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
Element 2a. Focus on Learning and Teaching, Curriculum 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.
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As a member of the instructional leadership team; we held a cooperative and collaborative learning PD session for PLCs. We taught the difference between the two; and how to display both learning styles properly in the classroom.
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I collaborated with the BT coordinator with reviewing and modeling teaching strategies for beginning teachers. These strategies gave opportunities for teachers to complete different formal and informal evaluations on students' performance on daily lessons.
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I worked closely with the Instructional Facilitator with conducting a PD session on lesson and standard congruence. This assisted teachers to create and conduct more effective lessons for their students.
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Element 2b. Focus on Instructional Time:
The principal creates processes and schedules to protect teachers from disruption from instructional or preparation time.
The principal creates processes and schedules to protect teachers from disruption from instructional or preparation time.
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Utilized the walkthrough google doc form when conducting classroom visits; to ensure consistent feedback was given and appropriate support to teachers when members of the instructional leadership team went inside their classrooms.
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