Session Outcomes
• Examine continuous improvement
principles used in National
Distinguished Title I Schools; and
• Identify strategies you will consider
implementing in your Title I School or
district
Attitude
• Aim High
• Set/share goals with stakeholders
• Celebrate the successes
Everything revolves around one’s attitude and the
outstanding leaders of schools model this consistently”
(Connors, 2000, If you don’t feed the teachers, they will
eat the Students!)
Blended Assessment Process
• Formative Assessment
• Benchmark Assessments
• Summative Assessments
“Formative assessment is a process used by teachers
and students during instruction that provides feedback
to adjust ongoing teaching and learning to improve
intended instructional outcomes.” (CCSSO FAST SCASS,
2006)
Coaching
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Principal as Instructional Leader
Professional Learning Community
Imbedded in Instructional Practices
Teacher Leadership in action
“The highest form of leadership development is coaching,
because development and mentoring are critical to your
success as well.” (Coble, Brubaker, 2005, The Hidden
Leader)
Data Usage/Decision Making
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Maintain data system school-wide
PLC/Instructional Coach use data
Principal share data school-wide
Goal setting is generated from data
Without the data, it is just another person’s
opinion (unknown)
Excellence is the Standard
• Models of excellence posted in classrooms
• Rubrics are provided to students
• Students conduct self/peer assessments
“Academic connection strategies offer many ways you
encourage success in content areas. Students will not
connect with school unless they believe that they can
succeed” (Mendler, 2001, Connecting with Students)
Process Activity
Think/Pair/Share
Family Nights
• Reading Night: How to Read to your Child(ren)
• Science/Social Studies/Technology
• Community Reads Invite in Readers
“ Leaders do whatever it takes to build a community where parents
and other members truly feel invited into the building…..The goal is
to provide a unified neighborhood within and outside of the school”
(Connors, 2000, If you don’t feed the teachers, they will eat the
students)
Guided Reading
• Release of Responsibility/Small Groups
• Reading and Writing Connections
• Use of technology, books and accountability system,
specific advanced organizers
Students do well with Graphic Organizers when
teachers model, hold their hands and lead them to
independence (Diller, 2003, Literacy Work Stations)
Home School Relations
• At home learning/Volunteer Program
• Parent Resource Center/Lending Library
• Parent Educator/Coordinator/Home Visits
“Teachers can share information on different structures and
monitoring techniques that parents can use to create conditions at
home that match a child’s learning preferences” (Dean, Hubbell
etc. 2002, Classroom Instruction that Works.)
Instructional Leadership
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Conduct walk throughs/Instructional Rounds
Identify Mentors/Beginning Teacher Support
Use staff to provide on-going PD
Formal evaluations (on time with feedback)
“ A culture of shared leadership is so vital to principals,
teachers and to the learning of youngsters” (Moller and
Pankake, 2006, Lead with Me).
Job Alike Meetings
• Teacher Assistants/Exceptional Children
• Special Areas (Music, Art, PE)
• Grade Level Teams (PLC)/All staff monthly
“Leaders who are willing to make the commitments of
additional time and energy create outcomes that serve
the organization and their own development as well.”
(Brubaker & Coble, 2005, The Hidden Leader)
Shoulder Partner Exercise
Share an activity/event held in your
school/district that supported shared
leadership and made an impact on
student academic progress in reading.
Kindergarten Instruction/Process
• Assess pre-reading skills/Generate an assessment
process/Create a Portfolio
• Use the data to generate an action plan
• On-going teaching of pre-reading skills
• “Kindergarten teachers add literacy work stations throughout
the year as they introduce more print to students through
reading aloud, shared reading, modeled writing, interactive
writing and word wall lessons.” (Diller, 2003, Literacy Work
Stations: Making Centers Work.)
Lesson Plan
• Failing to Plan is planning to fail
• Use of a structure for Lesson Planning
• Feedback from Leadership/PLC
“PLC is to facilitate high levels of learning for all
students by having teachers work collaboratively and
engage in collective inquiry with colleagues” (Mendler,
2012, When Teaching Gets Touch
Mentoring Programs Students
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Students need support/role models
Support Social, Reading and Book Buddy
Build Character/Academics
Lunch Buddy/Weekly visits
“Visit the cafeteria and eat lunch with a student who
appears disconnected” (Mendler, 2001, Connecting with
Students)
Novice Teachers
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Mentor Support System
On-going meetings with Principal/Directors
Opportunity to visit other classrooms
Resources/Individual and Group meetings
“Few novice teachers have had master teachers who differentiated
instruction are far more likely to do so in their first placement.”
