Instructional Leadership Plan
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Transcript of Instructional Leadership Plan
1
2
Table of Content
1 Mentor Appraisal 3
2 Instructional Leadership Rationale and Approach 3
3 CIA Action Plan 6
4 Practicing Observation & Feedback Tools 8
5 Observation and Feedback System 11
6 Schedule of Assessment, Data Analysis &
Changes 16
7 Schedules and Calendar 24
8 Evaluating Teacher Effectiveness 28
9 References 32
3
Mentor Appraisal done via phone call
1: Instructional Leadership Rationale and Approach
Instructional Leadership places the focus on what really matters. The focus is on
instruction and student achievement. An effective instructional leader has to know what’s going
on at all times; have clear expectations, monitor and adjust according to student performance. All
academic feedback should center on what best meets the needs of the students. Instructional
leadership benefits means never being too far away from the classroom and curriculum being
taught. In addition, leadership should continue to go to Professional Development to better serve
the staff and the students. “What’s more, for teacher evaluation systems to become more
meaningful and relevant, principals must gain new skills that allow them to make the leap from
evaluating their teachers to developing their teachers and being able to provide feedback and
encourage improvement.”
Challenges and Strategies
The greatest challenges according to my mentor, Mrs. Broughton is having documents
ready for the district, when the time frame to produce seems unreasonable. Additional challenges
are all the outside meetings, and meetings which are to prep for the big meetings. Discipline can
bring a great challenge depending on the issues. The district has implemented a new evaluation
system that requires administrators to conduct Spot Observations doing the week, while
managing scheduled conference times to meet with teachers to give feedback on what they
observed adds to the list of challenges. Then there is the Cohort tracking of students to make sure
you know what is going on with grades; ensuring that at risk students are getting all they need in
the classroom. Sponsor groups: looking at failures, attendance, tardies. These are the students
4
that are failing 3 or more classes within a 6 week period. The time allotted in a day can
sometimes fill overwhelming and suffocating to say the least.
To effectively manage the previous list of items, some critical strategies begin with knowing the
“Big Rocks” that need to be done at the end of the week for next week. Mrs. Broughton
elaborated, “Knowing the Administrators Packet: Daily information and anything that deals with
the English department or self.” She continued to suggest that keeping many calendars: Having
a big calendar on your desk to know the schedule at all times, plus any scheduled events, PLC
calendar, Administrators Calendar, Athletic Calendar, Ms. Broughton (personal calendar) and
content department calendars will assist with organizing and prioritizing weekly and daily
objectives. A strategy for students is to block off times in the calendar two to three times a week
that is for meeting with students about interventions on how to fix grades and attendance.
Always checking your email around the clock, so that you do not miss any important information
is a fundamental must for any administrator. Start each day with “a to do list”, as well as, each
week.
The idea that principals should serve as instructional leaders—not just as generic
managers—in their schools is widely subscribed to among educators. The emerging theory of
cognitive apprenticeship attempts to take the lessons of apprenticeship structures into modern
domains of learning. These differ in two important ways traditional craft apprenticeships.
First, intellect is valued in its own right, not just as of learning practical skills and
knowledge. Second, variability and invention are valued over simple repetition of the master’s
way of doing things. Principals are responsible, above all, for selecting and cultivating a teaching
5
staff that is able to teach effectively the district’s demanding programs in literacy and
mathematics. The principal is expected to be an instructional leader in the strongest possible
sense of the term. To do this, the principal must understand the instructional programs that the
district has adopted well enough to actively guide teachers in its implementation. He or she must
be able to judge the quality of teaching in order to select and maintain good teaching staff.
Building an effective community of principals is about both things—the craft of teaching
and learning and the building of strong interpersonal relationships. I believe no effective learning
can go on without very strong personal relationships. But relationships can’t substitute for deep
knowledge. The challenge is to build those relationships around studying teaching and improving
instruction for kids and a belief system about learning.
Of all school factors—from extended learning opportunities to family and community
engagement to smaller class sizes—teachers exert the largest impact on student achievement.
What was once fervently believed by practitioners and parents but questioned by researchers is
now a well-established fact: Teachers make a crucial difference in students’ academic
performance. Despite this reality, efforts to improve teacher quality through performance
evaluation have made little ground. The consequences of evaluation have generally been
negligible in terms of teachers’ instructional improvement or continued employment. There is
scant evidence that evaluation has improved the quality of teachers’ classroom instruction or led
to the dismissal of underperforming teachers. Rationale for teacher impact on student
achievement is supported by:
Annual summative evaluations for every teacher
Frequent, structured observations of teachers accompanied by detailed feedback
throughout the academic year
6
Attention to a culture of reflection and account ability in the day-to-day work of
the school
Hiring as a crucial primary step in assessing the candidate’s commitment to
continuous instructional improvement
Efforts to advance a “no surprise policy” so teachers and administrators are on the
same page throughout the year about teachers’ performance so that the
consequences for teachers’ jobs are predictable
Substantialtrainingforevaluatorsonhowtoobserveclassroominstructionand provide
feedback.
