EDLD 5352 Instructional Leadership-Week 1 Assignment
Week 1: Exploring Instructional Leadership through the
Instructional Core and Self-Assessments
NELP Standard 4: Learning and Instruction
Candidates who successfully complete a building-level educational leadership preparation program understand and
demonstrate the capacity to promote the current and future success and well-being of each student and adult by
applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of
curriculum, instruction, data systems, supports, and assessment.
Component 4.3 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement formal and informal culturally responsive and accessible assessments that
support data-informed instructional improvement and student learning and well-being.
PSEL 4: Curriculum, Instruction, and Assessment
Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum,
instruction, and assessment to promote each student’s academic success and well-being.
Texas Principal Standards Pillar: Data-driven Instruction
Principal Domain and Competency
Domain II: Leading Learning
Competency 4
Domain II
Course-level Objectives (CLOs):
1.
2.
3.
4.
5.
Develop a fundamental understanding of instructional leadership. (Evaluating) (CLO1)
Identify and interpret core elements of curriculum alignment used to improve student achievement
(Knowledge & Analyzing) (CLO2)
Analyze and evaluate data to drive instruction. (Analyzing) (CLO3)
Formulate a professional development plan applying data driven decision making. (Creating) (CLO4)
Exemplify requisite credentials and program requirements. (Understanding) (CLO5)
Week 1 Learning Objectives (W1LO):
1. W1LO1: (CLO1) Examine the role of an instructional leader through the fundamentals of
the Instructional Core.
2. W1LO2: (CLO1) Describe leadership skills that address the importance of improving
instruction through self-assessment of School Leader Self-Assessment Tool and Educational
Leadership Profile Survey.
3. W1LO3: (CLO2) Cultivate components of a professional development plan to improve
instruction.
4. W1LO4: (CLO5) Program Requirements: Prepare Progress Check for submission.
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EDLD 5352 Instructional Leadership-Week 1 Assignment
Overview:
In Week 1 of this course you will examine a framework to help instructional leaders understand that
the learner, curriculum, and instruction are interrelated. Change one part of this relationship, and
you have to consider changes in the other two. Accountability in this relationship is both external
and internal. External accountability addresses the question - how well are we doing? Internal
accountability addresses the question - what are we doing? This week you will focus on the
components of the Instructional Core, complete an Educational Leadership Profile Self-Assessment,
and examine the seven levers for Quality Instruction and Culture. Rigor in learning activities,
content, and instruction are a priority for instructional leaders of the 21st century.
Resources:
Week 1 Readings: Be sure you are logged into Blackboard in order to access all of the readings
from these links. All References listed below are in APA format for citation.
1. Hallinger, P. (2003). Leading Educational Change: Reflections on the practice of
instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–
338. https://doi-org.libproxy.lamar.edu/10.1080/0305764032000122005
https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&d
b=psyh&AN=2003-09787-001&site=eds-live
2. Suh, R. (2017). Instructional Leadership. (p.11) Salem Press Encyclopedia. Retrieved from
https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&d
b=ers&AN=89164275&site=eds-live
3. City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in
education (p. 30). Cambridge, MA: Harvard Education Press.
http://www.macombfsi.net/uploads/1/5/4/4/1544586/instructional_rounds_-_principles.pdf
4. Elmore, R. (2010). Leading the instructional core. In Conversation (Vol. 11, No. 3, p. 1-12).
http://www.edu.gov.on.ca/eng/policyfunding/leadership/summer2010.pdf
5. Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step
guide to building stronger schools (p.49-55). John Wiley & Sons.
6. Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building
Exceptional Schools (p.365-366). John Wiley & Sons.
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EDLD 5352 Instructional Leadership-Week 1 Assignment
Week 1 Assignment Rubric:
Use the Rubric to guide your writing.
Tasks
Level 1: Does not
meet the minimum
criteria
Level 2: Approaches
minimum criteria
Level 3: Meets
minimum criteria
Level 4: Meets
target criteria
4 points
6 points
8 points
Candidate lists the
three elements of the
instructional core
with little definition.