(Tomlinson, 1999, The Differentiated Classroom)
On-going Data Review
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Student Portfolio/Share Writing Process
Teacher/Principal Meeting (Report Card)
Data Wall and Student Notebooks
Goal Setting/Family Portfolio
“ Formative and ongoing assessment enlightens and
informs your day-to-day work with children” (Miller,
2008, Teaching with Intention)
Parent Involvement
• Parent Resource Center and Parents as Partners
• Parent GED, ESL, ABE Classes
• Parent Teacher Conferences
“Communicating learning objectives to parents help
them understand and become engaged in what their
children are learning” (Dean, Hubbell etc. 2012,
Classroom Instruction that Works)
Three Minute Review
• Go to the opposite side of the room;
introduce yourself to someone and
share a strategy you use in your Title I
school or district.
Quarterly Meetings
• Review Data/Discuss next steps
• Set goals/Articulation meetings
• Team planning/Involve Special areas
“Teaching teams whether grade level or subject support
the core of collaboration, it is within these groups that
teachers who share common students work together to
focus on student learning.” (Moller and Pankake, 2006,
Lead with Me)
Resources
• Seek annual needs’ assessment
• Provide a variety of resources/training
• Imbed resources in instruction including digital and
print resources
“The principal must secure resources and facilitate
collective decision making that are aligned with the
resources to support teaching and learning.” (Moller and
Pankake, 2006, Lead with Me)
Staff Development
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Annual PD Need’s Assessment Survey
Analyze the data against training needs
Summer Sessions/Morning trainings
Teachers training teachers
“Like great doctors, great teachers need continuous
training to keep abreast of pedagogical methods and
technology” (Mendler, 2012, When Teaching Gets
Tough)
Team Meetings
• Hold weekly/Principal attends
• Long and Short term Planning
• Involve EC teachers/ Specialist/ Media
“Learning plan format includes: What will students
learn? And How will they show their learning?” (Reeves,
2011, Where Great Teaching Begins)
Quick Write
Based on your experience in this session,
create a quick write you will share with a
Title I school/district
Uninterrupted Reading Block
• 90 minute focus on Reading/Literacy
• Flexible reading groups/Literacy Work
Stations/Practice reading skills alone
• Speech, Reading, Assistants, Special area teachers
and Exceptional Children's teachers
“The emphasis at literacy work stations is on practice,
meaningful, independent practice.” (Miller, 2003,
Literacy Work Stations)
Visible Human Resources
• Word Work/Tutoring students/Buddy
• Conducting small groups/Reviewing Skills
• Foster Grandparents/Book Buddies/Volunteers
“In virtually every community there are a substantial
number of people eager to volunteer their time and
resources to support classrooms.” (Mendler, 2012,
When Teaching Gets Tough)
Writing Integration
• DEAR time has Accountability; Community Supports
• Use of Journals; Buddy Reading and Writing
• Shared Writing lessons/Authentic Writing
“ A wide variety of writing activities should be presented
at the writing work station throughout the school year.”
(Diller, 2003, Literacy Work Stations.)
Xtra Time
• Summer School Program/Field Trips
• Integrated in all disciplines/Use of Non-fiction
books/Grants
• After school programs/Homework Help
“Design homework assignments that clearly articulate
the purpose and outcomes of the lesson. (Marzano,
Pickering etc. 2001, Classroom Instruction that Works)
Year Long Goals
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Identify and revise goals
Conduct benchmark assessments
Use data to make instructional decisions
Support classrooms with resources
During planning, a teacher should generate specific list
of what students should know, understand and be able
to do at the end of a unit.” (Tomlinson,1999, The
Differentiated Classroom.)
Zealous Efforts
• Individualized instruction/Personal goal
setting/Individualized reading bags
• Take Home Book Bag program
• Transition Program Grades 1 and 2
“Informal assessments, in which teachers ask students
to tell them what they know or demonstrate their
progress, should be occurring every day.” (Reeves,
2011, Where Great Teaching Begins)
Exit Slip
• On a posted note, jot down one take away
you have received from today’s session.
Write down one idea that will make an impact
on your Title I School and allow it to Soar!
Resources
CCSSO, FAST, SCASS, 2006 Formative Assessment
Coble, Brubaker, 2005, The Hidden Leader
Connors, 2000, If you don’t feed the teachers, they will eat the Students
Dean, Hubbell etc. 2012, Classroom Instruction that Works
Diller, 2003, Literacy Work Stations: Making Centers Work.)
Marzano, Pickering etc. 2001, Classroom Instruction that Works
Mendler, 2001, Connecting with Students
Mendler, 2012, When Teaching Gets Tough)
Miller, 2008, Teaching with Intention)
Resources
Moller and Pankake, 2006, Lead with Me)
Reeves, 2011, Where Great Teaching Begins)
Tomlinson,1999, The Differentiated Classroom.)
Contact Information
Dr. Frances Harris-Burke
Regional Lead NCDPI
Frances.harrisburke@dpi.nc.gov
703-217-8170