By create thriving school cultures through instructional change and helping teachers to
continuously improve their craft, perform data-driven analysis of student achievement and
actively engage in the community, this allows instructional leaders to focus their relationships,
their work, and their learning on the core business of teaching and learning. This is the greatest
influence on student academic achievement.
2: Course Project: Section 2 — CIA Action Plan
At Sunset high School our current Response to Intervention is not as prescriptive as it
needs to be. Currently, we have the time blocked out of our schedule that is like a homeroom
class. These students are coupled together at the beginning of the year during this class. They
follow the same graduation track and take the same classes at different times. The time during
this homeroom period is supposed to be used for character building across the campus, or for
students to seek out additional help academically during the instructional day, also known as our
campus response to intervention plan.
This plan could be improved by strategically developing a schedule for students to
participate in extra curricula actives, watch current events in the auditorium, have coffee café
7
were students that wanted to relax and work on home work could do just that. Students that
needed the individualized attention would be required to attend specific academic development
sessions to address their deficiencies so that teachers are not forced to remediate several grade
levels below expected grade appropriate performance during class. In addition, students tiered as
Tier 2 and Tier 3 using our Response to Intervention Tool would be assigned a mentor from the
campus elective teachers to assist with motivating students to be accountable for their own
learning and asking for assistance when they know they need it. Each teacher and student would
complete an action plan for the student to ensure that all avenues and every voice is being heard
in the discussion. See the attached forms for the teacher and the student to complete during the
profiling of information.
This type of aggressive scenario would require a great deal of work on the front end.
Planning, processes and products would need to be solidified prior to implementation to prevent
as much chaos as possible. Students that are placed on a RTI plan would have to sit down with
the appropriate teachers, mentors, administrators and parents to discuss and develop the
frequency and key indicators for the action plan. An example would include how many times a
week the student would participate in the program and academic expectation to earn their study
time. As well, consequences for specific choices must be written into that lesson plan. There
must be commitment from each member of the Sunset family for this to be successful.
8
3: Practicing Observation & Feedback Tools
Spot Observation 3.2
Mr. L
English 4
9:55am
10:15
Teacher was reading out loud to students, as students follow along.
Some students were listening to music
Teacher: posed a question to the students: What's happens to the male character in the play?
Teacher asked students to take out a sheet of paper and work with a partner...
Each student is asking to turn in their own paper. Who Am I This Time?
Talked to students about what they were reading: student explained that it was a love story that
deals with a married couple that likes plays. Students were confused on what to do, and how to
find the plot.
Once the teacher asked more questions to the student, they got a better idea of how to answer the
first question.
Teacher walked around to check for understanding.
English 3
Mr. Gee
10:16 am
10:22 am
3 p's posted
Students are working on English packet: Set Free:
The packet is to help them get ready for the test.
Students were working individually.
Some were talking about others things and not focused on the assignment
Teacher was helping a student
Teacher read the story to the student, then the students worked on the packet.
Once students were done teacher comes around to check to see it they got it.
9
No response strategies used.
There are a couple of students that did not have a partner. S they could not participate in the
activity. Mr. Mendoza never had a partner.
He never called students by name and just left it up to the students to respond.
He reflected back to the text to help the students locate the answer.
The students are not sure on how to respond to the teachers questioning of the text.
Mr. Dees
10:39-10:55
Advisory
Teachers went over the assignment from prior class.
Teacher the responses the students gave, praise was giving to the students for their responses.
Teacher posed at question: looking for the attitude of the Horse
Teacher called on student to read out loud
He encouraged the students; students helped one another out to find the answer to the question.
Had good questions about the story
Student need to understand the importance of what they are reading
Teacher explained that he had to read the story twice to better understand the story. This lets me
know that he had to check for understanding before he could move forward.
White boards are being used to allow students to respond to questions about the text.
Teacher knows his students and calls the about names.
Good advice was given: learn to block everything else while reading.
90% of students were on task
What was Black Beauty's Attitude?
He helped the students find and located the answer to questions
He tied everything back to the real world.
He offered supplies
10
Ms. B
10:56-11:01
English 2
LO: students will be able to write concluding paragraphs for the persuasive essay
DOL: given the persuasive writing prompt, students will produce a conclusion for the essay.
Teacher walked around the room to check that students were working
All students were working of the writing prompt
Students sat quietly and waited on the teacher to check
Ms. E
11:04-11:10
English 3
Question: How does Black Beauty's attitude reflect the tone of the passage?
Students are working in collaborative groups
Sense starts with giving praise to the student
One group was stuck, but with some directives figured out how to answer the question.
Teacher: redirected the students, but continued to move forward with the other group to make
sure they stayed on task.
Subject: Walk-Through Feedback to School Staff
Comments: With the 5 classroom walk-throughs this week, I conducted 53 minutes of
observations. I observed 15 interactions with individual students; on the average of 1 to 2
minutes (56%) of my observation time was focused on individual instructional time. In the
upcoming weeks I will go back and assess if the individual student instruction time has
increased. All the classrooms average 22 students per classroom. In 3 of the observations student
engagement average between 85 to 90 percent. The remaining classrooms student engagement
average between 15 to 20 percent. Base off the data that was collected teachers were placed on a
growth plan to help improve student achievement, purposeful, and effective instruction. As our
district Core Beliefs States,” Effective instruction makes the most difference in student academic
performance.”
11
J. M. THOMAS HIGH SCHOOL
TEACHER ACTION PLAN
STUDENT NAME______________________________________ CLASS________________
SPECIFIC PURPOSE STATEMENT (Vision for the six weeks)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Improve test score Complete and review daily
assignments
Be in class and on time 90% - 100%
for the six weeks
FOCUS AREA
State Standards Student %tile performance to class Student Strengths / Weaknesses
Student Learning Styles
CURRENT SITUATION
Struggling with State Standards Attempted Strategies Alternate Strategies
12
Immediate GOALS
DAILY GRADES__________ TEST GRADES___________ ATTENDANCE____________
Long Term GOALS
DAILY GRADES__________ TEST GRADES___________ ATTENDANCE_____________
MEASURE OF SUCCESS (IMPROVEMENT ON):
3 WEEK AND SIX WEEKS
TEST
DAILY ASSIGNMENTS ATTENDANCE DO NOW/ EXIT TICKET
ACTION REQUIRED
TUTORING DAILY
ATTENDANCE
Assign MENTOR SATURDAY
SCHOOL
RE-TAKE TEST
CONFERENCES
Mentor – Student Teacher – Mentor –
Student
Teacher – Mentor –
Parent – Student
Administrator –
Student
Administrator –
Parent - Student
TIMING
RE-EVALUATE EVERY 3
WEEKS FOR TESTING
DAILY FOR DAILY
ASSIGNMENTS
DAILY FOR ATTENDANCE
REWARDS
EXTRA POINTS ON DAILY
ASSIGNMENTS
CERTIFICATE OF
ATTENDANCE AFTER 3
WEEKS (5-9 CLASS TIME)
END OF THE SEMESTER
BAG OF TREATS FOR
IMPROVEMENT ON TEST
13
J. M. THOMAS HIGH SCHOOL
STUDENT ACTION PLAN
I, , understand that this action plan is to promote my success in this class
for the school year of 2012/ 2013. My teacher, , has provided me with several
opportunities to self-correct my academic performance and behavior. I understand that this Action Plan is
another attempt to prevent disciplinary actions from occurring.
For the behaviors below, I will list the expectation for me to self-redirect.
Academic Behavior
Poor Class Participation / Poor Understanding
Talking
Off Task
Incomplete Assignments
Disruptive
Tardy
No / Incomplete homework
Absences
In addition, I agree to attend tutoring for the agreed upon time and meet with my mentor for the next 3
weeks or have a parent / teacher conference to determine a plan of action for my success.
Student Signature Date Teacher Signature Date
14
J. M. THOMAS HIGH SCHOOL
MENTOR AND MENTEE AGREEMENT
We are voluntarily entering into a mentoring relationship from which we both expect to benefit.
We want this to be a rich, rewarding experience with most of our time together spent in career
development activities. To this end, we have mutually agreed upon the terms and conditions of
our relationship as outlined in this agreement.
Objectives
We hope to achieve: To accomplish this we will do:
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
Confidentiality
Any sensitive issues that we discuss will be held in confidence. Issues that are off-limits in this
relationship
include:_______________________________________________________________________
______________________________________________________________________________
Frequency of Meetings
We will attempt to meet at least______________(fill in amount) times each month. If we cannot
attend a scheduled meeting, we agree to be responsible and notify our partner. Duration: We
have determined that our mentoring relationship will continue as long as we both feel
comfortable or until:
______________________________________________________________________________
No-Fault Termination
We are committed to open and honest communication in our relationship. We will discuss and
attempt to resolve any conflicts as they arise. If, however, one of us needs to terminate the
relationship for any reason, we agree to abide by the decision of our partner.
Mentee (Student) Signature Date Mentor Signature Date
15
4: Schedule of Assessment, Data Analysis & Changes
The following information that is being submitted is an observation calendar for the teachers
with scheduled times for conferencing for the 10th
grade English Department for Nickels, Shipp,
Wales, Zeig, Blankenship, and Bates.
Observation Calendar for Teachers
FEBRUARY
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
4C 5A 6B 7A 8B
Pre-conferences before school
Wales Post-conferences before school
Shipp
11 C 12A 13 B 14 A 15 B
Data Dig Day Pre-conferences before school
Blankenship Post-conferences before school
Professional Reflection
Zeig
18 C 19 A 20 B 21 A 22 B
Data Dig Day Pre-conferences before school
Shipp Post-conferences before school
Professional Reflection
Bates
25 C 26 A 27 B 28 A 1 B
Data Dig Day Pre-conferences before school
Nickel Post-conferences before school
Professional Reflection
Shipp
Teacher will participate in a pre-conference to discuss the target areas that will be observed,
observed, then the post-conference. C-days will be data dig days: students’ grades from grade
book, attendance, the number of times the students attend tutoring, performance on DOL’s and
common assessment. Professional Reflection day will be when I meet with my mentor principal
to discuss what I have done for the week, what were my strengths and weaknesses and how to
implement growth as a principal in the next week.
