Improving Instructional Outcomes For Overall Effectiveness

As a teacher I use formative and summative data to drive my instruction. As I start with the state standard for the lesson and plan a formative assessment on that skill before a summative assessment. In years prior our school district used the platform of Performance Matter to collect data of that grade level standards three times a year. This type of information set in with Dr. Scott McLeod (20??) essential concepts. “The five major elements of data-driven instruction are: good baseline, measurable instructional goals, frequent formative assessment, professional learning communities, and focused instructional interventions (pp. 1-2, 20??). The assessment gave teachers a baseline, mid-year, and end year focus. When the teacher delved into the platform each question was broken down each standard and concept, thus allowing teacher to provide adequate instructional goal to meet the students’ needs. Teachers would also look at past state standardized testing to determine what if any remediation is needed. As a principal, he/she/I needs to understand the data elements to schedule necessary people and aid for the professional development communities.

The major emphasis in education for the 21st century is on data driven accountability measured by student performance on standardized testing. National and state expectations require students to demonstrate mastery of curriculum objectives. Instructional objectives are the focus of the building principals to show measurable student progress. The improvements are evaluated based on data and monitoring of the curriculum.

Data-driven instruction means teaching needs to be based on data. The No Child Left Behind Act holds schools and districts responsible for student’s achievement, which implemented schools to collect, store, and manipulated data to modify the instructions. Teachers are held responsible for student reaching their goals. The teacher is able to show improvement by using the data that is collected. In attention, the teacher is about to use the data to show improvement. The data could also be used to modify instructions. The teacher is able to use the collected data to modify instruction to meet the students’ needs. For example, if the teacher is collecting

Standardized tests, in all forms, provided information for the students, teachers, and parents (Christison & Schneider, 2013). For students and parents alike, standardized test was a useful way for students to measure their own progress and parents to monitor their child’s progress academically (Blazer, 2012). Unlike regular classroom grades or comprehension exit exams, standardized testing was also a great predictor of how a student would later perform in college and/or their level of work readiness (Blazer, 2012). Teachers used the data provided by such tests to monitor what their student were and were not learning and the material that they had already mastered (Carroll, 2015). Teachers often used standardized testing data as an instructional tool to determine whether or not their lessons were effective for their student’s (Carroll, 2015). Standardized testing was a reliable method to provide standard information on student skills and changes that needed to be made in order for students to meet their goals for learning (Carroll, 2015). Standardized testing was found to be the only objective, consistent, and comparable method to measure the student’s success (Morial,

Assessing is a major priority in the school system because this is the only way principals are aware of the progress their students and teachers are producing. It is recommended that principals meet monthly with other administrators to stay up to date on the current changes in the curriculum, instruction, and assessments. The school leadership teams must ensure that they are choosing instructional works that have high success rates for enhancing student achievement. If the data results from the assessment show that the majority of students are not producing learning gains, the school’s principal should sit down with the teacher to discuss and reevaluate the lessons that are being taught.

You appeared to have mastered the art of essential self- criticism within the classroom, which, undoubtedly, is not an easy feat to accomplish. Also, essential to being an effective educator is having the necessary tools/strategies for instruction that are peer-reviewed evidence based instructional strategies available. Dr. Robinson gave many examples in the edTPA lesson planning videos that are sure to keep students on track, engaged and motivated. The lesson plan required by the edTPA is different from that used in the school where I work too, so, like you, it was a challenge to complete without Dr. Robinson's videos. With your determination and practice you will most definitely conquer the art of creating goals that are measurable

The role of instructional leader at Napavine Jr. Sr. High School is one of shared respect. The administrators’ role is that of manager. He oversees the operation of the building, the curriculum selection, staff’s adherence to state and federal mandates, student behavior and staff behavior. The principal expects teachers to teach the curricula selected by teachers and to adhere to the general attendance and behavior expectations set forth by our mission statement. His role is to guide staff and students to meet these expectations. Jason keeps apprised as to when each department is allowed to adopt new curriculum and then gives that department time during the school year to meet and plan for the adoption. He participates in curriculum meetings, but ultimately allows teachers to select what is best for their department. He guides staff by reminding them of federal and state mandates and the district budget.

The biggest debate in education right now is whether or not standardized testing is beneficial or harmful to the educational needs of students. Teachers today feel that standardized testing has become excessive and is impeding the learning process of today’s students. However, legislators feel that standardized testing is imperative to the assessment of the achievement gap. Research suggests that excessive standardized testing is negatively impacting schools because of its emphasis on accountability and not on learning achievement, the ramifications it’s having on teachers, and the added stress and pressure it has placed on students.

