Standard 1.0 Visionary Leadership
-Analyzed student data. Staff discovered their students needed help with writing conventions
- Staff wanted to teach their students to think of them selves as authors with authentic learning experiences.
-Incorporated the Family and Community Involvement section of the SIP.
-Organized and planned a write night; At Arleta 6-8 teachers make connections with local high schools to bring high school poets in for school wide poetry slams.
-Co-planned units with teachers and shared my personal writing process with Arleta and Franklin High students.
-Developed high quality lessons based on sheltered instruction. -The students worked on editing, revision and conferencing. -They experienced what it’s like to be an author and share their work with an audience.
-Provided opportunities for minority students to find many successful role models in a genre that has a high percentage of minority success.
Standard 2.0 Instructional Improvement-
-Helped facilitate the process of peer observations as a method of instructional improvement.
-Worked with both the 2/3 and 6/8 teams as they went through the process of peer observation.
-Guided the process where teachers looked at student data to determine a learner centered problem; chose an area of emphasis for colleagues to support them in this work.
-In conjunction with administrators, planned and implemented a system of peer observations, interviews of staff, and surveys to determine areas for improvement for next year.
-Created a video of our work and presented it to district wide leadership teams. This was used it to help introduce their staffs to peer observations.
Standard 3.0 Effective Management-
-Noticed that Achievement Coordinators were not being utilized effectively as a resource and our professional development needed improvement.
- Wrote a proposal with a series of recommended changes for our department to help ensure that we had a sound organizational practice from which to leverage our work with schools and increase our learning.
-Gathered information and feedback from teachers, colleagues, principals and district administrators, in combination with personal research, to craft our proposal.
-Presented this document to our administrators
-Organized an Achievement Coordinator PLC and wrote proposals and articles to promote organizational improvement.
-Participated in planning, budget and staffing conversations with principal.
| revised_revised_sas_proposal-2.doc |
A Restructuring Proposal for Student Academic Supports
Overview:
As a small group of Achievement Coordinators, we have been meeting to discuss our work as a department. As a result of these recent meetings and our collaborative inquiry over the past years, we believe that the following changes could help the SAS to be more responsive to school-level needs, while maintaining an effective focus on central-identified needs. A key element of the proposal is to identify and clarify the various roles that ACs will play in supporting students, teachers, and schools. The proposed roles, which are described in detail below, are:
Overview:
As a small group of Achievement Coordinators, we have been meeting to discuss our work as a department. As a result of these recent meetings and our collaborative inquiry over the past years, we believe that the following changes could help the SAS to be more responsive to school-level needs, while maintaining an effective focus on central-identified needs. A key element of the proposal is to identify and clarify the various roles that ACs will play in supporting students, teachers, and schools. The proposed roles, which are described in detail below, are:
- K-8 Zone ACs: whose primary responsibilities include direct support to TWO Zone schools
- K-12 Content-area ACs: whose primary responsibilities central curriculum and PD
- 9-12 Embedded ACs: classroom teachers with release time for central and school supports
Standard 4.0 Inclusive Practice
-Collected community input on budget priorities.
-Created a video to show impact of particular budget cuts and explored ways to raise money. This lead to more community and parent involvement and fund raising opportunities.
-Poetry slam was also a great opportunity to promote diversity and communication among diverse groups.
Standard 5.0 Ethical Leadership
-Through my work on the NSIF PLC Planning Committee, we used Data Wise and RTI to leverage closing the achievement gap
-Set an example for my staff, students and community
-Hold true to my ideal of being the lead learner; constantly learning and pushing my envelop in as many avenues as possible
-Strived to build on my strengths and develop the areas that I need to work on
-Valued the perspective of each member of my work community
-Modeled personal ethics by doing simple things like holding the door or carrying a load, listening to people’s concerns behind their words and being present with all of the people that I work with
-Remained optimistic while acknowledging real challenges
Standard 6.0 Socio-Political Context
-Become a member of COSA. I have attended multiple conferences, discovering cutting edge trends and innovative and successful practices -Taken taken professional development plans and worked to filter out the effective components and integrate them into our district’s plan-Attended technology and leadership conferences to help understand how other districts deal with social and political issues
-Recently went to Salem and became familiar with about current educational bills, the potential impact of them on our district and who and how to contact people that will help make a difference in our schools -Met legislators like Matt Weingard, Sara Gelser, and Lew Frederick-D. I also was able to ask questions and converse with Trisha Yates from the Oregon School Boards Assosciation, Chuck Bennett Director of Government Regulation for COSA, and Nancy Golden the Education Advisor-Supt. For John Kitzhober and Superintendent-Learned to advocate for the children in our school district by working through Salem when necessary
