Connections to Teacher Leader Model Standards
I: The teacher leader understands the principles of adult learning and knows how to develop a collaborative culture of collective responsibility in the school. The teacher leader uses this knowledge to promote an environment of collegiality, trust, and respect that focuses on continuous improvement in instruction and student learning.
1.1 Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict and promote meaningful change.
While working in PLC's, I collaborate with colleagues while studying the data, in order to find different approaches that will ensure students become readers.
1.3 Employs facilitation skills to create trust among group members, develop collective wisdom, build ownership and action that supports student learning.
In my new role as an Instructional Coach, I have been able to work with many teachers in our four elementary schools and one middle school. I believe that the data drives instruction, therefore, providing struggling readers with necessary intervention is a feat that is possible with scientifically research-based programs and teacher know-how.
II. The teacher understands how research creates new knowledge, informs policies and practices, and improves teaching and learning. The teacher leader models and facilitates the use of systematic inquiry as a critical component of teachers' ongoing learning and development.
2.1 Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
I have assisted teachers in testing and assessing students' results in DIBELS, Word Pattern, and AR levels. I have modeled how to use some of the programs available in order to support students that are needing extra help.
2.4 Teaches colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning, and supports them in these efforts.
During PLC's, we have focused on DIBELS data in order to address the challenges of providing foundational skills.
III. The teacher leader understands the evolving nature of teaching and learning, established and emerging technologies, and the school community. The teacher leader uses this knowledge to promote, design, and facilitate job-embedded professional learning aligned with school improvement goals.
3.1 Collaborates with colleagues and school administrators to plan professional learning that is team-based, job embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.
I modeled for the first grade teachers, at Harvest Valley Elementary, multisensory techniques from the book Sounds and Letters for Teachers of Reading and Spelling. I also modeled instruction using the Rewards Program that addresses struggling fourth to fifth grade readers, pertaining to long vowels, vowel pairs, prefixes, and suffixes.
3.4 Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning.
We utilize Mobie Max, Ticket to Read, and other sites for differentiated learning for students. We are presently pursuing our interest in Blended Learning and I-Ready.
3.5 Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
During grade level meetings, we analyzed the DIBELS data and planned on how to address the students that needed intensive support.
3.7 Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
I continuously stay in contact with participating teachers in order for them to realize that differentiated instruction provides extra support.
IV: The teacher leader demonstrates a deep understanding of the teaching and learning process and uses this knowledge to advance the professional skills of colleagues by being a continuous learner and modeling reflective practice based on student results. The teacher leader works collaboratively with colleagues to ensure that instructional practices are aligned to a shared vision, mission, and goals.
4.2 Engages in reflective dialogues with colleagues based on observation of instruction, student work, and assessment data, and helps make connections to research-based effective practice.
As an instructional coach, I have been invited to assess DIBELS data in order to assist teachers in addressing the needs of struggling readers.
4.6 Promotes instructional strategies that address issues of diversity and equity in the classroom, and ensures that individual student learning needs remain the central focus of instruction.
I have encouraged teachers to provide foundational skills that many students are lacking. This extra support, using recommended programs, even helps the teachers that are needing extra support themselves.
V: The teacher leader is knowledgeable about current research on classroom-and school-based data and the design and selection of appropriate, formative, and summative assessment methods. The teacher leader shares this knowledge and collaboratives with colleagues to use assessment and other data to make informed decisions that improve learning for all students and to inform school and district improvement strategies.
5.3 Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
Most of the teachers in the district know me as a teacher and as a Literacy Coach. I built a relationship with them before stepping into the job this year, as an instructional coach. I was invited into classrooms, attended PLC's, and assisted teachers with assessing their students' data. Informed decisions involved supporting struggling readers with appropriate strategies. The teachers are aware of my training that I received as a coach in the state of Michigan.
5.4 Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.
I provide suggestions for classroom management in providing time for addressing struggling readers. Differentiated instruction is data driven and many teachers are receptive to instructional practices.
VI: The teacher leader understands that families, cultures, and communities have a significant impact on educational processes and student learning. The teacher leader works with colleagues to promote ongoing systematic collaboration with families, community members, business and community leaders, and other stakeholders to improve the educational system and expand opportunities for student learning.
6.5 Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.
When attending EMT's (educational monitoring team), I have given suggestions to parents on how to best support their child. I have also provided suggestions to 6th grade teachers who have struggling readers.
