Cultural And Curriculum

Name of Artifact: Culture, Climate and Communication
Date of Artifact: November 11, 2023
Course #: EAD-519

 Standard ELLC Standard 5.4 Alignment Rationale: During my first clinical internship, there were numerous opportunities to reflect on culture, climate, and communication. The attached file discusses components of our The Continuous Improvement Plan (CIP) and the school's vision with ELLC standard 5.4 because it allowed me the opportunity to evaluate moral consequences of decision making in the school.

The Continuos Improvement Plan (CIP) and Vision/Mission Alignment 

The Vision through collective efforts involving all stakeholders, Dr. William H. Horton Elementary School is dedicated to fostering education and imparting values such as respect, resilience, and responsibility. Our goal is to ensure both social and academic growth, leading to ultimate success.

Mission Statement: At Dr. William H. Horton Elementary School, the mission is to afford students access to a top-tier education. We aspire to guide them through middle school, equipping them with the academic and social skills essential for productivity and civic responsibility in high school and beyond. Our educators and leaders are committed to establishing learning environments that stimulate critical thinking, collaboration, and creativity. Working hand in hand with parents and community stakeholders, we strive to cultivate a culture of inclusiveness and active engagement.

The Continuous Improvement Plan (CIP) and the school's vision are closely related in their commitment to enhancing the overall educational experience and success of students at Dr. William H. Horton Elementary School.

The CIP outlines specific, actionable steps for teachers, emphasizing the importance of assessing formative evaluations and analyzing fall MAP assessment results. This data-driven approach aligns with the broader vision of the school, which seeks to foster education and instill values of respect, resilience, and responsibility. The CIP's focus on pinpointing essential subjects for instructional guidance and identifying crucial topics from assessment results is a practical manifestation of the school's commitment to academic growth.

The requirement for 95% of students in grades 1-8, encompassing all subgroups, to complete the fall MAP growth assessment by November 30 is a measurable goal outlined in the CIP. This aligns with the vision's emphasis on collective efforts involving all stakeholders to ensure both social and academic growth leading to ultimate success.

The subsequent steps, such as scrutinizing data to identify student subgroups for targeted small-group instruction and interventions, and formulating an action plan to support academic success, demonstrate the school's dedication to implementing strategies that arise from careful assessment and analysis, aligning with the overarching vision of fostering a culture of inclusiveness, engagement, and academic achievement.

  Needs Assessment

The CIP team dedicates its efforts to crafting strategies aimed at addressing the unique needs of specific student subgroups. These subgroups are pinpointed through a comprehensive analysis and assessment process. Through the implementation of root cause analysis and the establishment of SMART goals, the team tailors an agenda designed to tackle the evaluations of these identified subgroups. A critical intervention plan is then devised, and its efficacy is assessed through evidence-based evaluation. The budgetary allocation is aligned with these needs, ensuring that resources are distributed based on thorough evidence and analysis.

Math and ELA

 Before November 30, all math and Languages Art teachers are expected to examine formative assessments thoroughly to pinpoint essential subjects for instructional guidance. Simultaneously, teachers in grades 1-8 are required to analyze the fall MAP assessment results to identify crucial topics aiding students in achieving their spring RIT goals. By November 30, 95% of students in grades 1-8, spanning all subgroups, should have completed the fall 2022 MAP growth assessment. The resulting data will be scrutinized to identify various student subgroups for targeted small-group instruction and interventions. Subsequently, an action plan will be formulated to support students in achieving academic success.

Attendance

The attendance counselor is scheduled to conduct goal-setting sessions with students who face chronic absenteeism, and communication with parents regarding attendance will take place through phone calls, emails, and home visits. A Google form will be generated and distributed to teachers for the purpose of monitoring students who are absent for three consecutive days. Subsequently, the attendance counselor will take the initiative to follow up on these cases.

Improvement Actions

     The school has introduced inclusive programs and initiatives that cater to the unique learning needs of specific student subgroups, demonstrating a commitment to addressing diversity within the student body. Regular collaborative planning sessions involving teachers, administrators, and support staff focus on tailoring strategies to meet the specific needs of various student subgroups, fostering a culture of inclusivity. The professional development curriculum places a significant emphasis on strategies for addressing the unique needs of diverse student subgroups, ensuring that educators are well-equipped to support all students effectively.