16
5: Schedule of Assessment, Data Analysis & Changes
The action plan and academic calendar submitted are very prescriptive for the needs of
the students and teachers at Sunset high School. Beginning with the Academic Calendar, I have
schedule three week common assessments submission dates and administration dates. The dates
are scheduled three weeks apart to give the teachers a clear expectation as far as pacing students
learning for mastery while ensuring that all of the state standards are developed with the students
to mastery level.
By beginning with the test, the teachers have an understanding of how deep instruction
needs to go. In addition to having a semester schedule at the beginning, common assessments
are administered the results allow teachers to spiral in low performing TEKS, while moving
forward in their instruction. Students are also required to profile themselves and are place on
action plans based off of their RTI (Response to Intervention) tiering. Tier 2 students are pulled
once a week for 15 – 20 minutes to re-teach their hot SE’s (low performing). If this strategy is
not successful the students are then assigned mandatory tutoring to provide additional support
outside of the school day.
A significant factor for tiering teachers is how each teacher’s data compares to their
peers. When the passing percentage and average scale scores have significant gaps, the teachers
are tiered. Tier 3 teachers are the teachers that need intense intervention to promote student
academic success. This requires more time and effort through professional development,
individual conferences with the content coach digging deep into the data and actively monitoring
self-reflection.
17
Tier 2 teachers are the bubble teachers. They could go either way. These teachers are
willing but limited in specific areas that strategic support can provide the necessary development
to close the gaps. Tier 1 teachers are your strong teachers that believe in what they do and make
all of the necessary sacrifices. However, these teachers seek out criticism. They desire to grow
and be better; therefore, they have to be included in the observation cycle to ensure that they
receive and feel the support they so rightly deserve.
The English 2 Action Plan is added to demonstrate that after every assessment there
should be analysis, evaluation of effectiveness, identification of gaps and obstacles, how these
obstacles will be addressed, how they are measureable and what will be the outcome. This
particular action plan is based off of ACP Data (semester summative exams).
Teachers’ scale scores, passing percentage and commended percentages are compared to
the campus and the district. This data dig is conducted by the campus administrators and
leadership team. The data is then compared to data collected from spot observations,
observations, and PDAS evaluations. The data is them ciphered back to the content departments
for discussion and action planning.
When departments analyze their data as individuals and as a team, each teacher
completes a heat map of their individual performance on the TEKS. The next step is to see if
there are individuals who spiked in areas where their peers’ did poorly. The follow up is
discussing best practices that can be shared across content. Teachers will either adjust their
instructional calendars for the remaining weeks in the six weeks to demonstrate how they will
spiral in the hot standards while moving forward. Or, teachers will began populating their
Instructional Calendars for the next grading period, still including spiraled TEKS.
18
The action plan also includes expectations for the different levels for Tiered Coaching.
The tier three teacher, will be observed a minimum of three times within a month, actively
participate in pre- and post-conferences that are to provided targeted feedback for content
development and pedagogical strategies. Also, the tier three teach will be require to keep a
weekly journal reflecting over their week in education.
The goal is to identify areas that are strong and to stay focused, but to also document the
challenges they faced during the week. Where they able to resolve the challenges? Do they need
to develop a strategy to address the challenges? Or, was this an isolated incident? How could
these challenges be avoided in the future? What are some “look for” signs that will give you the
heads up that these challenges are developing?
The combination of the Academic Calendar and the Action plan follows the clichés, “if
you fail to plan, you plan to fail” and “True growth comes from self-reflection.” The strategies
outlined in both documents are to encourage and support the success of great teachers, which
transfers to the academic success of our students.
19
English 2 Action Plan
Strategy Measurable Outcome Responsible Time
Tiered Coaching
Schedule based off of ACP
Performance:
Tier 3 [needs intense intervention]
Shipp
Tier 2 [needs support]
Nickels
Zeig
Tier 1
Wales
Blankenship
Bates
Strategic Lesson Plans
Tier 3 teachers will submit daily
lesson plans that include time
frames to reflect transitions and
formative assessments during the
instruction.
Standards Tutoring
Tier 1, 2 & 3 teachers will develop
tutoring calendars for their lowest
TEKS to provide intensive
prescriptive - intervention for
struggling students.
Tier 3 Teachers:
Observe / Co-Teach / Model Cycle: 2 x
a month
Individual pre- and post-conferences
before school the day before and after
the observation
Keep a reflection journal for discussion
during pre-conferences
Tier 2 Teachers:
Observe / Co-Teach / Model Cycle: 1 x
a month
Individual pre- and post-conferences
before school the day before and after
the observation
Keep a reflection journal for discussion
during pre-conferences
Tier 1 Teachers:
Observe / Co-Teach / Model Cycle: 1 x
a month
Individual pre- and post-conferences
before school the day before and after
the observation
Strategic Lesson Plans
Tier 3 teachers will submit daily lesson
plans on a weekly basis to the content
coach and administrator for discussion.
