Standard Two Instructional Leadership
Summary of Instructional Leadership:
School executives will set high standards for the professional practice of 21st century instruction and assessment that result in a no-nonsense, accountable environment.
School executives will set high standards for the professional practice of 21st century instruction and assessment that result in a no-nonsense, accountable environment.
High Yield Teaching
Clear Focus for the Lesson
Overt Instruction
Student Engagement
Feedback
Multiple Exposures
Applied Knowledge
Peer Collaboration
Self-Efficacy
Click on Logo for "Core Instruction Video"
Clear Focus for the Lesson
Overt Instruction
Student Engagement
Feedback
Multiple Exposures
Applied Knowledge
Peer Collaboration
Self-Efficacy
Click on Logo for "Core Instruction Video"
Instructional leadership at Cedar Fork ES "Core Instruction":
Through observations and surveys by the Cedar Fork instructional and administration team. We looked through the data collected in the first and second quarter and together realized that now that we have grasped on virtual and in-person learning through a pandemic, we as a school community needed to focus our attention to “Core Instruction”.
Our 2020-2021 educational model began by peeling the layers of MTSS and how we at Cedar Fork can and will successfully implement success and excellence for all our learners. After many collective conversations with our school school improvement team (SIP), lead teachers, PLT’s and instructional coaches we came to the overwhelming conclusion.
MTSS begins with “solid core” instruction and we should be reaching 80% of our learners every lesson, everyday. This brought us as a leadership team searching for the right educational framework which would galvanise our efforts.
We understood that core instruction is the foundation to teaching and implementing concrete educational plans which ensures “success for all students”
As an administration and instructional team we began this process with the UBD model and the concrete concept with the “End in Mind” and our end was really the beginning with our purpose or what we like to call our “why”.
Our “why” is to provide our teachers the necessary framework if they are teaching virtual and/or in-person, the capability and resources to provide “solid” core instruction for our learners and deliver rigorous and engaging lessons daily.
Through observations and surveys by the Cedar Fork instructional and administration team. We looked through the data collected in the first and second quarter and together realized that now that we have grasped on virtual and in-person learning through a pandemic, we as a school community needed to focus our attention to “Core Instruction”.
Our 2020-2021 educational model began by peeling the layers of MTSS and how we at Cedar Fork can and will successfully implement success and excellence for all our learners. After many collective conversations with our school school improvement team (SIP), lead teachers, PLT’s and instructional coaches we came to the overwhelming conclusion.
MTSS begins with “solid core” instruction and we should be reaching 80% of our learners every lesson, everyday. This brought us as a leadership team searching for the right educational framework which would galvanise our efforts.
We understood that core instruction is the foundation to teaching and implementing concrete educational plans which ensures “success for all students”
As an administration and instructional team we began this process with the UBD model and the concrete concept with the “End in Mind” and our end was really the beginning with our purpose or what we like to call our “why”.
Our “why” is to provide our teachers the necessary framework if they are teaching virtual and/or in-person, the capability and resources to provide “solid” core instruction for our learners and deliver rigorous and engaging lessons daily.
Researched Based Strategies:
After much research on effective teaching strategies which elicit “solid core teaching”, we decided to utilize researcher John Hattie (Hattie’s Most Effective Instructional Strategies and Robert Marzano (Marzano’s High-Yield Instructional Strategies).
We have implemented the eight Strategies Hattie and Marzano agree on, which are as followed:
A Clear Focus for the Lesson, Offer Overt Instruction, Get the Students to Engage with the Content, Give Feedback, Multiple Exposures, Have Students Apply Their Knowledge, Get Students Working Together and Build Students’ Self-Efficacy.
After much research on effective teaching strategies which elicit “solid core teaching”, we decided to utilize researcher John Hattie (Hattie’s Most Effective Instructional Strategies and Robert Marzano (Marzano’s High-Yield Instructional Strategies).
We have implemented the eight Strategies Hattie and Marzano agree on, which are as followed:
A Clear Focus for the Lesson, Offer Overt Instruction, Get the Students to Engage with the Content, Give Feedback, Multiple Exposures, Have Students Apply Their Knowledge, Get Students Working Together and Build Students’ Self-Efficacy.
Implementations of "Core Instruction":
Shortly after the PDP we as an administrative and instructional team began visiting classrooms and recognized that teachers were utilizing the strategies they have observed from the PDP and their teachers.
To continue the momentum of “Good Core Instruction” we created a Google Form which indicates the 8 High Yield Strategies. This form enables us as a team to visit classrooms and have a targeted focus on the strategies we are looking for to improve student learning and instruction. The data from the form is shared at or monthly staff PLT’s and to individual teachers by request.