   Student Support Services Integration: The school has seamlessly integrated student support services, such as tutoring and counseling, with a targeted focus on addressing the needs of specific subgroups, creating a supportive and inclusive environment. Also, Student representatives from various subgroups actively participate in decision-making processes, ensuring that their perspectives and needs are considered when formulating and implementing improvement strategies. Teachers incorporate culturally responsive teaching practices that recognize and celebrate the diversity within the student body, fostering a positive and inclusive learning environment. Regular feedback mechanisms involving students, parents, and educators are in place to assess the effectiveness of strategies for specific student subgroups, allowing for continuous improvement and adjustment. Celebration of Achievements: Achievements related to the improvement of specific subgroups are celebrated across the school community, reinforcing the importance of inclusivity and recognizing progress made in addressing unique student needs.

Criteria Description

For Math and LAL, Before February 15, a minimum of 50% of teachers will present empirically supported effective methods in small group instruction, whole group instruction, and differentiation during Professional Learning Community (PLC) meetings guided by coaches. Additionally, by February 15, 40% of students in grades 1-8, encompassing all subgroups, will undergo the fall 2022 MAP growth assessment. The gathered data will then be scrutinized to pinpoint specific student subgroups requiring small group instruction and interventions. Subsequently, an action plan will be devised to support the success of these identified students.

For the Attendance, Before February 15th: Commencing on this date, family meetings will initiate, conveying attendance protocols to parents. Monthly family celebrations will commence, featuring raffle prizes. By April 15th: The 100% club will be operational, with full participation expected. Monthly incentives will be distributed, spanning the entire school, grade spans, grade levels, and individual homerooms.

Mathematics Improvement Plan:

Targeted Professional Development: Implementing specialized professional development sessions for math teachers focused on innovative teaching methods, incorporating technology, and addressing specific challenging topics identified through data analysis.

Differentiated Instruction: Developing strategies for differentiated instruction to cater to students with varying math proficiency levels. This might include creating tiered assignments, offering extra support for struggling students, and providing enrichment activities for advanced learners.

Formative Assessment Implementation: Integrating regular formative assessments to gauge student understanding and adapt teaching strategies accordingly. This ensures that adjustments can be made in real-time to address specific areas of difficulty for students.

Math Intervention Programs: Implementing targeted intervention programs for students identified as struggling in math, providing additional resources, tutoring, or small-group instruction to address gaps in understanding.

Mathematics Enrichment Opportunities: Offering opportunities for math enrichment, such as math clubs, competitions, or projects, to engage and challenge students who excel in mathematics.

Language Arts and Literacy Improvement Plan:

Literacy Across the Curriculum: Promoting literacy across all subjects by integrating reading and writing activities into science, social studies, and other content areas. This helps students develop literacy skills in context.

Reading Intervention Programs: Implementing reading intervention programs to provide extra support for students who are behind in reading proficiency, including one-on-one tutoring, targeted skill-building exercises, and progress monitoring.

Professional Learning Communities (PLCs): Facilitating regular PLCs where language arts teachers collaboratively analyze student work, share effective teaching strategies, and collectively develop approaches to enhance literacy instruction.

Technology Integration: Utilizing technology tools to enhance literacy instruction, such as interactive e-books, online reading comprehension activities, and digital writing platforms.

Family Literacy Engagement: Establishing initiatives to involve families in supporting literacy at home, including literacy workshops, book clubs, and take-home activities that promote reading and writing.

Reference

National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders. https://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

Name of Artifact: Curriculum Implementation Philosophy
Date of Artifact: March 06, 2024
Course #: EAD 520

​ELLC Standard 1.2 Alignment Rationale: In creating my curriculum implementation philosophy, I collected and used data to identify school goals, assess organizational effectiveness, and develop and implement plans to achieve my future goals.

Roberts (1985) states, '...transforming leadership is a leadership that facilitates the redefinition of a people's vision and mission, a renewal of their commitment, and the restructuring of their systems for goal accomplishment". The central goal for every student in my future school is high student growth and academic achievement. As a transformational leader, I plan to transform my school by integrating its vision and mission through the support of differentiated instruction, strategic interventions, diverse culture, and social and emotional learning.

 Cultural Diversity

 Given the diverse nature of our world, the curriculum we implement in our school mustn't emphasize or favor any particular group. Instead, it should embrace various perspectives to ensure all students feel represented and engaged. We aim to create an environment where every student can excel academically and contribute positively to society, regardless of their cultural background. The curriculum will equip teachers with various strategies for assessing student traits and learning styles to eliminate biases and foster inclusive. Ultimately, our school's culture will be one of warmth and acceptance, where every student feels valued and respected.

