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Leadership Academy

Leadership Academy. Rationale. Framework Process. Leadership team used a framework from Just for the Kids, Virginia by the National Center for Educational Accountability http://www.just4kids.org/en/. STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING. CURRICULUM AND ACADEMIC GOALS.

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Leadership Academy

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  1. Leadership Academy

  2. Rationale

  3. Framework Process • Leadership team used a framework from Just for the Kids, Virginia by the National Center for Educational Accountability • http://www.just4kids.org/en/

  4. STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING CURRICULUM AND ACADEMIC GOALS INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS MONITORING: COMPILATION, AND USE OF DATA RECOGNITION, INTERVENTION, AND ADJUSTMENT The Framework

  5. CURRICULUM AND ACADEMIC GOALS The Framework

  6. STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING CURRICULUM AND ACADEMIC GOALS INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS MONITORING: COMPILATION, AND USE OF DATA RECOGNITION, INTERVENTION, AND ADJUSTMENT The Framework

  7. INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS The Framework

  8. STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING CURRICULUM AND ACADEMIC GOALS INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS MONITORING: COMPILATION, AND USE OF DATA RECOGNITION, INTERVENTION, AND ADJUSTMENT The Framework

  9. STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING The Framework

  10. STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING CURRICULUM AND ACADEMIC GOALS INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS MONITORING: COMPILATION, AND USE OF DATA RECOGNITION, INTERVENTION, AND ADJUSTMENT The Framework

  11. MONITORING: COMPILATION, AND USE OF DATA The Framework

  12. STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING CURRICULUM AND ACADEMIC GOALS INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS MONITORING: COMPILATION, AND USE OF DATA RECOGNITION, INTERVENTION, AND ADJUSTMENT The Framework

  13. RECOGNITION, INTERVENTION, AND ADJUSTMENT The Framework

  14. STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING CURRICULUM AND ACADEMIC GOALS INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS MONITORING: COMPILATION, AND USE OF DATA RECOGNITION, INTERVENTION, AND ADJUSTMENT The Framework

  15. Our Process Instructional Retreat May 2007

  16. CURRICULUM AND ACADEMIC GOALS Framework Element One

  17. CURRICULUM AND ACADEMIC GOALS • STRENGTHS • ELEMENTARY • PRINCIPAL • CURRICULUM CLOSEUPS • RESOURCES AND SUPPORT • ESSENTIALS OF THE • CURRICULUM CARDS • WELL-ROUNDED • PROGRAMS Our Strengths

  18. AREAS OF FOCUS • EMBEDDED 21ST CENTURY SKILLS (43) • ACADEMIC RIGOR(22) • INTERDISCIPLINARY CURRICULUM (15) • INCLUSIVE INSTRUCTION (15) • PLANNING TIME FOR • CURRICULUM DEV (5) • REASSESSING, • REPACKAGING • RESOURCES (4) CURRICULUM AND ACADEMIC GOALS Suggested Areas of Focus

  19. CURRICULUM AND ACADEMIC GOALS CURRICULUM FRAMEWORK FOR 21ST CENTURY LEARNING Theme One The sum of these ideas from the close examination of our Curriculum and Academic Goals became this major theme:

  20. CURRICULUM FRAMEWORK FOR 21ST CENTURY LEARNING • CURRENT INITIATIVES • PACING GUIDES WITH EMBEDDED 21ST CENTURY SKILLS • ALGEBRA READINESS • JUMP PROGRAM • INTERDISCIPLINARY • UNITS

  21. INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS Framework Element Two

  22. STRENGTHS • FACULTY AND STAFF • DESIRE TO IMPROVE • SPECIALTY HIGH • SCHOOL PROGRAMS • NON-TRADITIONAL • PROGRAMS INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS Our Strengths

  23. AREAS OF FOCUS • COMMUNICATION/ • COLLABORATION (28) • SHARED ACCOUNTABILITY (21) • TRAINING TO BUILD TEACHING SKILLS (20): • DIFFERENTIATION • QUESTIONING SKILLS • PLANNING • TEACHING IN THE BLOCK • 21ST CENTURY SKILLS • SIOP (8) • RELATIONSHIP BUILDING (15) • BEHAVIOR MODIFICATION TRAINING (9) INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS Suggested Areas of Focus

  24. INSTRUCTIONAL PROGRAMS, PRACTICES, AND ARRANGEMENTS Theme Two The sum of these ideas from the close examination of our Instructional Programs, Practices, and Arrangements became this major theme: DISTRICT-WIDE INSTRUCTIONAL STRATEGIES

