Instructional Leadership: The leader is responsible for ensuring every student receives instruction. Activity Plan Timeline Model instructional strategies and set expectations for the content, rigor and structure of lessons and unit plans Participate and contribute to the math committee Lead district level math training Attend professional development conferences Sept-May: Monthly committee meetings Oct: District trainings July, Nov: Professional development conferences Implement common interim assessment cycles to track classroom trends and determine appropriate interventions Contribute in monthly grade level and campus level data talks to determine trends and interventions Aug-May: Monthly grade level and campus data talks Implement rigorous curricula and assessments aligned with state standards Work with the math committee to help write the math portion of the Campus Improvement Plan (CIP) Sept-May: Monthly math committee meetings Monitor multiple forms of data to inform instructional and intervention decisions and to close the achievement gap Collaborate and monitor instruction and intervention decisions through Professional Learning Community (PLC) and Response to Intervention (RTI) meetings Aug-May: Weekly Professional Learning Communities (PLC) Sept-May: Quarterly Response to Intervention (RTI) meetings Human Capital: The leader is responsible for ensuring there are high-quality teachers and staff in quality
every classroom and throughout the school. Activity Plan Timeline Strategic in selecting and hiring candidates whose vision aligns with the schools’ vision and needs Participate in selecting and hiring new teachers for our campus Aug-May: Campus hiring team Facilitate professional learning communities to review data and support development Facilitate grade level Professional Learning Communities (PLC) Participate in classroom Response to Intervention (RTI) quarterly meetings Aug-May: Weekly Professional Learning Communities (PLC) meetings Quarterly: Response to Intervention (RTI) meetings Coach and develop teachers by giving individualized feedback and aligned professional development Facilitate social skills professional development during the beginning of the year in-service Facilitate IStation professional development at faculty meeting Observe walk-throughs with principals Aug: In-service Sept: Faculty meeting Jan-May: Walk-throughs Executive Leadership: The leader is responsible for modeling a consistent focus and personal
responsibility for improving student outcomes. Activity Plan Timeline Reflective in practice and strive to continually improve, learn and grow Reflect on growth and areas of improvement through journaling Reflect on the previous week’s events and plan for the upcoming week with mentor Sept-May: Reflective journaling Sept-May: Weekly meetings with mentor Treat all members of the community with respect and develop strong, positive relationships with them Help coordinate church members in volunteer roles to help support students Adopt community volunteer to read to my class weekly Sept-May: Church member volunteers Sept-May: Weekly community volunteer reader Vested in the school’s improvement and participate in candid discussions of progress and challenges. Comfortable providing feedback to school leaders in pursuit of ongoing improvements Implement Action Research plan Strategy meetings with Title Team and Bilingual Team to ensure positive implementation of Action Research Jan-May: Action research Jan-May: Monthly Bilingual meetings Proactively seeks and acts on feedback, reflects on personal growth areas and seek development opportunity and accepts responsibility for mistakes Participate in grade level reflection on the previous week’s S.M.A.R.T. (Specific, Measurable, Attainable, Realistic, Timely) goals Seek feedback on the implementation of the action research plan Observe and provide feedback to co-teachers during peer observations Sept-May: Weekly Professional Learning Communities (PLC) meetings Jan-May: Action research Sept-May: Semester peer observations
School Culture: The leader is responsible for establishing and implementing a shared vision and culture of high expectations for all students. Activity Plan Timeline Focus on students’ social and emotional development and help students develop resiliency and self-advocacy skills Facilitate social skills professional development Participate in CHAMPS (Conversation, Help, Activity, Movement, Participation and Success) demo classroom for the campus Contribute in the behavior team meetings on campus Work with school counselor to use data from students’ Learning Styles Inventory Co-teaching with Special Education teachers to maximize inclusion students and Integrated Learning Center (ILC) students time in the classroom Aug: Professional development Sept-May: Demo classroom Sept-May: Member of behavior team Aug-May: Inclusion classroom Treat families as key partners to support student learning, creating structures for two-way communication and regular updates on student progress Charged with grade level parent communication, website, monthly newsletters and calendars Sept-May: Grade level parent communication Use a variety of discipline techniques to meet the behavioral and academic needs of individual students Participate in CHAMPS (Conversation, Help, Activity, Movement, Participation and Success) demo classroom for the campus Work with the school counselor to provide appropriate behavior plans for students Contribute in the behavior team meetings on campus Sept-May: Demo classroom Sept-May: Counselor Sept-May: Member of behavior team
Strategic Operations: The leader is responsible for implementing systems that align with the school’s vision and improve the of instruction. Activity Plan Timeline Regularly monitor multiple data points to evaluate progress towards goals, adjusting strategies that are proving ineffective Attend and participate in campus leadership team meetings Participate in annual ARD (Admission, Review and Dismissal) meetings for ILC students Contribute in 504 meetings to determine students qualifying in the dyslexia program Sept-May: Leadership team April-May: Annual ARD meetings Mar-May: 504 Meetings Treat central office staff as partners in achieving goals and collaborate with staff throughout the district to adapt policies as needed to meet the needs of students and staff Attend assistant principal meetings with mentor Attend TELPAS (Texas English Language Proficiency Assessment System) training and facilitate TELPAS for grade level Sept, Nov, Jan: District assistant principal meetings Feb: TELPAS training Mar-Apr: TELPAS grade level Collaborate with district staff to implement and advocate for district policies that meet the needs of students and staff Develop an understanding of transportation issues, including transportation change form, buses arriving late and behavior bus referrals Sept: Assistant principal meetings/bus referrals Sept-May: Bus duty Virginia Kassell, Texas State Intern Date Denisse Baldwin, Site Manager Date Dr. Sherry Lepine, Texas State University Supervisor Date
ASSESSMENT RUBRIC FOR ACTION RESEARCH SYMPOSIUM Presenter: Evaluator: Directions: Circle number corresponding with the description that most closely matches your observation of each element. Element: Beginning 1 Developing 2 Average 3 Above Average 4 Exemplary 5 Poster Appearance 1 Disjointed 2 3 Font easy to read, clear titles and subheadings 4 5 Visually effective, evidences careful preparation Text/ Charts/ Tables 1 Misspellings, grammatical errors 2 3 Could have been better represented or expanded upon 4 5 Conveys underlying meaning of research findings and implications for practice Purpose of Study 1 Not clearly stated, topic not clearly supported by literature 2 3 May need further clarification, literature review not exhaustive 4 5 Clearly & cogently stated, clearly supported by literature, including different perspectives, threats to validity Study Design 1 Not thoroughly explained, inappropriate, or incomplete. 2 3 Adequately executed & described research design, context, population, instruments & procedures. 4 5 Meticulously crafted, sophisticated details may include sample size & power, replicable procedures, & attention to validity Results 1 Briefly communicated, statistical tests not relevant or performed improperly 2 3 Presented completely, additional or different tests could generate more effective results 4 5 Clearly and concisely communicated, show mastery of statistical testing and interpretation Conclusions 1 Not supported by data, limitations and recommendations not addressed 2 3 Warranted, limitations identified but could be expanded 4 5 Strong implications for changing future practice, limitations clearly identified Overall Impression 1 Quickly executed, needs more work 2 3 Well-executed, solid attempt at inquiry, all elements included, some could use further refinement 4 5 Very impressive example of important and well-presented research Comments: