Standard 2: Instructional Leadership
School executives 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.
School executives 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.
2A: Focus on Learning and Teaching, Curriculum, Instruction and Assessment
The school executive 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.
Get Better Faster Coaching Model
Martin Millennium has been a low performing school for the past two years. In order to improve systems and processes that will sustain a continuous improvement culture, I worked with the administrative team to implement coaching for teachers using the "See it, Name it, Do it" model. This model was designed to help teachers "get better faster." As an instructional leader, I met with my team of teachers on a regular schedule. During these meetings, we discussed best practices to improve teaching and learning. Below you will find a copy of my coach's card and a list of teachers assigned to coaching.
Compelling Questions
In order to implement best teaching practices and improve student outcomes, the administrative team worked with teachers to plan meaningful and purposeful lessons. We transitioned from the traditional lesson plan format to Intellectual Preps. Intellectual Preps allowed teachers to be more intentional in planning; this includes planning for anticipated questions and misconceptions. I met with teachers to discuss and review their Intellectual Preps. During these meetings, we focused on developing compelling questions to address real world problems that were relevant to students and used these questions to create more engaging lessons and guide instruction. Below you will find a copy of a teacher's lesson plan with my feedback and a copy of a compelling question resource.
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2B: Focus on Instructional Time
The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
Club Day Schedule
Martin Millennium Academy is a global school and prides itself in developing leadership skills among their scholars. As part of developing student leaders, the school has implemented clubs. As a school leader, my job is to ensure adequate time for instruction and planning with minimum disruption. As a result, I created a schedule that allocated time for instruction, planning, and enrichment opportunities. A copy of the school's schedule and an email regarding schedule change for enhancements are below.
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