presentations Collection of principal/staff-generated theories of action based on the data analyzed Collection of principal/staff-generated reflections about instructional actions they’ve taken with students and the efficacy of their efforts Feedback sheets from staff development sessions or whole faculty study group learning sessions Data analysis and student work protocols Possible Observation Activities (How might an ILD go about developing a better sense of where he or she might want to further grow and develop a principal?) Talk with students about their learning targets and levels of performance. Observe a professional learning session/staff meeting. Observe video of principal giving feedback to a teacher. Engage in a data-focused discussion with the principal about school and student performance and the instructional plan for improvement in relation to Common Core and content standards. Go on a classroom walkthrough with the principal using the school’s instructional framework. Engage in a grade-level or subject-area conversation with principal and teachers planning a unit of study or assessing student understanding. Observation Notes for Improvement of Learning Improvement of Instructional Practice Observation 1 Date: Observation 2 Date:
4D Guiding Questions (What are the important questions ILDs try to ask themselves when developing an understanding of those they lead in order to better teach them?) How does the distribution of resources (i.e., time, money, technology, space, materials and expertise) relate to improved teaching and learning in this school? What evidence do you have? How do school leaders use instructional coaches, mentors and other teacher leaders to help improve instructional practice? How are decisions made about staff allocation and student interventions to ensure that the varying needs of students are met? How do school leaders use staff time and collaborative structures to drive the instructional program? Potential Evidence for This Dimension (What might an ILD take notice of or pay attention to while developing an understanding of a principal’s current capabilities and learning needs?) The principal’s documentation of the data that drive the equitable allocation of financial, personnel, and instructional support resources The opportunities for staff collaboration on data analysis, student work, and instructional and intervention planning leading to further instructional actions The principal’s annual calendar with key dates for critical school experiences such as interim assessments; topics and dates for professional learning that reflect strategic use of resources Artifacts and documents to consider: School budget(s) School schedule Campus map with programs listed (utilization of space, proximity & location of special classes, etc.) Schedule of staff meetings and professional learning sessions Allocation of FTE and part time staffing positions (evidence of equitable distribution of teachers by qualification and experience across levels of coursework) Student achievement data disaggregated by student groups, particularly when specific interventions or specialists have been targeted for resources Faculty, staff, student, and parent survey data regarding the perceived needs of the school Records of professional learning investments (conference attendance, courses remunerated, professional development resourced) Memoranda of Understanding or strategic plans with community organizations or other partnerships Possible Observation Engage in a discussion with the principal about the school budget and
Potential Evidence for This Dimension (What might an ILD take notice of or pay attention to while developing an understanding of a principal’s current capabilities and learning needs?) The principal’s documentation of recruitment strategies, including perceived staffing needs based on student achievement goals The principal’s documentation of leadership team meetings that reflect collective and individual thinking for curricular, instructional, and school improvement growth The principal’s criteria for professional learning communities: how they are formed, how the success of PLCs is measured and celebrated The principal’s strategy for differentiated support for teachers using evidence of instructional effectiveness/student learning grounded in an instructional framework Artifacts and documents to consider: Building leadership team meeting notes, minutes, and/or other documentation Sample interview questions, selection protocols (hiring rubrics), and other associated recruitment/selection documents Handouts/PowerPoint slides of professional learning community presentations or teacher learning presentation A calendar of professional learning opportunities on offer Intake/outtake interview notes for new and/or leaving faculty or staff members Possible Observation Activities (How might an ILD go about developing a better sense of where he or she might want to further grow and develop a principal?) Discuss the hiring process employed by the principal, including how he/she influences the applicant pool. Ask a group of teachers how curricular and instructional decisions are made and communicated in this school and by whom. Gather the protocols/resources that principals offer teachers to further grow their professional learning communities. Engage in professional development offered by staff members based on learning opportunities that have been supported by the principal in his/her strategic planning (e.g., professional learning community celebrations, teacher conference presentations). Ask the principal how he/she decides which professional learning communities and/or opportunities are worthy of his/her support.