Embedded Files
Objectives
Objectives
At the end of Module 4, participants will:
Plan for implementation of an effective instructional leadership team long-range plan and individual meetings to focus the work of the team on instructional and learning needs.
Materials for this Module
Materials for this Module
Activities
Activities
Leadership Team Planning, focus on the ILT Observation Rubric indicator
Instructions:
Independently read and annotate the Leadership Team Planning indicator on pages 57-58 of your Participant Guide.
In your assigned breakout groups, discuss the following questions:
What connections can you make to student and/or teacher data?
How would implementing this indicator at the proficient or above level help the instructional leadership team meet its purpose?
Materials:
Participant Guide pages 57-58
Leadership Team Planning, focus on the ILT Observation Rubric indicator descriptions
Instructions:
Independently read and annotate the Leadership Team Planning indicator descriptions on pages 57-58 of your Participant Guide.
In your assigned breakout groups, discuss the following questions, adding to your previous notes and discussion:
What connections can you make to student and/or teacher data?
How would implementing this indicator at the proficient or above level help the instructional leadership team meet its purpose?
Materials:
Participant Guide pages 57-58
Analyzing an ILT Meeting agenda
Instructions:
Independently analyze the instructional leadership team meeting agenda located on page 60 of your Participant Guide.
In your assigned breakout groups, discuss the following questions:
How do the five steps for effective learning contribute to decision-making and/or capacity building?
How do we see the Leadership Team Planning indicator evidenced in this agenda?
Materials:
Participant Guide page 60
Leader as Facilitator, focus on the ILT Observation Rubric indicator
Instructions:
Independently read and annotate the Leader as Facilitator indicator on pages 61-62 of your Participant Guide.
In your assigned breakout groups, discuss the following questions:
What connections can you make to student and/or teacher data?
How would implementing this indicator at the proficient or above level help the instructional leadership team meet its purpose?
Materials:
Participant Guide pages 61-62
Leader as Facilitator, focus on the ILT Observation Rubric indicator descriptions
Instructions:
Independently read and annotate the Leader as Facilitator indicator descriptions on pages 61-62 of your Participant Guide.
In your assigned breakout groups, discuss the following questions:
What connections can you make to student and/or teacher data?
How would implementing this indicator at the proficient or above level help the instructional leadership team meet its purpose?
Materials:
Participant Guide pages 61-62
Developing an Instructional Leadership Team Agenda
Instructions:
With your team, choose a meeting from your instructional leadership team long-range plan to build one meeting agenda for the next school year.
Materials:
Participant Guide page 63
Materials for Breakout Rooms: Developing an Instructional Leadership Team Agenda
Virtual Feedback Walks
Instructions:
Each breakout room group will visit other groups’ Google Docs.
Provide feedback as a group using the comment tool in Google Docs.
Feedback should focus on what is strong (e.g., Your outcome is very specific) or what might need to be tweaked (e.g., I wonder how you might make the new learning more specific).
Please provide at least one piece of feedback for each group as reflections or as questions for further consideration.
Materials:
Materials for Breakout Rooms: Developing an Instructional Leadership Team Agenda
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