The Pillars of Building Capacity. August 8 – 9 ,2013 Emmett Conrad High School Ercleo “Earl” Esquejo Division 2 Betsy Urschel Division 4. Learning Objectives. CICs will be able to understand and apply four support functions.
August 8 – 9 ,2013
Emmett Conrad High School
Ercleo “Earl” Esquejo Division 2 Betsy Urschel Division 4
Choose one of the core beliefs and explain how your role as CIC supports that core belief.
b. It’s Your Turn
First Name Last Name
Notes/Comments on future PD or support you would like.
On the front of an index card, write your first and last name, the names of your campus and your email address.
Throughout this session, make note on the back of the index card, any comments of future PD or support you might need/like from your Academic Facilitators.
You will turn in your index card at the end of this session as an exit slip.
Our main purpose is to improve student academic achievement.
Effective instruction makes the most difference in student academic performance.
There is no excuse for poor quality instruction.
With our help, at risk students will achieve at the same rate as non-at risk students.
Staff members must have a commitment to children and the pursuit of excellence.
First Turn, Last Turn
What compelling ideas did you hear/learn?
Examples of scenarios where you can serve the role as specialist, coach, analyst and collaborator in a campus.
1. Project Meeting about Math Night
2. Hosting UIL Meeting to increase student participation
3. The principal asked teachers to create a Math Bulletin Board for the campus.
4. Teacher asked you to observe her classroom.
5. First year AC teacher struggling how to teach inequalities and quadratic functions.
6.Lesson planning with first year teacher and needs help how to write lesson plans, unpack SE and how to use technology in the classroom.
7. Principal asked you to join “Spot observation” in Algebra classrooms and she requested you to meet for calibrating the ratings afterwards.
8. Interim assessment discussion and data analysis
9. In Math PLC, the teachers were brainstorming ideas on how to get the lowest performing students access to “wraparound” services.