Personal Leadership Goal:
Embedded Files
Indicator number: 4.2.2
Indicator name: Evidence-Based Practice
Identify and analyze quantitative and qualitative, formal and informal, and summative and for native evidence/data to inform needs of individual teachers and professional development needs of groups.
Monthly Action Plan for Progress:
Action Steps:
By When and With Whom?
Results/Impact?
September: Analyzed student assessment data (quantitative) and teacher feedback (qualitative) to identify specific areas of growth for our school as a whole, and different student sub groups.
Ms.Norma
September 15, 2024
Analyzing our Trimester 1 internal benchmark assessment for Math and ELA helped tailor professional development sessions to address specific teaching gaps, resulting in improved instructional practices and student outcomes. Teachers felt supported with targeted resources and strategies to enhance their skills.
October: Collected feedback from teachers during informal conversations and through surveys to gather qualitative data on their professional development needs.
October 5, 2024
Ms.Norma
This feedback helped identify common areas where teachers needed growth. This helped my principal and I to design professional development sessions that were more relevant and engaging. Teachers felt their voices were heard, which will increase their buy-in and participation in PD opportunities.
November: Analyzed classroom walk-through data (informal) using our walkthrough protocol tool to identify areas for school-wide improvement in instruction.
November 5, 2024 with Ms.Norma and Ms.Jones
Professional development sessions were more aligned with school-wide instructional goals, leading to improved teaching practices across grade levels.
December: Reviewed teacher evaluations (summative) and ongoing classroom observations (formative) to identify patterns in teaching practices that could benefit from further development going into Semester 2.
Ms.Norma
December 13, 2024
By combining both formal evaluations and informal observations, I was able to pinpoint specific professional development needs for teachers, leading to more personalized and effective growth plans. This will also help improve teaching consistency across the school.
January: Used student surveys(qualitative) and test scores (quantitative) to assess the effectiveness of specific teaching strategies, and used this data to guide group professional development this month.
January 15, 2025 Grades Tk-2
January 22,2025 Grades 3-5
The data-driven approach allowed me to pinpoint which teaching strategies were effective in improving student performance. This led to focused professional development for teachers, resulting in better alignment between instructional strategies and student needs. Teachers get to meet with me and their grade level team for 1.5 hours every other Wednesday.
February: Students completed the Mid Year Assessment (NWEA) in January, so we scheduled data meetings with each grade-level team to review NWEA MAP Reading and Math results and identify student performance trends.
February 3, 2025
Grades 1-5
Teachers gained a clearer understanding of student skill gaps and growth areas. Teams began using MAP data more intentionally to group students for RTI.
March: Facilitated one-on-one meetings with individual teachers to analyze classroom-level MAP data alongside classroom formative assessments.
March 3, 2025
Teachers identified specific instructional strategies to adjust for struggling students. Several teachers modified small group RTI plans based on these insights.
April: Supported our 5th grade team in developing targeted RTI intervention plans based on the skill domains from MAP learning statements to prepare for SBAC in May. (continued from March)
April 1, 2025
Intervention time became more focused and aligned with actual student needs. 5th grade team shared insights about the students and trends they've noticed during class time (math and reading).
May: Collected qualitative feedback during RTI walkthroughs and follow-up teacher reflections to assess effectiveness of instructional shifts.
May 1-9
The feedback loop helped identify areas where additional coaching or PD was needed. Teachers appreciated the opportunity to reflect and refine their RTI instruction.
June: Help lead end-of-year reflection meetings with each team to review MAP growth data, RTI outcomes, and instructional shifts made throughout the year.
June 6, 2025
Kinder and 2nd Grade
Met with our first group of teachers today and will continue to work with them next week. Our kinder team led our students in the NWEA test for the first time, and they did exceptionally well. The plan is to have our Kinder students take it twice a year now with support.
Evidence of Growth or Competency:
This artifact is a spreadsheet that contains all of our students’ NWEA MAP Reading and Math scores from the BOY, MOY, and BOY assessment data. The Mid-Year Assessment was administered in January so we focused on that piece of data to create small groups. After testing was completed, we scheduled data meetings with each grade-level team to go over the results. During these meetings, teachers entered their students’ scores into the spreadsheet so we could view and analyze the data together in one place. The goal was to identify trends in performance, see which standards or areas needed reinforcement, and create targeted small groups based on those needs. The spreadsheet was organized in a way that allowed teachers to clearly see which students met their growth goals, who was approaching grade level, and who needed additional support. From there, teachers formed small groups and began planning lessons and interventions tailored to those groups. This process helped ensure instruction was data-driven and responsive. The artifact reflects our team’s effort to use real-time data to guide planning and to make sure each student received the level of support they needed to grow academically in both reading and math. The bottom image shows the plannong document that teachers used to create dmall groups based on the data.
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