VII: The teacher leader understands how educational policy is made at the local, state, and national levels as well as the roles of school leaders, boards of education, legislators, and other stakeholders in formulating those policies. The teacher leader uses this knowledge to advocate for student needs and for practices that support effective teaching and increase student learning, and serves as an individual of influence and respect within the school, community, and profession.
7.2 Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students.
I use the information that DIBELS is scientifically research-based. It is an indicator of, whether or not, a child will struggle with basic early literacy skills. The data is used to inform teachers whether or not to provide strategic or intensive support.
Connections to the Five Practices of Exemplary Leadership
Inspire a Shared Vision
Sometimes the difficulties children have with reading seem overwhelming, both to the students, as well as, to their teachers. We must have the desire to pursue whatever avenue it takes to help children be successful. My vision is to raise awareness to the difficulties of reading, provide skills, tools, and support to teachers, in order for them to be better equipped when addressing students' needs.
Model the Way
I am passionate about addressing the challenges struggling readers face. I feel that the teachers that accompany me on this journey will feel a part of something special. They will help students feel that there is a brighter future for them.
Challenge the Process
Too many children have 'slipped through the cracks'! We need to change what we are doing or refocus our energies into providing scientifically research-based techniques. If these techniques are not in our curriculum, we must persist in finding different approaches that will ensure students become readers. By initiating professional development on foundational skills, my colleagues can learn new skills, gain the mastery needed, and help the children that are in need of extra support.
Enable Others to Act
The teachers that will participate in providing intervention for our intensive students will have shared goals. Our collective purpose will create our team that will, hopefully, strengthen our resolve. I trust that research-based programs will provide success for the teachers who volunteer to participate. I will be conscious of showing appreciation for their commitment and encourage them to persist that students achieve.
Encourage the Heart
By showing appreciation for the teachers' efforts, they may become more involved with the task. Positive feedback benefits all of us. I know that it is essential to be supportive, recognize their contributions, say 'thank you, and show that I feel that they are important to our team and in the eyes of the children.
I: The teacher leader understands the principles of adult learning and knows how to develop a collaborative culture of collective responsibility in the school. The teacher leader uses this knowledge to promote an environment of collegiality, trust, and respect that focuses on continuous improvement in instruction and student learning.
1.1 Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict and promote meaningful change.
While working in PLC's, I collaborate with colleagues while studying the data, in order to find different approaches that will ensure students become readers.
1.3 Employs facilitation skills to create trust among group members, develop collective wisdom, build ownership and action that supports student learning.
In my new role as an Instructional Coach, I have been able to work with many teachers in our four elementary schools and one middle school. I believe that the data drives instruction, therefore, providing struggling readers with necessary intervention is a feat that is possible with scientifically research-based programs and teacher know-how.
II. The teacher understands how research creates new knowledge, informs policies and practices, and improves teaching and learning. The teacher leader models and facilitates the use of systematic inquiry as a critical component of teachers' ongoing learning and development.
2.1 Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning.
I have assisted teachers in testing and assessing students' results in DIBELS, Word Pattern, and AR levels. I have modeled how to use some of the programs available in order to support students that are needing extra help.
2.4 Teaches colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning, and supports them in these efforts.
During PLC's, we have focused on DIBELS data in order to address the challenges of providing foundational skills.
III. The teacher leader understands the evolving nature of teaching and learning, established and emerging technologies, and the school community. The teacher leader uses this knowledge to promote, design, and facilitate job-embedded professional learning aligned with school improvement goals.
3.1 Collaborates with colleagues and school administrators to plan professional learning that is team-based, job embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.
I modeled for the first grade teachers, at Harvest Valley Elementary, multisensory techniques from the book Sounds and Letters for Teachers of Reading and Spelling. I also modeled instruction using the Rewards Program that addresses struggling fourth to fifth grade readers, pertaining to long vowels, vowel pairs, prefixes, and suffixes.
3.4 Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning.
We utilize Mobie Max, Ticket to Read, and other sites for differentiated learning for students. We are presently pursuing our interest in Blended Learning and I-Ready.
3.5 Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
During grade level meetings, we analyzed the DIBELS data and planned on how to address the students that needed intensive support.
3.7 Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning.
I continuously stay in contact with participating teachers in order for them to realize that differentiated instruction provides extra support.