Standards Tutoring
student tracker of student deliverables,
D.O.L.’s and mini-assessments for
struggling standards
Tier 3 Teachers
Students passing %
will increase by 25%
with the
administration of
each common
assessment.
Hot SE’s for each
teacher will increase
by 50% with the
administration of
each common
assessment.
Teacher will improve
in Purposeful
Instruction Rating
from 1 to 2 over the
next 3 weeks.
Tier 2 Teachers
Teacher will improve
in Purposeful
Instruction Rating
from 1 to 2 over the
next 3 weeks.
Hot SE’s for each
teacher will increase
by 50% with the
administration of
each common
assessment.
Tiered Coaching
Teacher
Content Coach
Administrator
Standards Tutoring
Teachers will
submit list of tiered
students to
administrator and
content coach via
email after every
common
assessment.
Student portfolios
for tiered students
receiving
instructional
interventions will
include student’s
second semester
schedule,
intervention plan
signed by teacher,
student’s
administrator,
parent and student,.
Tiered Coaching
Re-evaluate after each 3 week Common
Assessment
Standard Tutoring
One Month’s Rotation
C-
day
A-
day
B-
day
A-
day
B-
day
Data
Dig
2E.1
b
2E.9a 2E.15a A
C-
day
A-
day
B-
day
A-
day
B-
day
Data
Dig
2E.15a 2E.16c 2E.17c
C-
day
A-
day
B-
day
A-
day
B-
day
Data
Dig
2E.1
b
2E.9a 2E.15a A
C-
day
A-
day
B-
day
A-
day
B-
day
Data
Dig
2E.15a 2E.16c 2E.17c
20
5: Schedule of Assessment, Data Analysis & Changes
JANUARY 2013
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15. ACP TESTING
16. ACP TESTING
17. ACP TESTING
18. ACP TESTING
19.
20.
21.
22.
23. 21st Week Common Assessment (all versions of the test) [CA] Due @ 4pm Notify Mrs. Broughton and myself by email that it is in Dropbox.
24.
25. 21st Grading Rubric for CA Due @ 4pm Notify Mrs. Broughton and myself by email that it is in Dropbox. Lesson Plans Due @ 4pm
26. Saturday School
27.
28. 4th Six weeks Project and Grading Rubric for Project Due @ 4pm Notify Mrs. Broughton and myself by email that it is in Dropbox.
29.
30.
31.
21
FEBRUARY 2013
1. Lesson Plans Due @ 4pm
2. Saturday School
3.
4.
5.
6.
7.
8. Lesson Plans Due @ 4pm
9. Saturday School
10
11. 24th Week Common Assessment (all versions of the test) [CA] Due @ 4pm Notify Mrs. Broughton and myself by email that it is in Dropbox.
12.
13. 24th Grading Rubric for CA Due @ 4pm Notify Mrs. Broughton and myself by email that it is in Dropbox.
14. 21st Common Assessment
15. 21st Common Assessment Lesson Plans Due @ 4pm
16. Saturday School
17
18
19 ALL STUDENTS completed their Common Assessment Profiling
20 Heat Map for 5th Six Weeks SE's
21
22 Lesson Plans Due @ 4pm
23 Saturday School
24
25
26
27
28
22
MARCH 2013
1 Lesson Plans Due @ 4pm
2 Saturday School
3
4 27th Week Common Assessment (all versions of the test) [CA] Due @ 4pm - Notify Mrs. Broughton and myself by email that it is in Dropbox.
5 TAKS EXIT LEVEL Retest
6 27th Grading Rubric for CA Due @ 4pm Notify Mrs. Broughton and myself by email that it is in Dropbox.
7 24st Common Assessment
8 24st Common Assessment Lesson Plans Due @ 4pm
9
10
11
12
13
14
15
16
17
18 5th Six weeks Project and Grading Rubric for Project Due @ 4pm Notify Mrs. Broughton and myself by email that it is in Dropbox.
19 ALL STUDENTS completed their Common Assessment Profiling
20 Heat Map for TAKS & STAAR
21
22 Lesson Plans Due @ 4pm
23 Saturday School
24
25
26
27
28
29 Lesson Plans Due @ 4pm
30 Saturday School
31
23
APRIL 2013
1. 30th Week Common Assessment (all versions of the test) [CA] Due @ 4pm Notify Mrs. Broughton and myself by email that it is in Dropbox.
2
3 30th Grading Rubric for CA Due @ 4pm Notify Mrs. Broughton and myself by email that it is in Dropbox.