 Differentiating Learning Needs

Recognizing that every student has unique learning styles and needs is paramount to fostering academic success for all. Therefore, our curriculum will prioritize differentiated instruction tailored to each learner's diverse needs. We'll empower teachers with resources and professional development opportunities to deepen their understanding of why differentiation is crucial and how it can be effectively implemented in their classrooms. Collaboration among teachers and administrators will also be vital in creating personalized goals for every student, particularly those with special needs. By working together closely, classroom and special education teachers will ensure that each student receives the support and accommodations necessary to thrive academically.

Tier Intervention

 The interventions for each student will be carefully tailored to their specific needs and learning preferences. Interventionists will work closely with students, assessing their abilities and identifying areas requiring support. Following this assessment, collaboration between interventionists, classroom teachers, and administrators will occur to determine the most effective interventions for each student and how they can be seamlessly integrated into the classroom setting. Teachers will then implement these interventions, closely monitoring each student's progress and growth and documenting the data accordingly. Additionally, students will be actively involved in their academic journey by setting their own SMART goals, allowing them to track their progress and take ownership of their learning.

 Technology Integration

Technology will be seamlessly integrated into the daily curriculum, with each student equipped with a district-provided laptop to be brought to school daily. At the outset of the school year, teachers will demonstrate the appropriate use of technology by incorporating it into their lessons. The curriculum will furnish teachers with a wealth of resources to enhance instruction, including lesson videos, interactive student workbooks, activities, and extensions.

As the National Center for Education Statistics highlights, technology should be as integral to the classroom as any other learning tool. To this end, students will be tasked with mastering the various programs essential for their coursework. They will be expected to utilize technology solely for educational purposes, ensuring responsible and effective use.

How Vision and Mission Are Related to Curriculum
     

The vision for my future school is to equip every student with the tools, knowledge, and support necessary for success. Our mission is to empower students to achieve their full academic potential and flourish. This will be realized through fostering a positive school culture where every staff member is committed to nurturing the growth of every student.

Our integrated curriculum will harness the power of technology alongside other essential skills. Project-based learning will be a cornerstone of our approach, offering students opportunities to apply and reinforce their learning across all subject areas. As a leader, I am dedicated to ensuring that our curriculum fosters academic excellence for all students, setting them on a path to success.

References

García Barrera, Alba. (2012). Education Custom as Essential Tool To Better Serve The Diversity In The Classroom. Revista Latinoamericana de Educación Inclusiva. 6. 177- 189.

National Center for Education Statistics: Technology in Schools. (n.d.). Retrieved from https://nces.ed.gov/pubs2003/tech_schools/chapter7.asp

Roberts, N. C. (n.d.). Transforming Leadership: A Process of Collective Actio - Nancy C.    Roberts, 1985. Retrieved from https://journals.sagepub.com/doi/10.1177/001872678503801103 

Name of Artifact: Curriculum and Professional Development
Date of Artifact: May 23, 2024
Course #: EAD 529

​ELLC Standard 1.4 Alignment Rationale: By analyzing my school's latest needs assessment and its alignment with the current Continuous Improvement Plan, I was able to evaluate the process for determining the effectiveness of school plans and programs. Additionally, I gained an understanding of school progress with support from school stakeholders.

Analysis of School Needs Assessment and CIP
      Regardless of how stakeholders and the state perceive a particular school, there is always room for improvement. Every school, even the highest performing ones, has students at risk of failing. Most schools develop a Continuous Improvement Plan to identify and set goals based on a needs assessment. This needs assessment takes into account students' academic performance in relation to state standards. The performance outcomes are influenced by students who are at risk of failing or who are not meeting these standards.

​ During my discussion with my mentor about the Continuous Improvement Plan (CIP) and the School Improvement Plan (SIP), she explained that her objective for both plans is to equip students and staff with the necessary tools and resources for success. The primary goal of the SIP is to enhance academic achievement, particularly focusing on students who perform below average or have low scores. At my school, the SIP aims to boost students' Math and ELA scores by 10% at each grade level.

