Napavine 's Key Strategic Objectives Essay

Our professional development sessions are conducted weekly in a variety of subject areas, and the monthly school-wide session, using interactive reform activities, align with the Danielson Framework for Teaching (Danielson, 2013) to showcase best practices of teachers and to develop grade-level performance tasks, looking at students’ work to provide individual feedback that is aligned with the teaching rubric in order to show academic progress and growth in the target areas of ELA and Math.

The plan outlines five goals that we have found for our school district. These goals show our commitment to provide the highest possible standards of education for all students in our district and to ensure the fair and equitable treatment of all members of our community. We consider understanding individual differences in each student and teacher so that we can adopt the appropriate programs of study for them of the utmost importance.

The principal conducted several meetings with stakeholders during the summer months to collect data and feedback to assess needs of the school. Our professional learning community team and principal participated in district training throughout the year over the summer.

Strategies that are in place are teachers and administration walk-through with feedback for growth. The school also provides support for teachers whose performance was

As the course of weeks of planning have interpose realizing a campus improvement plan is an essential item for any growth of a learning environment. Modifying our processes, teaching practices and student learning is vital to notice in order to make our action plan become successful. We must not forget the fact that our action plan is intertwined with the vision and mission set up by the administration team for the campus. Following this will be a chart as a draft of a school improvement plan based on the data acquired from Del Castillo Elementary. It includes a summary of the feedback and goals set by my principal mentor and

For the second practicum, I was asked to be engaged for fifty hours on several administrative activities. For this assignment, I completed the following five activities: (1) working on the parent, student, and teacher handbook, (2) pre-interviewing possible teacher candidates, (3) observing a safety meeting, (4) data analysis, and (5) participating in a board meeting. This segment of the paper will discuss these aforementioned activities along with a reflection on these activities.

Audit Follow-Up: Practices that are identified as being most challenging and needing further emphasis could be incorporated into the school improvement plan. Professional development experiences on particular practices could be offered. Teachers could use the summary results of the audit to develop instructional practices in individual classrooms, at grade levels, and/or schoolwide.

We all build strong relationships amongst our students and ourselves. Everyone works well for the benefit of all who come through our doors. Our longest working staff member has been here nineteen years, but we also have a couple of first year teachers starting out. The gender balance is nine males to twenty-one females. Our professional development is focused on our main district initiatives, which include: AIW (Authentic Intellectual Work), IPI (Instructional Practices Inventory), TLIM (The Leader in Me), Technology Integration, and Iowa Core. We have professional development time every Wednesday from 2:10-4:00. Professional development is a mix of building and district wide meetings.

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

The Instructional leadership team meeting took place on September 20, 2017. The people who came to the meeting were: Miss. Amber Merrick, cooperating teacher, Melba Foster, field supervisor, and Aide K Soto, teacher candidate. The meeting started with introductions and acknowledgments by Aide K Soto. Followed by reflections on teaching activities that addressed the procedures, expectations, TEKS, warm-ups, and development of lessons. Miss. Soto reflected on the differences between Pre-AP classes and regular. During the discussion about improvement areas, Miss. Soto considered the importance of learning the student’s names, becoming more observant, and applying classroom management. Miss. Soto emphasized

Backfield in Motion will employ Joelton Middle Prep teachers as tutors for our LEAP's Extended Learning Program. They include a Reading Specialist, STEM Instructor, and Special Education teacher. The instructors will receive professional development at Metro Nashville Public School’s - Martin Professional Development Center. The Martin Center provides educators with a state-of-the-art facility dedicated to furnishing high-quality teaching and instruction in Metro Nashville Public School classrooms and beyond the regular school day. Teachers will receive Professional Development that focuses on their area of instruction. Metro Nashville Public School's focus is to provide training for District and local school improvement enhancing instruction and improving student achievement. The training will include, but not be limited to the following.

The second iteration of the LTBI Project was situated in a Southeastern United States school in which 71% of the students are categorized economically disadvantaged. This racially diverse student population and their teachers were navigating their very first year of the Common Core State Standards for Mathematics and English-Language Arts during the yearlong professional development. The professional development format consisted of a 30 hour summer institute that spanned 4 days, monthly meetings during the school year that totaled 24 hours, and 1 full day meeting at the end of the school year. Professional development activities aimed to engage participants in Professional Learning Tasks (PLTs) that provided opportunities to attend to pedagogical

Professional development principles Ben embraces are Rigor, Relationships, Relevance and Realness. Mr. Rhodes continually emphasizes that work needs to have relevance and rigor in assignments and that the relationships teachers build with students is essential for success. Specific content used for staff development goals are Glenn Singleton’s work (Equity), National Achievement Gap, High Performing Schools, 90/90/90 Studies, 21st Century Skills, Marzano’s Instructional Strategies, and Heidi Hayes Jacobs’ literacy work. A variety of activities for teaching new skills to teachers occurs throughout the year. These include study groups, guest speakers, ERO (staff development classes), open classroom visits, master teachers sharing best practices in literacy, differentiated instruction, , math, and culturally responsive teaching, conference opportunities, mentors, district content area inservices, building inservice days, monthly district content area meetings, partnerships with universities, Collaborative Action Research for Equity (C.A.R.E.) cadre, and monthly building equity meetings. Mr. Rhodes uses the district Teaching Learning Cycle (Plan-Teach-Monitor- Adjust) to evaluate and assess the learning goals and make improvements. Ben also meets with Ben and the leadership team about the goals and creates the timeline to provide training and analyze progress. Evaluation of the learning goals using the SIP (as a living document) and individual goals are important

The district is seeking a review in order to determine whether the coaching model, as designed and

With the present and the future of our society using the internet for everything from gathering information to shopping, retail giants and other companies like Best buy and TigerDirect.com are flooding the internet with their products and services. With the competition to be the number one rated online retailer, the companies mentioned above and many others like it are constantly improving how to gain new customers. The purpose of this assignment is to provide a mini strategic audit of the two companies above, showing how they differ in strategy management and implementation while simultaneously identifying the importance of strategic management. Let us begin