  25. DISTRICT-WIDE INSTRUCTIONAL STRATEGIES • CURRENT INITIATIVES • DIFFERENTIATION • FRED JONES • QUESTIONING TECHNIQUES • QUALITY PLANNING • CONTENT-SPECIFIC STRATEGY TRAINING

  26. STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING Framework Element Three

  27. STRENGTHS • LEADERSHIP • DEVELOPMENT • TIPC • TEACHER MENTORING • TECHNOLOGY • FRED JONES • SPECIALISTS STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING Our Strengths

  28. AREAS OF FOCUS • REVISIT PGP PROCESS (33) • RECRUITMENT VIDEO CLIPS (10) • CLASSROOM OBSERVATION PROTOCOLS (7) • TEACHER LEADERSHIP TRAINING • REVISIT ADMIN INTERVIEW PROCESS STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING Suggested Areas of Focus

  29. Theme Three STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING BUILDING RELATIONSHIPS FOR SUPPORT AND DEVELOPMENT OF TEACHING AND LEARNING The sum of these ideas from the close examination of our Staff Selection, Leadership, and Capacity Building became this major theme:

  30. BUILDING RELATIONSHIPS FOR SUPPORT AND DEVELOPMENT OF TEACHING AND LEARNING • CURRENT INITIATIVES • INSTRUCTIONAL COACHING • FOCUS ON MENTORING • CLINICAL SUPERVISION • STUDENT AND PARENT RELATIONSHIP BUILDING

  31. MONITORING: COMPILATION, ANALYSIS, AND USE OF DATA Framework Element Four

  32. MONITORING: COMPILATION, ANALYSIS, AND USE OF DATA Our Strengths • STRENGTHS • PLENTY OF DATA • AVAILABLE • SUPPORTIVE RESEARCH • AND PLANNING • DEPARTMENT • BIG PICTURE DATA

  33. AREAS OF FOCUS • STAFF DEVELOPMENT ON DATA ANALYSIS (51) • DRILLING DOWN • “THEN WHAT?” • STRUCTURE/ • TEMPLATE FOR DATA • CONNECT DATA TO INSTRUCTION • STUDENT REFLECTION • LONGITUDINAL STUDIES (2) • TECH TOOLS FOR ELEM. DATA (2) MONITORING: COMPILATION, ANALYSIS, AND USE OF DATA Suggested Areas of Focus

  34. BALANCED ASSESSMENT FOR MONITORING LEARNING MONITORING: COMPILATION, ANALYSIS, AND USE OF DATA Theme Four The sum of these ideas from the close examination of our Monitoring: Compilation, Analysis, and Use of Data became this major theme:

  35. BALANCED ASSESSMENT FOR MONITORING LEARNING • CURRENT INITIATIVES • BENCHMARK TESTING • TEACHER TRAINING ON CREATING BALANCED ASSESSMENT

  36. RECOGNITION, INTERVENTION, AND ADJUSTMENT Framework Element Five

  37. RECOGNITION, INTERVENTION AND ADJUSTMENT Our Strengths • STRENGTHS • FUNDING • SCHEDULING • INCENTIVES • INTERVENTIONS

  38. AREAS OF FOCUS • STUDENT MENTORING (22) • RESPONSE TO INTERVENTION (21) • EMBED INTERVENTIONS (10) • PLANNING TIME (9) • MATH/SCIENCE/ • READING SPECIALISTS (9) • STAR (2) • BUSINESS PARTNERSHIPS (2) • PYRAMID OF INTERVENTION (2) RECOGNITION, INTERVENTION AND ADJUSTMENT Suggested Areas of Focus

  39. RECOGNITION, INTERVENTION AND ADJUSTMENT DATA DRIVEN INSTRUCTIONAL DECISION MAKING FOR SHARED ACCOUNTABILITY Theme Five The sum of these ideas from the close examination of our Monitoring: Compilation, Analysis, and Use of Data became this major theme:

  40. DATA DRIVEN INSTRUCTIONAL DECISION MAKING FOR SHARED ACCOUNTABILITY • CURRENT INITIATIVES • TRAINING FOR ONGOING USE OF DATA: • DATA WEBSITE • INTERVENTION TECHNIQUES

  41. Discussion and Feedback on Initiatives • Participants: What other specific initiatives should our district take to support these themes? • Discuss with your school team and comment on the blog posts at… http://henricoenglish.com/es http://henricoenglish.com/ms http://henricoenglish.com/hs

  42. BreakandBlog

  43. Other Locations to Break and Blog: Auditorium Commons 1 Library Room 115 Room 119 Room 120 Room 121 Room 122 Room 123

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