     It was also discovered that our faculty needed professional development training to increase the implementation of higher order thinking questions during instruction. The district uses the "Building Thinking Classrooms in Mathematics" by Peter Liljedahl is a book that explores innovative and effective strategies for fostering deep mathematical thinking in students. Liljedahl's work is based on extensive research and practical classroom experience, and it provides a comprehensive guide for educators looking to transform their teaching practices. "Building Thinking Classrooms" emphasizes the importance of creating a learning environment that nurtures students' ability to think deeply and critically about mathematics. By implementing these strategies, teachers can help students develop a stronger conceptual understanding and a more positive attitude toward math.

 Administrators felt that teachers need encouraging students to take ownership of their learning by providing them with opportunities to work independently and make decisions about their problem-solving approaches. Also, using questions that prompt students to think critically and reflect on their understanding. This includes asking open-ended questions and encouraging students to explain their reasoning.

CIP/SIP Addresses Identified Needs

The School Improvement Plan (SIP) is developed when administrators identify specific, detailed focus areas. This plan is then implemented by addressing and writing detailed goals, strategies, and action steps to help achieve the desired outcomes.

At our school, the leadership team has targeted interventions for students in Math and English Language Arts (ELA) to help them improve their overall scores. The school's goal is to provide students with several opportunities for additional help: Afterschool Tutoring: Extra sessions are held after school hours, allowing students to receive one-on-one or small group assistance in areas they find challenging. Morning Tutoring: Early morning tutoring sessions offer another chance for students to catch up or get ahead before the regular school day begins. Online Tutoring: Digital platforms provide flexible tutoring options, accommodating students' schedules and learning preferences. Afterschool Makeup Work: Dedicated time after school is set aside for students to complete and catch up on missed assignments. Homeroom Intervention: Interventions during homeroom periods allow for immediate academic support at the start of the school day.Saturday Programs: provide additional learning opportunities, helping students improve their skills in subjects like Math and ELA and the ELLs. This extra time allows for focused attention and tailored instruction that can boost academic performance.

These interventions are led by highly qualified Math and ELA teachers, ensuring that students receive expert guidance and support tailored to their needs. Through these targeted efforts, our school aims to improve student performance and achieve the specific goals outlined in the SIP.

Another way my school addresses is by enhancing their professional growth and improving the overall educational environment. Professional Development: PLs allow teachers to engage in ongoing professional development, keeping them updated with the latest educational strategies, technologies, and research-based practices. This continuous learning helps teachers refine their teaching methods and stay current. Collaboration and Networking: GLCs foster a collaborative environment where teachers can share ideas, resources, and best practices with their colleagues. This networking promotes a sense of community and support among teachers, which can lead to improved teaching practices and student outcomes. Consistency Across Grade Levels: Through GLCs, teachers within the same grade level can align their curricula, assessments, and instructional strategies. This consistency ensures that all students receive a similar educational experience, regardless of their specific classroom. Data-Driven Instruction: PLs often include training on how to use student data to inform instruction effectively. Teachers learn how to analyze data, identify learning gaps, and tailor their teaching strategies to meet the diverse needs of their students. Enhanced Student Outcomes: Teachers who participate in PLs and GLCs are better equipped to deliver high-quality instruction. This improved teaching quality can lead to higher student engagement, better academic performance, and positive student outcomes. Innovation and Creativity: Collaborative environments encourage teachers to experiment with new ideas and innovative teaching methods. Sharing successes and challenges with peers can inspire creativity and lead to the development of more effective and engaging lesson plans. Professional Satisfaction: Engaging in PLs and GLCs can enhance teachers' professional satisfaction and morale. Feeling supported and valued in a collaborative community can lead to higher job satisfaction and greater accomplishment. Improved Classroom Management: PLs often include training on classroom management techniques and strategies for creating a positive learning environment. Effective classroom management maximizes instructional time and fosters a conducive learning atmosphere.

By participating in Professional Learning Sessions and Grade-Level Collaborations, teachers in school can continuously improve their teaching practices, collaborate effectively with their peers, and ultimately enhance the educational experiences and outcomes for their students.

Name of Artifact: Teacher Coaching and Development Process
Date of Artifact: July 10, 2024
Course #: EAD 530

ELLC Standard 2.3 Alignment Rationale: Understanding the teacher's coaching and development process helped me better comprehend how to supervise, coach, and develop teachers with essential curricular and instructional tools for success.

The process of coaching and development is a critical resource for teachers. Instructional coaches offer support not only to new or developing teachers but also to seasoned and veteran educators. Coaching aims to provide comprehensive support to all teachers, ensuring they have the necessary tools and resources to become highly effective educators. Instructional coaches play a key role in supporting teachers at all levels, from novices to veterans, by offering essential guidance and resources. The primary goal of coaching is to ensure that every teacher receives the support they need in all areas, enabling them to achieve high impact in their teaching.