4 27TH COMMON ASSESSMENT
5 27TH COMMON ASSESSMENT
6 Saturday School
7
8
9 ALL STUDENTS completed their Common Assessment Profiling
10 Heat Map for ACP due @ 4pm
11
12
13 Saturday School
14
15 Instructional Calendar for the 6th Six Weeks Due @ 4pm
16
17
18
19
20 Saturday School
21
22 33rd Week Project Due @ 4pm Notify Mrs. Broughton and myself by email that it is in Dropbox.
23 RETEST EXIT TAKS
24 33rd Grading Rubric for Project Due @ 4pm Notify Mrs. Broughton and myself by email that it is in Dropbox.
25 30th Common Assessment
26 30th Common Assessment
27 Saturday School
29
30
31
The month of May is STAAR EOC testing and intense review for the district’s ACP.
24
6: Summary of J. M. Thomas High School
J. M. Thomas High School is a private magnet school with four tracks; Career in
Technology, Automotives, Health Care, and Graphic Design. For each magnet track, students
are separated into two cohorts at enrollment. The design of the school is unique. Ninth and tenth
graders will follow a traditional schedule by attending school from 9:00 am to 4:05 pm. They
will have the opportunity to attend enrich programs, receive academic intervention, or simply
take additional classes during the evening sessions, as spaces are available.
Juniors have the option of choosing whether to attend the traditional hours or start at
12:50 pm and go until 7:35 pm. In order to keep class sizes small, juniors will be encouraged to
attend the second session. This will minimize interaction of thirteen and fourteen year old
students interacting with sixteen and up teenagers. Repeat freshmen and sophomores that are
sixteen and up will attend the second session to keep them enrolled in classes with their age
group. Seniors will be enrolled in dual credit classes at the local community college and attend
the remaining classes on campus that are required for the student to graduate with a certification
in the areas of focus and a high school diploma.
At J. M. Thomas School the composition for 2012-2013 consisted of 40 percent African
American, 30 percent Hispanic, 20 percent Anglo, and 10 percent other. There were 62 faculty,
specialist, and staff on campus responsible for instruction. The total enrollment for the school
year was projected to be 400, we have 550 students enrolled. Our Gifted and Talented enrollment
is 23, SPED is 165, while ELL is 58 is ELL.
Teachers are placed in Small Learning Communities that facilitate instruction to the same
students. PLC's serve as professional development and a student intervention committee for
25
students struggling with academic or behavior. Teachers use one of their off periods to observe
the teacher teaching the same content to align content and develop best practices.
There are four grade level specific computer labs. We purchased software from Pearson
and McDougal to support core content with additional online tutoring support; as well, teachers
post samples of student deliverables of notes, audio and video podcast of their lessons on the
teacher websites to support intervention and enrichment.
These labs are staffed with teacher assistants and utilized through the day. Students
schedules include one enrichment / intervention period. This allows students that are in need of
Tier 2 intervention to receive the additional instruction needed during the day, while allowing
Tier 1 students to work on enrichment activities for the class of their choice. Teachers will
submit list of tiered students to the lab teachers, so that appropriate instruction can be provided.
26
J. M. Thomas High School Student Schedule
Man - Mandatory EO - Extended Option
9:00-
9:45
9:50-
10:35
10:40-
11:25
11:30-
12:45
12:50-
1:35
1:40-
2:25
2:30-
3:15
3:20-
4:05
4:20-
5:05
5:10-
5:55
6:00-
6:45
6:50-
7:35
T1 T2 T3 T4 T5 T6 T7 T8 E1 E2 E3 E4
9th Man 9th Man 9th Man 9th Man 9th Man 9th Man 9th Man 9th Man EO 9th EO 9th EO 9th EO 9th
10th
Man
10th
Man
10th
Man
10th
Man
10th
Man
10th
Man
10th
Man
10th
Man
EO 10th EO 10th EO 10th EO 10th
EO 11th EO 11th EO 11th EO 11th 11th
Man
11th
Man
11th
Man
11th
Man
EO 11th EO 11th EO 11th EO 11th
EO 12th EO 12th EO 12th EO 12th EO 12th EO 12th EO 12th EO 12th EO 12th EO 12th EO 12th EO 12th
Enrichment /
Intervention Lab
Enrichment /
Intervention Lab
Enrichment /
Intervention Lab
Enrichment /
Intervention Lab
Traditional Schedule [T1, T2 …] Extended Schedule [E1, E2 …]
A-Lunch 11:25-11:55 B-Lunch 12:15-12:45
Student Instruction time
9th & 10th graders have a minimum of 360 minutes a day of instruction with an additional 180 minutes for intervention or enrichment.
11th & 12th graders will vary due to graduation plan.
Students can potentially earn 12 credits a school year.
