Instructional Leadership

1. Support teachers and staff in the implementation of state academic standards, coherent systems of culturally responsive curriculum, instruction, and assessment that promote the mission, vision, and core values of the school district to embody high expectations for student learning; and

2. Demonstrate the ability to understand and apply districtwide literacy and lead schoolwide literacy efforts in all content areas including numeracy.

Artifact 1: Crush Academy (Sub-competency 1)

Description:

Assisted in management of staff and students during Crush academy, a summer opportunity for recommended students for enrichment and addressing learning gaps. Helped students with class materials, assisted teachers with technology needs, coordinated breakfast and lunch and helped keep students in their assigned spaces. I also contacted parents with behavior and transportation needs.

Reflection:

I found this experience to be one of the most difficult, but valuable. In this version of "summer school", students were recommended, but not required, to attend. They were not making up needed credits toward graduation. Many students did not want to be attending or did not find it valuable. That, coupled with general middle school brain development, led to challenging times keeping students in their assigned areas.

Activities:

• Phone calls to families for attendance, behavior and transportation

• Hallway supervision and management

• Transportation and food service coordination

Artifact 2: McKinley Credit Recovery (Sub-competency 1)

Description:

Assisted in management of staff and students during the summer credit recovery program at McKinley ALC. Helped students with class materials, assisted teachers with technology needs, and helped keep students in their assigned spaces. I also worked to create the Trimester 2 and 3 credit recovery courses for Biology.

Reflection:

I found that most students were quite willing to work on their credit recovery courses in order to complete credits toward graduation. These courses were set up so students could work asynchronously at their own pace on whichever trimester(s) they needed to complete with a content expert or experts in the room for support. EL and SPED teachers were also dispersed into each class providing more layers of students support.

Artifacts:

Credit Recovery Course Syllabus for Biology Tri 2 & 3

Artifact 3: Science Vertical Team (Sub-competency 1 & 2)

Description:

The vertical team is a group of educators at various grade levels who work together to help more students acquire the academic skills necessary for success. Often, teachers at the elementary level don’t know what their colleagues in middle school and high schools are teaching and vice versa. As a result, teachers operate in isolation, spending either too much time or not enough time on skills or content. We gather teachers of specific content areas grades K-12 twice a year to partner to create consistent and connected learning environments and get a better understand of learning of science at all grade levels.

Reflection:

This teaming allows teachers at all levels to see how aspects of learning are implemented at each grade level and allows teachers to create connections between grade levels for students. This year we focused on the cross-cutting concepts highlighted in the new MN science standards with activities that show how these cross-cutting concepts are taught and connect at each grade level with ideas and resources for implementation.

Artifacts:

Science Vertical Team Agenda & Presentation 8/31/22, Science Vertical Team Agenda and Presentation 11/8/22, NGSS cross cutting concepts activity video