IV: The teacher leader demonstrates a deep understanding of the teaching and learning process and uses this knowledge to advance the professional skills of colleagues by being a continuous learner and modeling reflective practice based on student results. The teacher leader works collaboratively with colleagues to ensure that instructional practices are aligned to a shared vision, mission, and goals.
4.2 Engages in reflective dialogues with colleagues based on observation of instruction, student work, and assessment data, and helps make connections to research-based effective practice.
As an instructional coach, I have been invited to assess DIBELS data in order to assist teachers in addressing the needs of struggling readers.
4.6 Promotes instructional strategies that address issues of diversity and equity in the classroom, and ensures that individual student learning needs remain the central focus of instruction.
I have encouraged teachers to provide foundational skills that many students are lacking. This extra support, using recommended programs, even helps the teachers that are needing extra support themselves.
V: The teacher leader is knowledgeable about current research on classroom-and school-based data and the design and selection of appropriate, formative, and summative assessment methods. The teacher leader shares this knowledge and collaboratives with colleagues to use assessment and other data to make informed decisions that improve learning for all students and to inform school and district improvement strategies.
5.3 Creates a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.
Most of the teachers in the district know me as a teacher and as a Literacy Coach. I built a relationship with them before stepping into the job this year, as an instructional coach. I was invited into classrooms, attended PLC's, and assisted teachers with assessing their students' data. Informed decisions involved supporting struggling readers with appropriate strategies. The teachers are aware of my training that I received as a coach in the state of Michigan.
5.4 Works with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.
I provide suggestions for classroom management in providing time for addressing struggling readers. Differentiated instruction is data driven and many teachers are receptive to instructional practices.
VI: The teacher leader understands that families, cultures, and communities have a significant impact on educational processes and student learning. The teacher leader works with colleagues to promote ongoing systematic collaboration with families, community members, business and community leaders, and other stakeholders to improve the educational system and expand opportunities for student learning.
6.5 Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.
When attending EMT's (educational monitoring team), I have given suggestions to parents on how to best support their child. I have also provided suggestions to 6th grade teachers who have struggling readers.
VII: The teacher leader understands how educational policy is made at the local, state, and national levels as well as the roles of school leaders, boards of education, legislators, and other stakeholders in formulating those policies. The teacher leader uses this knowledge to advocate for student needs and for practices that support effective teaching and increase student learning, and serves as an individual of influence and respect within the school, community, and profession.
7.2 Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students.
I use the information that DIBELS is scientifically research-based. It is an indicator of, whether or not, a child will struggle with basic early literacy skills. The data is used to inform teachers whether or not to provide strategic or intensive support.
Connections to the Five Practices of Exemplary Leadership
Inspire a Shared Vision
Sometimes the difficulties children have with reading seem overwhelming, both to the students, as well as, to their teachers. We must have the desire to pursue whatever avenue it takes to help children be successful. My vision is to raise awareness to the difficulties of reading, provide skills, tools, and support to teachers, in order for them to be better equipped when addressing students' needs.
Model the Way
I am passionate about addressing the challenges struggling readers face. I feel that the teachers that accompany me on this journey will feel a part of something special. They will help students feel that there is a brighter future for them.
Challenge the Process
Too many children have 'slipped through the cracks'! We need to change what we are doing or refocus our energies into providing scientifically research-based techniques. If these techniques are not in our curriculum, we must persist in finding different approaches that will ensure students become readers. By initiating professional development on foundational skills, my colleagues can learn new skills, gain the mastery needed, and help the children that are in need of extra support.
Enable Others to Act
The teachers that will participate in providing intervention for our intensive students will have shared goals. Our collective purpose will create our team that will, hopefully, strengthen our resolve. I trust that research-based programs will provide success for the teachers who volunteer to participate. I will be conscious of showing appreciation for their commitment and encourage them to persist that students achieve.
Encourage the Heart
By showing appreciation for the teachers' efforts, they may become more involved with the task. Positive feedback benefits all of us. I know that it is essential to be supportive, recognize their contributions, say 'thank you, and show that I feel that they are important to our team and in the eyes of the children.
Link to Capstone Presentation PowerPoint
https://docs.google.com/a/romoland.k12.ca.us/presentation/d/15h-0QlomTA-eOleqKR-euijTPwhUgOpaaYYdbL-58lw/edit?usp=sharing
https://docs.google.com/a/romoland.k12.ca.us/presentation/d/15h-0QlomTA-eOleqKR-euijTPwhUgOpaaYYdbL-58lw/edit?usp=sharing