By researching the coaching and development process, I gained valuable insights into how to effectively support, coach, and develop teachers, in line with ELLC Standard 2.3. The coaching process is a valuable tool for teachers, providing them with the resources and support needed to excel in their instructional practices.

      Inquiry into Teaching and Learning: Observation Pre-Conference

A pre-conference acts as a preparatory meeting before a scheduled observation. During this meeting, the observer and teacher discuss various aspects of the lesson, including the lesson objective, the learning goals for students, the standards being addressed, the activities to support learning, the types of questions to be asked, and the methods of student assessment. Over my five years of teaching, I always participated in a pre-conference before an announced observation. My latest pre-conference this year mirrored the video because my administrator posed numerous questions about the upcoming lesson.

In a pre-conference, I also need to provide my administrator with a copy of my lesson plans, similar to what was shown in the video. Additionally, I had to answer several questions regarding the lesson and my students. Some questions my administrator asked included: What is the main objective of the lesson? What do you intend for your students to learn? How will you differentiate instruction? How will you assess students? How will you group students? During a pre-conference, an evaluator can gauge a teacher's level of preparation and planning based on their responses. A well-prepared and confident teacher will answer all questions thoroughly and discuss what to expect on the day of the observation with ease.

      Assessment of Teaching and Learning: Classroom Observation

During a classroom observation, a coach or administrator uses a rubric, such as the "Danielson Framework," to assess and evaluate teachers on various criteria. This rubric acts as a grading tool to identify areas of strength and areas needing improvement, with the ultimate goal of enhancing teacher practice and student achievement. Evaluators have specific "look fors" to provide feedback to teachers. One of the key aspects an evaluator observes is the use of time and pacing, including the smoothness of transitions, the duration of activities and lesson components, student engagement, the types of questions used, and the overall speed of the lesson.

Another critical "look for" is the questioning technique. Different levels of questioning are essential as they indicate whether the teacher is using higher-order thinking questions to engage and challenge students. Teachers should employ various levels of questioning to support all students, including those who struggle. According to Denton and Hasbrouck, it is also important to observe teaching techniques, immediate feedback provided by the teacher, encouragement of student engagement, communication and collaboration, and the balance between teacher-led and student-led instruction (2009).

Evaluators should provide feedback based on the rubric used during the observation or any areas discussed during the pre-conference. It is important to give positive feedback to highlight a teacher's strengths before addressing areas for improvement. However, constructive feedback is also necessary to offer opportunities for professional growth. Teachers deserve honest feedback to understand their performance and identify areas for improvement. Feedback should always be given during a post-conference, not during the observation or immediately after the lesson, as this can be distracting and unprofessional. Knight notes that providing feedback during a lesson can make teachers defensive, hindering the meaningful and productive application of the feedback (2007).

Assessment of Teaching and Learning: Post-Observation Conversation

In the post-observation videos, the introduction emphasized the significance of each component. I observed that the coaches focused on reflecting on the lesson, reviewing self-assessment, and discussing action steps.

The coach effectively provided positive feedback by highlighting areas of growth and good questioning techniques. However, I believe it is best to start a post-conference with a positive observation rather than beginning with a negative comment or an area needing improvement. Starting with a negative statement can discourage the teacher and make them feel overwhelmed or defeated. "Providing positive feedback, along with timely and specific feedback, is part of effective coaching" (National Center for Systemic Improvement at WestEd, 2019).

A constructive way to offer feedback is by posing a question about a specific aspect of the lesson and giving the teacher time to reflect. This allows the teacher to self-reflect and consider what could have been done differently to improve the lesson. The coach or evaluator, along with the teacher, can then discuss and develop action steps based on the topics discussed during the post-observation.

References
Denton PhD, C. A., & Hasbrouck PhD, J. (2009). A Description of Instructional Coaching and its Relationship to Consultation. Journal of Educational and Psychological Consultation, 19(2), 150-175.

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin Press.

National Center for Systemic Improvement at WestEd. (2019). Effective Coaching: Improving Teacher Practice and Outcomes for All Learners. ERIC. ERIC - ED591448 - Effective Coaching: Improving Teacher Practice and Outcomes for All Learners, National Center for Systemic Improvement at WestEd, 2019