STANDARD TWO
Standard 2: Instructional Leadership
Principals set high standards for the professional practice of 21st century instruction and assessment that result in a no-nonsense
accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use
this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork
for students, the on-going peer review of this work, and the sharing of this work throughout the professional community.
Principals set high standards for the professional practice of 21st century instruction and assessment that result in a no-nonsense
accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use
this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork
for students, the on-going peer review of this work, and the sharing of this work throughout the professional community.
Element 2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment:
The principal leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.
The principal leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.
I was assigned nine teachers to observe throughout the 2019-2020 academic year. Two of the teachers were B teachers (Standard Evaluation) and seven teachers were C teachers (Abbreviated Evaluation). I was responsible for reviewing Professional Development Plans, conducting Pre-Observation Conferences, conducting Observations, and conducting Post-Observation Conferences. At the Post-Observation Conferences, I used this format which promoted positive and focused conversations around the teacher's practice.
In this example, I highlighted two items for the teacher to consider: Cold Call and Turn and Talk. Cold Call is a strategy that has the teacher call on students to answer questions regardless of whether they have raised their hands. This method of questioning builds a culture of engaged accountability and allows the teacher to quickly check for understanding (Lemov, 2015). Turn and Talk can be used to encourage students to reflect on content or a question by participating in dialogue with a peer. Turn and Talk can also allow the teacher to check for understanding throughout a lesson. By using these recommendations, I was able to have a direct impact on instruction by coaching the teacher to use research-based teaching strategies that are proven to increase the level of academic achievement of students.
In this example, I highlighted two items for the teacher to consider: Cold Call and Turn and Talk. Cold Call is a strategy that has the teacher call on students to answer questions regardless of whether they have raised their hands. This method of questioning builds a culture of engaged accountability and allows the teacher to quickly check for understanding (Lemov, 2015). Turn and Talk can be used to encourage students to reflect on content or a question by participating in dialogue with a peer. Turn and Talk can also allow the teacher to check for understanding throughout a lesson. By using these recommendations, I was able to have a direct impact on instruction by coaching the teacher to use research-based teaching strategies that are proven to increase the level of academic achievement of students.
Element 2b. Focus on Instructional Time:
The principal creates processes and schedules which protect teachers from disruption of instructional or preparation time.
The principal creates processes and schedules which protect teachers from disruption of instructional or preparation time.
The Durham School of the Arts administrators worked together to ensure that the Dual Assembly Schedule protected instructional time, led to organized transitions, and resulted in a successful assembly for the school community.
This complex schedule allowed students to attend each of their classes and gave teachers enough instructional time to complete a lesson. It also includes enough time to allow students to transition to their next class (visit lockers, use the restroom, etc.). DSA is a large campus and so this transition time is essential to ensuring that students transition safely and in a timely manner. This schedule also protects the planning time of most teachers. This builds into the day time in which teachers can meet with their PLC, grade assignments, and plan future lessons. This taught me how a large comprehensive high school can be intentional about utilizing time to maximize student success.
This complex schedule allowed students to attend each of their classes and gave teachers enough instructional time to complete a lesson. It also includes enough time to allow students to transition to their next class (visit lockers, use the restroom, etc.). DSA is a large campus and so this transition time is essential to ensuring that students transition safely and in a timely manner. This schedule also protects the planning time of most teachers. This builds into the day time in which teachers can meet with their PLC, grade assignments, and plan future lessons. This taught me how a large comprehensive high school can be intentional about utilizing time to maximize student success.