(K)
Candidate defines the
three elements of the
instructional core
briefly and may lack
clarity. (K)
Candidate defines the
three elements of the
instructional core
comprehensively and
with clarity. (K)
Candidate provides
information, but no
list of the seven
principles for
improving student
learning. (K)
Candidate provides
an incomplete list of
the seven principles
for improving student
learning. (K)
Candidate provides in
depth list of the seven
principles for
improving student
learning. (. (K)
Candidate articulates
little supporting
evidence from the
readings and lectures
in the summary. (S)
Candidate articulates
general supporting
evidence from the
readings and lectures
in the summary. (S)
Candidate articulates
comprehensive
evidence from the
readings and lectures
for specificity and
clarity in the
summary. (S)
Candidate
demonstrates
superficial selfreflection regarding
their identifiable
Areas of
Development or
Areas of Strength
from the School
Leader SelfAssessment Tool and
is lacking in
specificity and
clarity. (M)
Candidate
demonstrates an
emerging depth of
self-reflection
regarding their
identifiable Areas of
Development or
Areas of Strength
from the School
Leader SelfAssessment Tool and
may be lacking in
specificity and
clarity. (M)
Candidate
demonstrates and
articulates a depth of
knowledge of one’s
self- regarding their
identifiable Areas of
Development or
Areas of Strength
from the School
Leader SelfAssessment Tool
with specificity and
clarity. (M)
Candidate
demonstrates
superficial selfreflection regarding
their identifiable
weaknesses and
strengths from the
ELP and is lacking in
Candidate
demonstrates an
emerging depth of
self-reflection
regarding their
identifiable
weaknesses and
strengths from the
ELP and may be
Candidate
demonstrates and
articulates a depth of
knowledge through
self-reflection
regarding their
identifiable
weaknesses and
strengths from the
0 points
Candidate lists the
three elements of the
Instructional Core
instructional core.
Summary
(K)
Candidate
examines the
elements of an
instructional leader Candidate provides
no information on the
through the
seven principles for
fundamentals of
improving student
the Instructional
learning. (K)
Core by defining
the three elements
and listing the
Candidate articulates
seven principles
no supporting
for improving
evidence from the
student learning
readings and lectures
NELP 4
in the summary. (S)
Part 1A:
PSEL 4
W1LO1: (CLO1)
Candidate
demonstrates little or
Self-Assessment
no self-reflection
Reflections
regarding their
identifiable Areas of
Candidate
Development or
examines the
Areas of Strength
elements of an
instructional leader from the School
Leader Selfthrough the
Assessment Tool.
fundamentals of
(M)
the Instructional
Core by defining
the three elements
and listing the
seven principles
for improving
Candidate
student learning
demonstrates little or
no self-reflection
NELP 4
regarding their
identifiable
PSEL 4
weaknesses and
W1LO1: (CLO1)
strengths from the
ELP. (M)
W1LO2: (CLO1)
Part 1B:
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EDLD 5352 Instructional Leadership-Week 1 Assignment
specificity and
clarity. (M)
lacking in specificity
and clarity. (M)
ELP with specificity
and clarity. (M)
Candidate articulates
no supporting
evidence from the
readings, lectures, or
self-assessments in
the reflections. (S)
Candidate articulates
little supporting
evidence from the
readings, lectures, or
self-assessments in
the reflections. (S)
Candidate articulates
general supporting
evidence from the
readings, lectures, or
self-assessments in
the reflections. (S)
Candidate articulates
comprehensive
evidence from the
readings, lectures, or
self-assessments with
specificity and clarity
in the reflections. (S)
Candidate provides
no definition for the
Seven Leadership
Levers. (K)
Candidate defines
with little explanation
the Seven Leadership
Levers. (K)
Candidate defines
with a general
understanding the
Seven Leadership
Levers. (K)
Candidate defines
with depth,
specificity, and
clarity the Seven
Leadership Levers.
