The Process Of School Process

1. It is imperative for teachers to not only monitor their students’ behavior in the classroom, but also to assess their students’ literacy development effectively, so they could be ensured of their students’ learning progress, which is the most significant point Tompkins makes in Chapter

For example, in the Tobin and McInnis (2008) qualitative study, teachers were provided two, three hour workshops about how to differentiate their literacy instruction in the classroom. The professional development courses played a role in the increase of literacy skills of students. This finding correlates to research conducted by Connor et al (2011). In a quasi-experimental study, 33 teachers, at seven schools, were put into two randomized groups. Only one group received professional development and provided varying types of literacy instruction to their students. 70% of the students at the beginning of the study were unable to read. Connor et al. found more of an increase in student comprehension in the differentiated classrooms with trained teachers, than with the non-differentiated instruction, untrained teacher classrooms. Results were measured with a reading comprehension test conducted at the beginning and end of the school

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.

Curriculum, as stated by Glickman (2014) “is the what of instruction”. Additionally, Ornstein and Hunkins, (as cited by Glickman, Gordon and Ross-Gordon, 2014) have listed the elements of the curriculum and they “are sequence and continuity, scope and balance”. The mastery with which a teacher can incorporate the elements of the curriculum in instruction is categorized by levels. The levels of teacher involvement in curriculum implementation are described and exemplfied

The philosophy of the primary school where I work is that every child's unique needs and abilities should and must be honored. Children's different learning needs and styles are incorporated into the curriculum. On an informal level, teachers are encouraged to make use of lesson plans that utilize different types of media and methods of evaluation. Lesson plans often make use of visual and kinesthetic aspects of the learning experience as well as more traditional methods that emphasize mathematical, spatial, and verbal intelligences.

In part 2, I will provide a critical reflection on my own teaching practice during recent placement by making detailed connections to an appended lesson plan.

Teachers are able to target the learning gaps by developing a plan of action based on the needs for our students. Verbiest (2014) and Hershkovitz (2015) argue data is used to tailor (how we sever students, how we offer support, types of support, what resources we need to invest on, whether we take a student to students needs with our school psychologist) instruction for students in all content areas in an effort to increase student achievement. As a result, the school can provide specific professional learning, support, and resources to teachers based on the needs and areas of weakness of our students (Fox, 2001). As lifelong learners, teachers recognize that their professional practice continues to evolve as they reflect and act on new information. If teachers have information that helps them confidently identify the root of educational challenges and track progress, they can more readily develop action plans that will have a positive impact on their students’ achievement (Halverson et al.,

Teachers are demonstrating a greater knowledge of their content, and are teaching the same subjects for longer periods of times. The district level should require the teachers to implement a backwards design when creating their unit plans. The same grade level teachers from the parish will meet as a group to design the district test for each unit. This planning will help the teachers set their instructional objectives for their classes, and find additional resources to use during instruction. As a future district level supervisor, I believe, as stated in Standard 2, I have gained the knowledge and the understanding of curriculum design, implementation, evaluation, and refinement in order to help the teachers improve their student’s math

During my observations, it is clear that Ms. Minor prepares well thought out lesson plans for her third grade students. Lesson reflect both the state adopted curriculum and the instructional needs of the students she serves. She prepares lessons that increase student engagement. Ms. Minor’s lesson also incorporates culturally responsive strategies. Her selection of instructional resources demonstrates an understanding of the diverse

The leadership team discussed specific outcomes that they want accomplish, taking into consideration the issues they want to address. After careful deliberation, they decided that they wanted to create a process of implementation with a feedback loop in which teachers and staff discuss each lesson. Documentation would be written down of what worked and what did not work and modifications could be done for the upcoming lessons. This could be accomplished by setting time for staff to meet and discuss lesson implementation, areas of strength and weakness. After discussion the staff would discuss and change the lesson plans to meet the needs of classroom. By crating this process of implementation staff can course correct

For this analysis I used the survey adapted by Patty, Maschoff, and Ransom. This survey helped me realize how my school is achieving in their instructional and literacy program. I talked to my principal at my school (Stetson Hills) and discussed the topic with her and helped get an idea of how the school was doing. I’m a physical education teacher and I’m not in tune as much as I should be with our literacy program so I’m hoping this class will help me learn more about how to help my school improve the literacy program and my own personal understanding.

Napavine’s goal is to engage and inspire critical thinking skills in every student through instruction that is individually relevant, motivating, aligned and diverse. Our action plan is for both the elementary and junior/senior high schools to utilize the Marzano Instructional Framework as a guide to student learning and professional growth. We have established that building administrators and teachers will utilize the Marzano Frameworks to guide professional growth discussions, goal setting meetings, and to identify future professional development opportunities. We have also established a Teacher/Principal Evaluation Program (TPEP) committee who will plan and guide professional development that includes a teacher leader to provide evaluation and framework training. Our School Improvement Plan (SIP) identifies Marzano instructional practices on a yearly basis as a school-wide focus for implementation and/or improvements. We also hold student growth meetings each fall between school administrators and teachers to revolve around students at risk of falling behind their peers and student sub-groups who may be collectively behind the total student population (closing the achievement gap). We plan to make time for instructional rounds during the school year to facilitate professional growth among teachers.

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.

After reading the article, “Using Common Formative Assessments as a Source of Professional Development in and Urban American Elementary School,” Answer these questions.

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