Standard Two ~

To ensure adequate interpretation of my observation, I created a form to document my time spent in each classroom. The form includes pre-conference notes, a place to take low inference notes, as well as post-conference notes. I shared this document with all administrators in my building.

Recognizing the need to increase student performance, the administrative team collaborated with Dr. Kathy Kennedy to institute a teaching study. This study entailed teachers observing teachers in small cohorts to determine best practices to increase student engagement and depth of knowledge that will lead to mastery performance. We determined the cohort of teachers and monitored their observations of each other along with giving coaching feedback to each teacher that participated.  

The administrative team of LRES hosted Data Days each quarter to access student data with 3rd, 4th and 5th grade teachers. During the work sessions, I assisted teachers with disaggregating their student data and discussing ways to improve student engagement that would lead to academic proficiency.

Prior to the start of the 21-22 school year, the administrative team collaborated to design the master schedule for LRES. We strategically scheduled classes to protect as much instructional time as possible and allow students the opportunity to experience their resources at different times of the day. Because of this, our grade levels are synchronized with what they are teaching, to include the classes that are blocked in 4th and 5th grade. This provides equitable learning to all students in all grades.

To enhance student instruction and reinforce core content, the administrative team developed a strategy called Anchor Time. During this block, all staff are involved in the instruction and remediation of all students.