(K)
Candidate
demonstrates little or
no ability to give
examples of
Instructional Levers
or Cultural Levers to
improve teacher
instruction or student
achievement. (M)
Candidate
demonstrates
superficial ability to
give examples of
Instructional Levers
or Cultural Levers to
improve teacher
instruction or student
achievement and is
lacking in specificity
and clarity. (M)
Candidate
demonstrates an
emerging depth of
knowledge and
ability to give
examples of
Instructional Levers
or Cultural Levers to
improve teacher
instruction or student
achievement and may
be lacking in
specificity and
clarity. (M)
Candidate
demonstrates and
articulates a depth of
knowledge and
ability regarding
examples of
Instructional Levers
or Cultural Levers to
improve teacher
instruction or student
achievement with
specificity and
clarity. (M)
Candidate
demonstrates little or
Draft: PD Initial
no ability to provide
Information
initial information for
a 3-Day Professional
Candidate uses
data sets to identify Development. (S)
trends, patterns,
and themes from
student work,
TAPR, and
teachers’
professional
development needs
survey to plan
provide the Initial
Information for a
3-Day Professional
Development.
Candidate
demonstrates an
ambiguous ability to
provide initial
information for a 3Day Professional
Development. and is
lacking in specificity
and clarity. (S)
Candidate
demonstrates an
emerging depth of
ability to provide
initial information for
a 3-Day Professional
Development and
may be lacking in
specificity and
clarity. (S)
Candidate
demonstrates and
articulates a depth of
knowledge and
ability regarding
initial information for
a 3-Day Professional
Development with
specificity and
clarity. (S)
Part 2:
Seven Levers:
Define &
Examples
Candidate defines
each of the Seven
Leadership Lever
and gives an
example of each
Instructional
Levers and
Cultural Levers
used to improve
teacher instruction
or student
achievement.
NELP 4.3
PSEL 4
W1LO2: (CLO1)
Part 3:
NELP 4.4
PSEL 4
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EDLD 5352 Instructional Leadership-Week 1 Assignment
W1LO3: (CLO2)
Writing
Elements:
W1LO3: (CLO2)
Candidate had
spelling, grammar, or
technical writing
errors.
Candidate had no
spelling, grammar, or
technical writing
errors.
0-points
3-points
Part 1A: Instructional Core Summary
Directions:
A. Summary W1LO1:(CLO1): Using the Basic Writing Elements Model found in the Resource
section of this course, complete the following summary regarding the Instructional Core.
B. Cite any sources and/or readings used as evidence to support your statements in APA
format.
Directions: Compose 1-2 paragraphs (minimum 200-word) summary of the
Instructional
Instructional Core, by Dr. Richard Elmore from Harvard University, 2008. Define
Core:
each of the three elements of the core and list the seven principles for improving
student learning.
Summary:
The instructional core has 3 components that make up a dependent triangle of the
integration of resources to enhance student learning for all students. The three
components are the students and the teacher in the presence of content. When all
three elements are combined together the instructional core defines what students are
actually asked to do with regard to the work they are given.
There are seven principals identified by Dr. Richard Elmore in the article
Instructional Rounds in Education.
The first principle is “Increases in student learning occur only as a consequence of
improvements in the level of content, teacher’s knowledge and skills, and student
engagement.” So what the teacher brings to the equation with regard to knowledge
and skills and content has the most impact.
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EDLD 5352 Instructional Leadership-Week 1 Assignment
The second principle is “If you change any single element of the instructional core,
you have to change the other two the affect student learning.” You might enhance the
content knowledge and skills a teacher brings to the classroom, but if you do not ask
more from the students through this newly gained knowledge then the teacher is
doing most of the work and students aren’t making any of the gains.
The third principle is “If you can’t see it in the core, it’s not there.” The dependent
relational structure of the instructional must be present to affect high student
performance.
The fourth principle is: the task predicts performance.” This is demonstrated by what
the students are actually being asked to do. If the task is low level then the outcome
will be low level as well and the converse is true. High level content and teacher
knowledge and skills combined with high level tasks produce higher level results in
learning.