27
J. M. Thomas Master Schedule
9:00-9:45 9:50-
10:35
10:40-
11:25
11:30-
12:45
12:50-
1:35
1:40-2:25 2:30-3:15 3:20-4:05 4:20-5:05 5:10-5:55 6:00-6:45 6:50-7:35
English
T1
English
T1
English
T1
English
T1
English
T1
English
T1
English
T1
English
T1
English
T1
English
T2
English
T2
English
T2
English
T2
English
T2
English
T2
English
T2
English
T2
English
T2
Math
T1
Math
T1
Math
T1
Math
T1
Math
T1
Math
T1
Math
T1
Math
T1
Math
T1
Math
T2
Math
T2
Math
T2
Math
T1
Math
T2
Math
T2
Math
T2
Math
T2
Math
T2
Soc. Stud
T1
Soc. Stud
T1
Soc. Stud
T1
Soc. Stud
T1
Soc. Stud
T1
Soc. Stud
T1
Soc. Stud
T1
Soc. Stud
T1
Soc. Stud
T1
Soc. Stud
T2
Soc. Stud
T2
Soc. Stud
T2
Soc. Stud
T2
Soc. Stud
T2
Soc. Stud
T2
Soc. Stud
T2
Soc. Stud
T2
Soc. Stud
T2
Science
T1
Science
T1
Science
T1
Science
T1
Science
T1
Science
T1
Science
T1
Science
T1
Science
T1
Science
T2
Science
T2
Science
T2
Science
T2
Science
T2
Science
T2
Science
T2
Science
T2
Science
T2
Elective
C1
Elective
C1
Elective
C1
Elective
C1
Elective
C1
Elective
C1
Elective
C1
Elective
C1
Elective
C1
Elective
C2
Elective
C2
Elective
C2
Elective
C2
Elective
C2
Elective
C2
Elective
C2
Elective
C2
Elective
C2
Elective
C3
Elective
C3
Elective
C3
Elective
C3
Elective
C3
Elective
C3
Elective
C3
Elective
C3
Elective
C3
Elective
C4
Elective
C4
Elective
C4
Elective
C4
Elective
C4
Elective
C4
Elective
C4
Elective
C4
Elective
C4
Elective
C4
Enrichment /
Intervention Lab
Enrichment /
Intervention Lab
Team 2
PLC
Team 1
PLC
Enrichment /
Intervention Lab
Enrichment /
Intervention Lab
Students are separated into two cohorts at the 9th and 10th grade level. Each student that graduates from J. M. Thomas High School will graduate
with a certification in IT, Auto Motives, Health Care, or Graphic Design.
Teachers are placed in Small Learning Communities that facilitate instruction to the same students. PLC's serve as professional development and
a student intervention committee for students struggling with academic or behavior.
Teachers will use one of their off periods to observe the teacher teaching the same content to align content and develop best practices.
28
J. M. Thomas School Calendar
August 2012 - July 2013 August 2012 February 2013
S M T W T F S S M T W T F S
1 2 3 4 1 2
5 6 7 8 9 10 11 13 - 16 AM Staff Development 3 4 5 6 7 8 9 4 - Parent Conference
12 13 14 15 16 17 18 PM Teacher Prep Day 10 11 12 13 14 15 16
19 20 21 22 23 24 25 21 - 1st Day of School 17 18 19 20 21 22 23 18 - President's Day
26 27 28 29 30 31 24 25 26 27 28 28 -
September 2012 March 2013
S M T W T F S 3 - Student / Teacher Holiday S M T W T F S 4-7 STAAR Testing
1 3 - Labor Day 1 2 9 - End of 4th Six Weeks
2 3 4 5 6 7 8 3 4 5 6 7 8 9 11 - 15 Spring Break
9 10 11 12 13 14 15 10 11 12 13 14 15 16 18 - 1st Day of the 5th Six
16 17 18 19 20 21 22 17 18 19 20 21 22 23 Weeks
23 24 25 26 27 28 29 28 - End of 1st Six Weeks 24 25 26 27 28 29 30 22 -25 TAKS Testing
30 31 29 - Weather day 31 - Easter
October 2012 April 2013
S M T W T F S 1 - 1st Day 2nd Six Weeks S M T W T F S
1 2 3 4 5 6 8 - Staff Development/ 1 2 3 4 5 6 1 - April Fool's Day
7 8 9 10 11 12 13 Student Holiday 7 8 9 10 11 12 13 22 - 25 TAKS testing
14 15 16 17 18 19 20 15 - Parent Conference 14 15 16 17 18 19 20
21 22 23 24 25 26 27 22-25 TAKS / STAAR 21 22 23 24 25 26 27 26 - End of the 5th Six Weeks
28 29 30 31 31 - Halloween 28 29 30 29 - 1st Day of the 6th Six
Weeks
November 2012 May 2013
S M T W T F S S M T W T F S
1 2 3 11 - Veterans' Day 1 2 3 4 13 - 17 STAAR / TAKS
4 5 6 7 8 9 10 16 - End of 2nd Six Weeks 5 6 7 8 9 10 11 27 - Student / Teacher
11 12 13 14 15 16 17 19-23 Fall Break 12 13 14 15 16 17 18 Holiday
18 19 20 21 22 23 24 22 - Thanksgiving Day 19 20 21 22 23 24 25 28 - 31 ACP Testing
25 26 27 28 29 30 26 - 1st Day of 3rd Six Weeks 26 27 28 29 30 31
December 2012 June 2013
S M T W T F S 24 - 31 Winter Break S M T W T F S
1 25 - Christmas 1
2 3 4 5 6 7 8 31 - New Year's Eve 2 3 4 5 6 7 8 3 - 13 Extended Calendar
9 10 11 12 13 14 15 10-14 STAAR TESTING 9 10 11 12 13 14 15 Days due to Excessive
16 17 18 19 20 21 22 16 17 18 19 20 21 22 Absenses
23 24 25 26 27 28 29 23 24 25 26 27 28 29
30 31 30
January 2013 July 2013
S M T W T F S 1-4 Winter Break S M T W T F S
1 2 3 4 5 18 - end of 3rd Six Weeks/1st 1 2 3 4 5 6 4 - Independence Day
6 7 8 9 10 11 12 Semester 7 8 9 10 11 12 13
13 14 15 16 17 18 19 21 - Martin Luther King Day 14 15 16 17 18 19 20
20 21 22 23 24 25 26 22 - 25 Semester ACP 21 22 23 24 25 26 27
27 28 29 30 31 Testing 28 29 30 31
28 - 1st Day of 4th Six Weeks
29
7: Evaluating Teacher Effectiveness
At Sunset High School, teachers are evaluated with two pieces. The data collection
comes from using Spot Observation Forms which tracks the posted learning objective and
demonstration of learning (DOL), purposeful instruction and purposeful us of multi-response
strategies. The form requires observes to focus their attention in these four areas as they collect
