with their staff about what constitutes evidence that their school is engaged in high impact practices. Hattie suggests that collaborative work needs to move away from war stories and anecdotes and instead focus on quality evidence of learning. How does this relate to

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the concepts from modules one and two (Guaranteed and Viable Curriculum, systems of formative assessment, and effective intervention)? How does an instructional leader support and engage in this work with teachers? John Hattie believes that quality evidence of learning is important to achieving a guaranteed and viable curriculum. Marzano (2018) argues that guaranteed and viable curriculum provides students with an opportunity to learn the same content. To have a guaranteed and viable curriculum, the curriculum must adhere to the sate and district standards. Teachers are granted adequate time to teacher the state and district standards and provide all students the opportunity engage in high quality instruction (Marzano, 2018). There are clear and measurable goals and data to drive the instruction (Marzano, 2018). It is vital for schools to have a toolbox of interventions and resources to reinforce these interventions (Buffum, et, al, 2011). School must allot time for interventions to take place and identify student needs (Buffum, et al. 2011). Highly effective leaders put systems in place to support teachers. These supports allow for positive student outcomes. An effective system must be in place to ensure that there is high quality evidence of learning. Through meaningful feedback, observations, and scheduling leaders can ensure that research-based practices are occurring. Dufour (2008) states that leaders need to be aware of the system in place for students with difficulties learning and enrichment opportunities for those who do not. Collaborative teams are crucial in accomplishing this work.

References Acosta, M. (2020). Culture building in a high reliability school. In Professional Learning Communities and High Reliability Schools . (pp. 25-58). Solution Tree. DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools, Chapter 10 . Bloomington, Indiana: Solution Tree Hattie, J. (2015, February 1). High impact leadership. ASCD. https://www.ascd.org/el/articles/high-impact-leadership Marzano, R.J., Warrick, P.B., Rains, C.L., & DuFour, R. (2018). Leading a high reliability school, chapter 4. Bloomington, IN: Solution Tree Press. V. Buffum, A.,Mattos, M, & Weber, C. (2011). Creating a System of Interventions. In Simplifying Response to Intervention. Solution Tree.

BJackson_Module3Reflection

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