The fifth principle is “the real accountability system is in the tasks that students are
asked to do.”
The sixth principle Elmore identifies is “we learn to do the work by doing the work,
not by telling other people to do the work, not by having done the work at some time
in the past, and not by hiring experts who can act as proxies for our knowledge about
how to do the work.”
The final principle is “description before analysis, analysis before prediction,
prediction before evaluation.” We must deepen the work and improve the
instructional practice of all teachers.
City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in
education. Cambridge, MA: Harvard Education Press.
Reference
City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education (p.
30). Cambridge, MA: Harvard Education Press.
Part 1B: Self-Assessments: School Leader Tool and Educational Leadership Profile
Directions:
A. Self-Assessment Reflections W1LO2:(CLO1): Complete the following in-depth selfreflections regarding the results of your completed Self-Assessments by identifying your
strengths and weaknesses not only a Leader, but an Instructional Leader. Use the selfreflective model of What? So What? Now What? found in the Resource section of your
course.
a. Access online School Leader Self-Assessment Tool (Access PowerPoint in Week 1
for instructions):
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EDLD 5352 Instructional Leadership-Week 1 Assignment
https://www.aitsl.edu.au/tools-resources/resource/school-leadership-self-assessmenttool
b. Print and complete Educational Leadership Profile:
https://www.ndcel.org/cms/lib/ND07001211/Centricity/Domain/132/ELPpaper.pdf
B. Cite any sources and/or readings used as evidence to support your statements in APA
format.
School Leader
SelfAssessment
Tool:
The School Leader
Self-Assessment
Tool assists current
and aspiring
principals to locate
their practice
within the
Leadership
Profiles. Identify
your strengths and
opportunities for
development.
Directions: After completing the School Leader Self-Assessment Tool, compose
1-2 paragraphs (200-word) describing your identified Areas for Development and
Areas for Strength.
In the area of focusing on value and diversity in the survey I find myself scoring
very high. I think this is due to a teaching assignment that I held for 10 years. First
and foremost I was a special education teacher that served in the roles of resource,
inclusion, and content mastery. It was in this role that I encountered students from
many different backgrounds and social and economic situations. I started to notice
that it never mattered what stage or station in life a student came from. What was
important was the fact that everyone had their own life experience and perspective
that was unique to their lived experience. I quickly realized that everyone could
benefit from seeing things in a different light. Just hearing facts presented in a
way that had never been contemplated before because students have never had to
solve different sets of problems contributed to the discussions and brought forth a
new understanding and consensus.
Having students from diverse backgrounds only served to strength the educational
process and forged a new understanding of challenges faced by other cultures and
populations. I believe that a strong and diverse staff will only help to foster this
process and create the same dynamic in the teaching staff. It will help the
development of curriculum and strengthen the PLC community.
Educational
Leadership
Directions: After completing the Educational Leadership Profile (ELP) SelfAssessment, compose 1-2 paragraphs (200-word) describing your results from the
assessment listed below. Items resulting in a 1 or 2 score on your ELP Self-
Lamar University Revised Spring 2019 v.0219
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EDLD 5352 Instructional Leadership-Week 1 Assignment
Profile:
The Education
Leadership Profile
is designed to
gather information
to help school
leaders strengthen
their abilities to
improve learning
for all students.
Assessment should be identified as weaknesses. Elements scoring a 5 or 6 should
be identified as strengths.
As I completed the School Leader Self-Assessment tool it became apparent to me
that one of the biggest areas of weakness for me was in the area of vision and
purpose. I ranked the lowest in those categories and could stand to make
significant improvements focusing my attention on developing those attributes.
