a. School Executive Micro-political Leadership: The principal develops systems and relationships to leverage staff expertise and influence in order to influence the school’s identity, culture and performance.
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Leveraging Staff Expertise During Intervention Time: At the beginning of the second half of the year, the administrative team and MTSS team collaborated to create a new structure and system to maximize our efforts during intervention time. I worked with another AP and my instructional coach to analyze data sources to create student groups based on skills gaps. I assigned groups to teachers based on teacher success in growing students with the specific needs of each group (i.e. a 7th grade teacher who had successfully taught 6th grade in the past might work with 7th grade students displaying a deficit with a 6th grade skill). I facilitated a PLC where teachers worked in PLCs to identify common themes in the most recent benchmark and common assessment data. In conjunction with the NC State Standards document and the pacing guide, teachers chose three standards upon which to base their targeted instruction during intervention time.
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Increasing Staff Influence On Instruction During Interventions: After we started the new rotation above, I visited numerous classrooms to identify a teacher who was implementing the structure (small group/blended instruction) to use as an exemplar for the staff. I created the video below to highlight the teacher and his strategies. Next, I sent this video to staff to view and use as an example and learning tool. The video was also shown at a District Principal's Meeting.
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