data during their walk through. Communication drives the intent of all four targets. Is each
portion of the lesson cycle clear and understandable to the student. Is there an alignment in what
is being taught, what is posted and what the state has established as readiness standards and
supporting standards. Is there evidence that the lesson and demonstration of learning (DOL) was
developed in advanced. Are transitions between portions of the lesson cycle smooth without loss
of instruction time? In addition, are the engagement strategies being utilized planned and
purposeful to maximize students' understanding.
Observers provide praise for positive areas of instruction, pose a question about a
wondering or concern with the instruction, which requires the observer to suggest a strategy of
how to polish the question's area of focus. The follow up to the spot observation is critical. This
component is the Instructional Feedback Conference Form. This form allows the observer to sit
down in a structured manner to discuss the data that was collected during the spot observation,
progress that was made from the last observation and to develop an action plan that will require
immediate teacher action within a timeline specified by an appraiser to improve the quality of
instruction.
The second of the two evaluation tools is the Professional Development and Appraisal
System [PDAS]. The PDAS establishes critical attributes for professionals in education. It also
30
conforms to scoring standards for "quality" and for "quantity". Both use the scoring measures of
Exceeds Expectations, proficient, Below Expectations and Unsatisfactory. Where the scoring
standards differ are with the contributing factors. Teachers are evaluated on the strength of the
instruction observed. Was high levels of thinking evident? Did the less require the students to dig
deep into the conceptual development and the complexity of the process? where there
connection with multiple disciplines and relevant real world settings?
The other three scoring factors are the impact of the lesson, the variety of the lesson and
the alignment of the lesson. The vocabulary words are different but this is virtually the same
intent as the spot observation. Are students experiencing success? Is the teacher demonstrating
formative and summative assessments (multi-response strategies and DOL's)? Is the lesson being
differentiated to access all learning styles? Most importantly is the lesson aligned to the State
standards. The scoring standard for "quantity" is the frequency or percentage of time or repeated
evidence. The descriptors for the four measures are consistently, generally, occasionally, and
rarely.
As part of the evaluation process, student performance is tracked for each teacher.
Teachers track student performance on daily DOL's, 3 week Common Assessments, District
Assessments and State Assessments. During the self-appraisal stage of PDAS, teachers identify
the standards they are responsible for student mastery and define any additional professional
development they feel they may need to accomplish this task. PDAS is composed of eight
separate domains. Domain VIII addresses the improvement of academic performance of all
students under the guidance and leadership of each teacher. The composite score of campus
performance rating and Meeting AYP be the final score Domain VIII, with the maximum score
being 50. The remaining seven domains can have a maximum composite score of 45 points.
31
As part of the teacher's self-appraisal, the final portion, Section III requires teachers to
define the professional development they attend over the past year and how the professional
development was transferred into the classroom. Did the implementation of the development
have an impact on student learning? What evidence exist? What could have been different to
maximize student achievement. The final question ask the teacher to target three areas of
professional growth. What plan of action can be created to support the professional development
identified as key areas to address student achievement.
By utilizing these two evaluation tools as a part to a whole, there is a holistic set of data
collected for student growth, teacher growth and campus impact. As the data is charted for each
teacher, an administrator can look for trends that are occurring across the campus. This data will
provide the necessary support for campus professional development versus departmental
professional development versus individual professional development. Planning in the
beginning is the step to being a high performance school as a campus. We must remember that
the single campus is composed of various departments with sub-cultures due to content and the
culture of the campus as it relates to location in the building. Each area is key strategic
component to performance independently; however, their effect on the campus is vital to
success.
32
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