In addition to using the strategies in a walkthrough tool, we have published stickers of the “High Yield Strategies”, to place on their computers as reminders of what good “Core Instruction” strategies are in every lesson.
Shortly after the PDP we as an administrative and instructional team began visiting classrooms and recognized that teachers were utilizing the strategies they have observed from the PDP and their teachers.
To continue the momentum of “Good Core Instruction” we created a Google Form which indicates the 8 High Yield Strategies. This form enables us as a team to visit classrooms and have a targeted focus on the strategies we are looking for to improve student learning and instruction. The data from the form is shared at or monthly staff PLT’s and to individual teachers by request.
In addition to using the strategies in a walkthrough tool, we have published stickers of the “High Yield Strategies”, to place on their computers as reminders of what good “Core Instruction” strategies are in every lesson.
Individual Education Plans (IEP):
For 2020-2021 School year I have had been exposed, participated and learned how to support students, teachers and parents in and through the IEP process. In the beginning of the school year I observed various IEP's from annual, transition and implementation of new services. What was new to IEP's this year due to the COVID-19 Pandemic was ensuring access of services and goals in the a student's IEP from in-person to the virtual learning platform.
As I became more comfortable with the IEP process my mentor principal supported me in being the lead LEA accompanied by her side, as she guided me through the responsibilities of the lead LEA.
Below are the number of IEP's I worked alongside school administrators in being the lead LEA in IEP meetings.
October-November 2020:
12
December - February 2020-2021:
7
March-May 2021:
7
For 2020-2021 School year I have had been exposed, participated and learned how to support students, teachers and parents in and through the IEP process. In the beginning of the school year I observed various IEP's from annual, transition and implementation of new services. What was new to IEP's this year due to the COVID-19 Pandemic was ensuring access of services and goals in the a student's IEP from in-person to the virtual learning platform.
As I became more comfortable with the IEP process my mentor principal supported me in being the lead LEA accompanied by her side, as she guided me through the responsibilities of the lead LEA.
Below are the number of IEP's I worked alongside school administrators in being the lead LEA in IEP meetings.
October-November 2020:
12
December - February 2020-2021:
7
March-May 2021:
7
Evaluation of Teaching and Classroom Instruction:
This past school year my growth in evaluating classroom instruction has prospered to understanding, what good solid instruction should look like in a classroom. My growth in evaluating instruction began by conducting classroom walkthroughs virtually in September - November of 2020. I was able to conduct four classroom walkthroughs per week and I developed a walkthrough Google form which focuses on the "8 High yield Strategies", the form is here.
After reviewing my walkthrough data with my mentor principal I began observing classroom lessons (in-person/virtually) and comparing observation notes with my administrative team. We discussed what we saw from our perspectives and how they compare on the NC NCEES evaluation rubric.
The next step in my development of teacher evaluation was to observe my mentor principal in pre-observations, observations and post-observations conversations, she allowed me to ask questions and gain a better perspective on supporting my teachers.
By March of 2021, I have conducted 11 full-time staff evaluations, from pre-observations, observations and post observations. The observations include: regular ed, special education, social services (guidance counselors) and school specialists. As we begin to close out the school year, I will be exposed to completing summative evaluations for staff and teachers.
This past school year my growth in evaluating classroom instruction has prospered to understanding, what good solid instruction should look like in a classroom. My growth in evaluating instruction began by conducting classroom walkthroughs virtually in September - November of 2020. I was able to conduct four classroom walkthroughs per week and I developed a walkthrough Google form which focuses on the "8 High yield Strategies", the form is here.
After reviewing my walkthrough data with my mentor principal I began observing classroom lessons (in-person/virtually) and comparing observation notes with my administrative team. We discussed what we saw from our perspectives and how they compare on the NC NCEES evaluation rubric.
The next step in my development of teacher evaluation was to observe my mentor principal in pre-observations, observations and post-observations conversations, she allowed me to ask questions and gain a better perspective on supporting my teachers.
By March of 2021, I have conducted 11 full-time staff evaluations, from pre-observations, observations and post observations. The observations include: regular ed, special education, social services (guidance counselors) and school specialists. As we begin to close out the school year, I will be exposed to completing summative evaluations for staff and teachers.
Class Schedules
2) In-Person learning Schedule
3) Hybrid learning schedule (In-person/virtual at the same time)
4) PLT schedule
- As a intern at Cedar Fork ES, we as a administrative team worked collaboratively to develop class schedules for three different learning scenarios.
2) In-Person learning Schedule
3) Hybrid learning schedule (In-person/virtual at the same time)
4) PLT schedule