Professional development for principal on effective instructional leadership and coaching strategies Create a training and support plan for principals based on what was learned in the Leadership and Coaching training. Provide regular training and support for principals. Develop measurement to determine success of training and support provided. Principals will know and plan to regularly use effective support and coaching strategies with master teachers and teachers. *75% increase in coaching knowledge on post test. At least 1 planned meeting per semester. Pre- and post-survey from the training Attendance at training and support activities Principal will regularly meet with and provide support/PD to MTs. Principals will improvement of MTs in using effective coaching techniques with teachers. Principals will track the improvement of their teachers’ instruction. *At least 2 meetings per semester with MT and teachers. 75% of MTs and teachers will report the support is occurring and helpful. Survey of MTs and teachers about the quality and utility of the support and training provided by the principal Survey of teachers about the quality and utility of the support and training provided by the principal and MTs Log of meetings and professional trainings the MTs provided to teachers Observations of MTs’ and teachers’ practice (T-TESS) Principals will track the improvement of their teachers’ instruction. Principals will track the improvement of student learning. Teaching improves as indicated by improvements in the % of students passing STAAR. T-TESS STAAR, SLOs, benchmarks
Did your team do what was planned for this strategy? Yes, training was selected and implemented. Did the data we collected help us to know if the strategy was implemented? Yes, the supervisors learned about three new ways to support principals—pre- and posttest helped us see where they learned and what we needed to reinforce in later trainings. Describe any additional data you need to help you understand this more or make better decisions. Will continue to survey both the supervisor and the principals to see if the new skills are being implemented. How much progress have you made toward your goals? Right now at the beginning stage, we will monitor to see how often supervisor meets with principals. Do you need to make any adjustments at this time? No Does your team feel this strategy successful? Yes _X_ Somewhat _____ No ______ Explain why: Supervisor has learned the skills we selected. If yes: How will we sustain this strategy? What factors need to be in place? Continue to offer this training at least annually for returning supervisors and at once when a new one is hired. If no: Why wasn’t the strategy implemented? (i.e., barriers to implementation?) What are the next steps needed to ensure implementation or change the strategy? n/a If it was implemented, but was only somewhat successful or did not lead to the expected outcome, was the strategy implemented with fidelity? What are next steps to take to improve outcomes? n/a
Appendix A. Progress Monitoring Planning Template Long-Term Outcomes: We expect to see these long-term changes in 2-plus years: Progress Monitoring Planning Template Problem statement: Root cause: Monitoring team and responsibilities: Strategies or What are the sequential steps you will take to implement this strategy and achieve the outcome(s)? If your strategy is well implemented, what will you see in up to 6 months? What data will you collect to help you know if this strategy is working? If your strategy is well implemented, what will you see in 6–12 months? What data will you collect to help you know if this strategy is working? If your strategy is well implemented, what will you see in 12–24 months? What data will you collect to help you know if this strategy is working? OUTPUTS Benchmark 1: Up to 6 months (DATE TO MONITOR HERE) Short-Term OUTCOMES Benchmark 2: 6–12 months (DATE TO MONITOR HERE) Mid-Term OUTCOMES Benchmark 3: 12–24 months (DATE TO MONITOR HERE)