North Carolina State UniversityThe Friday InstituteNCSU College of EducationNCSU NELA Project Hompage
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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.



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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 student.
Experiences
  • The elementary, middle and high school developmental projects provided me the opportunity to collaboratively work not only with other NELA fellows but to work directly to the administrators, teachers, and students of all grade levels as we gather data on the different developmental stages. This project helped me understand the physical cognitive, language and literacy, self-concept, identity, and motivation; and peer relations and moral development of K-12 students.
  • Collaborated and solicited all NELA fellows suggestions on how to develop a process for Online PLC for our district's Enhancement teachers. Sean Murphy shared his google documents which I modified to address the needs and concerns of our district.
  • Used learning walkthroughs, class observations, pre- and post- observation conference, students and parents perception by conducting a survey; EOG, ClassScape, Case 21, and DIBELS results to identify areas of strength and weakness in learning, teaching, curriculum, and instruction. Analysis of the results helped me developed processes on how to address some weaknesses in these areas. Through collaboration with the teachers involved in the implementation of co-teaching and inclusion strategies, we were able to adopt a template for lesson planning.
  • Worked with the teachers and administrative team to systematically focus on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning. One of the assignments in Distinguished Leadership in Practice helped me better understand "How Much Does a School Leader Need to Know About Teaching and Learning in Order to be an Effective School Leader" and "Helping Teachers to Improve their Effectiveness is the Most Important and Challenging Task Instructional Leaders Face.
  • Utilized different sources of data for the improvement of instruction especially in the implementation of co-teaching model and inclusion strategies - Special educators' caseload and co-teaching/pull out schedule, regular teachers class rosters and surveys. Results of the survey indicated that co-teaching positively impact teaching and learning. In working with all the teachers especially with the teachers working in inclusion and with K-1 teachers; collaborating with ESL and AIG teachers, observing the speech pathologist, media specialist, P.E. and Music teachers, I was able to help create a culture in which it is the responsibility of all staff to make sure that students are successful.
  • Through analysis of the Evaluation Co-Teaching Survey, Learning Walkthroughs, Classroom Observations, Co-teachers schedule, Special Educators' Caseload, I was able to suggest some trainings for the successful implementation of co-teaching model.
  • Helped organize targeted opportunities for teachers to learn how to teach their subjects well with engaging lessons. Documented teachers good practices in and shared it to all teachers.
  • Attended Flipping The Classroom Training and was able to create video in collaboration with other teachers from Roanoke Rapids Graded School District and Weldon City Schools
  • Conducted learning walkthroughs everyday and conducted at least 2-6 classroom observations per month. Shadowed the principal and the assistant principal in conducting classroom observations. Sit with the principal and assistant principal as they conduct per-and post observation conference. Conducted breakthrough and had debriefed with the principal and assistant principal for several weeks until we agreed that we are using the same lenses in conducting learning walkthroughs before conducting learning walkthroughs. Our school uses MCREL power walkthroughs. Very powerful tool that I always bring in observing teachers is the graph of Bloom's Taxonomy and Strategy Questions.
  • Provided short note/feedback to teachers after classroom visits. I give teacher recognition at every opportunity. This, I think build them up and motivate them. I always bring with me the New North Carolina Teacher Evaluation Rubric so that I have basis of the practices
  • Developed Math instructional module in collaboration with one of the local businesses in Roanoke Rapids. The module aims to enable teachers to bridge the gap between the classroom and real-world applications of math.
  • Conducted Technology survey for teachers in response to a teacher's email suggesting to "plan and schedule a formal session for the teachers who could benefit from technology."
  • Worked with teachers, teacher assistants and volunteers in integrating the use of technology in instruction. I conducted the session on online book publishing during students recess time and during after school tutorial. This provided opportunities for students to learn and utilize best practices in the integrated use of technology.
  • Conducted Early Warning Indicator one-on-one heart to heart conversation with students who have failing grades.
  • Worked with different grade level in planning for the school-wide intervention.
Coursework
  • Aspiring Leader Self-Assessments
  • High School Developmental Project
  • Internship Project / Problem of Practice (Possible artifacts: PPT deck created for Dr. Corn’s class; slide created for poster; logic model; evaluation plan; video of students/teachers engaging in program)
  • Distinguished Leadership in Practice assignments: 2
  • High School Turnaround Case Study
  • Weekly Internship Logs
  • Formal Teacher Evaluations
  • “Flipped” Classroom Video
  • Middle School Developmental Project
  • Fall 2011 Assessment Day: - Video reflection on school culture - Triad role plays re: teacher interactions - Action plan for teacher
  • Upper Elementary School Developmental Project
  • Special Education Legal Literacy Assignment
  • Clinical Supervision Assignment
  • Spring 2011 Assessment Day: - Letter home re: safety incident at school - Role plays re: teacher / student issues - Essay on articles (I probably wouldn’t include that on Wiki)
  • Pre-K / Early Elementary Developmental Project
Specialized Trainings
  • Data Day: EVAAS, ACRE, Metametrics, NC WISE
  • Literacy
  • Common Core Overview (the one we had on mock interview day)
  • Understanding by Design
  • Schooling by Design
  • IEL Federal Policy Institute
  • School Visits: KIPP Gaston, Bertie Middle School
  • Mathematics Common Core Trajectories
  • Assistments
  • Teacher Evaluation Instrument
  • Ruby Payne
  • DPI Special Education Day
  • Various Conferences - Community Schools Learning Lab, Seattle, WA - Add others here ..
Related Readings
  • Tyack, D. B. & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press.
  • Carr, P.J., & Kefalas, M. (2010). Hollowing out the middle: The rural brain drain and what it means for America. Boston, Mass. : Enfield: Beacon.
  • Chenoweth, K. (2009), How it's being done. Cambridge, Mass. : Harvard Education Press.
  • Meece, J. L., & Daniels, D. H. (2008). Child and adolescent development for educators. Boston: McGraw-Hill Higher Education.
  • Florida, R. L. (2004). The rise of the creative class: And how it's transforming work, leisure, community and everyday life. New York: Basic Books.
  • Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century.New York: Picador/Farrar, Straus and Giroux
  • Militello, M.,ing by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Ruby Payne RTI
  • Robinson, K. (2011). Out of our minds: Learning to be creative. Chichester: Capstone.
  • 90-90-90 Article
  • The Bell Curve
  • Why Reading by 3rd Grade Matters
  • Creating the Opportunity to Learn, Nogero and Boykin