Coming from the middle school perspective, middle grade classrooms must focus on challenging and engaging lessons, student driven activities, and assessment-centered classrooms. Although assessments have been given a negative connation (just test and move on) in my building, effective assessments allow middle school teachers a way to create an instructional classroom where differentiation and accommodation can take place throughout the learning process. This process can be supported by data driven instruction with the use of external and internal

The data provided can provide a comparative analysis for states, districts, schools, teachers and parents to use as a measurement of a student’s knowledge at the time of testing, which can benefit the learning and assist in using the information to identify areas of concern in the students learning. The data can be one part of the whole looking at the student and monitoring for areas of weakness and strength in the students’ academic studies. Additionally, these tests provide a system of accountability and data collection. Which applied in this framework is useful as a tool to evaluate students’ progress, identify gaps and what an intentional teacher could use to assist student education (Alber, 2017). An additional use of the standard test information, suggested by Alber (2017) is to use the information to assess how you can group students in a way to promote and guide classroom learning and teaching, optimizing differentiation in the classroom. Instead of using high-stakes standardized tests to determine effectiveness, which has the potential of educational systems being influenced to spend more time teaching to the tests, versus teaching individual students according to their need, time devoted to using the gathered data more efficiently could occur. Such a shift would minimize

As a perspective principal, there is a wealth of knowledge to gain from abiding by the guidelines of domain III, which pertains to administrative leadership. Although I was somewhat oblivious to the intricacies of this position, I was eager to develop new perspective in this area of expertise. The amount of coordination it takes for an influential leader to operate a school is fascinating. I am more equipped with a realistic approach to encourage positive change.

Today, I am taking a vital step in the pursuit of a significant professional goal by submitting an application to the Graduate School at the University of Montana. I want to earn an Educational Doctorate in Educational Leadership. As a Montana educational leader since 1991, I have been privileged to serve as an elementary principal, middle school principal, curriculum director, a superintendent and an assistant superintendent. Serving in these leadership roles were met professional goals that I set for myself and have shaped who I am as a leader today. I feel blessed to have worked in five school districts in Western Montana – Class AA, A, B, and C, in part due to the quality colleagues I have worked with in our state. Prior to earning my Master of Education Degree in Educational Administration, I taught grades seven, three and six. Personally, I have always set new goals in my life and pursued worthy goals. Once I achieve one, I pursue another. I firmly believe that earning a doctorate will be a capstone experience for my life – personally and professionally.

Before data is able to help improve student learning, educators need to be able to access it. Data is a resource that educators can use to identify strengths and weaknesses in teaching and learning. When an intent is placed on improving learning, areas of weakness can be identified and improved. Additionally, strengths can be examined to identify and continue to develop successful practices. The staff at my school and I have more experience intentionally gathering, analyzing, and utilizing data to improve student behaviors than academics. As a result, we are not intentionally following a trajectory of continuous academic improvement.

Educators evaluate students to increase measurable data with respect to maintenance of information; consequently, to build seeing about whether the amount of material exhibited is appreciated. On the other hand, it is indispensable to acquire target estimation information to bolster vital instructive choices, for example, instructional strategies, evaluating, diagnostics, position, direction, educational module guides, and authoritative strategy choices, and so forth. Subsequently, these are just a couple of the strategies that teachers, administrators, and experts implore to guarantee that each child receives the finest direction and instructive experience

Educational administration is unique, the study of leadership and education first originated in the USA, and since then has had numerous and varied orientations and ideas. In the past educational administration was assumed to be just another type of administration (Bates, 2008). It was often thought that if someone were a good administrator in one field or setting, then this would be translatable to another setting like education. This theory is based on the assumption that there is a science behind administration that has universal principles and techniques that can be widely applied, this theory movement dominated over three decades of education administration (Starratt 2003, p5). During this period abstract theory developed independently of changes in the world, which were occurring socially and in classrooms. It also moved educational administration away from education concepts like curriculum, assessment and pedagogy. Challenges to this thinking occurred; new and emerging perspectives lead to a focus on individual approaches and a reconnection with educational concerns and the work of learning (Bates, 2008). Resources, class sizes, funding, standardisation of curriculum and leadership are some examples of these changes and reforms. Modern contemporary work in the field of education administration takes a range of different approaches including a large focus on culture, accountability, leading for learning and teacher leaders (Starratt 2003). This essay will historically