2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
Experiences
  • Collaborated with special educators, AIG teacher, ESL coordinator and general educators to gather data that would help to facilitate clustering of students so that it would be easier for teachers to implement co-teaching and inclusion strategies. Data collected will inform how to create a Master Schedule that would provide teachers with collaborative to planning to promote student learning.
  • Reviewed scheduling processes and protocols that maximizes staff input and address diverse student learning needs. Provided teachers withsample agenda for a co-teach planning meeting to ensure that the majority of the planning meeting is spent on curriculum and instruction
  • Shared a Lesson Plan template that would maximize the input of general educators and special educators and address the diverse students learning needs.
  • Works with others to help implement processes to protect instructional time.
Coursework
  • Aspiring Leader Self-Assessments
  • Internship Project / Problem of Practice (Possible artifacts: PPT deck created for Dr. Corn’s class; slide created for poster; logic model; evaluation plan; video of students/teachers engaging in program)??
  • Distinguished Leadership in Practice assignments: 2
  • High School Turnaround Case Study
  • Weekly Internship Logs
Specialized Trainings
Schooling by Design
Related Readings
  • Senge, P.M. (1994). The Fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Currency, Doubleday.
  • Lane, K.E. (2005). The Principal's legal handbook. Dayton, Ohio: Education Law Association.
  • Guthrie, J.W. (2007). Modern education finance and policy. Boston: Pearson/Allyn and Bacon.
  • North Carolina General Statutes, Chapter 115
  • Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
  • Fullan, M. (2006). What's worth fighting for in the principalship?. New York: Teachers College Press.
  • Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Chan Kim, W., Mauborgne, Renee A. Harvard Business Review: TIpping Point Leadership. Cambridge, Mass: Harvard Education Press.
  • 90-90-90 Article
Artifacts and Documentations

This video was created by our group during the Common Core Training.


These project helped me understand the physical cognitive, language and literacy, self-concept, identity, and motivation; and peer relations and moral development of K-12 students.

Accomplishing this project had helped me worked with the teachers and administrative team to systematically focus on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning.

I was able to develop these recommendations after thorough analysis of the Evaluation Co-Teaching Survey, Learning Walkthroughs, Classroom Observations, Co-teachers schedule, and Special Educators' Caseload for the successful implementation of co-teaching model.

Through analysis of the Evaluation Co-Teaching Survey, Learning Walkthroughs, Classroom Observations, Co-teachers schedule, Special Educators' Caseload, I was able to suggest some trainings for the successful implementation of co-teaching model.

This video encouraged and inspired teachers to flip their classrooms. Watching this video make them feel excited on how they can create exciting activities for their students.

I always bring this graph of Bloom's Taxonomy and Strategy Questions every time I conduct learning walkthroughs and classroom observations. Some teachers find this material "busy". By constantly and consistently communicating to them how this graph align to the best practices of which we want to see in their classes, hopefully they can make the connections and will find this graph useful.

Sample of my notes to teachers.

I developed this Math instructional module in collaboration with one of the local businesses in Roanoke Rapids. This module aims to enable teachers to bridge the gap between the classroom and real-world applications of math. For more
instructional modules visit: http://www.ecu.edu/cs-acad/techmath/modules.cfm

Worked with teachers, teacher assistants and volunteers in integrating the use of technology in instruction. I conducted the session on online book publishing during students recess time and during after school tutorial. This provided opportunities for students to learn and utilize best practices in the integrated use of technology.


This template that I developed is designed to ensure that the majority of the planning meeting is spent on curriculum and instruction. This process/protocol will maximizes staff input and address diverse student learning needs.



This is the template I used in conducting one-on-one heart to heart conversation with students who have failing grades.

This is one of the examples of my work in collaborating with grade level intervention teams. It looks simple but it took me several sleepless nights to do this because I have to find the names of students in two different lists.