The reason I am lacking in this area of leadership and development is partially due
to the fact that I have never been in the position of being the individual that
created and put forth a set of ideas and principals that would govern the direction a
campus would take. I have always been a team player and supporter of the campus
and district vision but only to that extent. With that being said, I do have some
experience in this arena though. I have been a head coach for the past 13 years. It
is in this respect, only on a much smaller scale, that the role of the individual in
charge directs the success of the program which has some correlation. I as the
head coach create the vision of what success looks like to us from the stand point
of the current situation. Progress will ebb and flow and the vision needs to be
reflexive to the realities and challenges that arise from year to year.
I did score high on the attribute of demonstrating a passion for student learning. I
believe that education is the key to the quality of life that an individual can realize.
I know that all students can learn and I can believe teachers and their efforts will
have a great impact on what a student is able to learn and achieve in the
classroom. I believe it is incumbent to take an active role in engaging students and
their activities while demonstrating an encouraging and supportive perspective
with regard to all student learning.
Reference
On-Line Survey Page/School Leader Self-Assessment Tool. (n.d.). Retrieved from
https://www.aitsl.edu.au/tools-resources/resource/school-leadership-self-assessment-tool
On-Line Surveys Page / Educational Leadership Profile (ELP). (n.d.). Retrieved from
https://www.ndcel.org/Page/389
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EDLD 5352 Instructional Leadership-Week 1 Assignment
Part 2: The Seven Levers for Quality Instruction and Culture
Directions:
A. The Seven Levers W1LO1:(CLO1): Review the principle core instructional and cultural
areas that are identified as the Seven Levers. These principles allow for “consistent,
transformational, and replicable growth” in learning. They are found in your Leverage
Leadership 2.0 textbook on pages 8, 365, and 366. In the chart below define each Lever.
Then, give an example that can be used on a campus to improve teacher instruction or
student achievement. Examples are listed in gray for you to reference, delete examples prior
to beginning.
B. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text.
Instructional Levers
Cultural Levers
1. Data-driven
Instruction
2. Instructional
Planning
3. Observation 4. Professional 5. Student
and Feedback Development Culture
6. Staff
Culture
7. Managing
School
Leadership
Teams
Define:
Define:
Define:
Define:
Define:
Data-driven
instruction.
Define the road
map for rigor
and adapt
teaching to
meet students'
needs.
Instructional
planning. Plan
backwards to
guarantee strong
lessons.
Observation
and feedback.
Coach teachers
to improve the
learning.
Define:
Define:
Professional
Student
development. culture.
Strengthen
Create a
culture and
strong
instruction with culture
hands-on
where
Unit plans. Craft Observe
training
that
learning can
data-driven unit frequently and
sticks.
thrive.
plans that are
consistently.
Assessment. Set aligned to the
Lock in
What to teach. Set your
the road map
level of rigor
frequent and
Create
vision. What
for rigor.
you wish your regular
objectives that do you want
students to
observations. are highest
students and
Analysis.
reach.
leverage,
adults to be
Identify the
Identify the key
measurable, and doing in
gaps in student Lesson plans.
action step.
school?
understanding. Build effective Identify the top bite-size.
areas for
How to teach. Roll it out to
Action. Reteach day-to-day
See It. Name It. your staff.
key content to lesson plans that growth.
will
drive
get students on
Give effective Do It. Reflect. Give
student learning. feedback. See Making it stick. multiple
track.
opportunities
It. Name It. Do Monitor
Systems. Create Coaching
planning. Guide It.
implementation to practice
systems and
and coach for and rehearse
procedures to your teachers to Monitor and
before
results.
ensure constant master the skills follow up.
stepping into
that will make Develop
data-driven
Leverage
the
improvement. them
systems to
Leadership 2.0: classroom.
outstanding
monitor teacher A Practical
Lamar University Revised Spring 2019 v.0219
Staff culture.
Build and
support the
right team.
Managing
school
leadership
teams. Train
instructional
Set the
vision. Name leaders to
the behaviors expand your
you wish to impact across
see, and set the school.
clear roles
and
schedules.
Choose your
team. Look
for reliability
and
receptiveness
to reach the
12:1 ratio.
Roll it out.
Lead by
example,
create a
culture of
Train your
practice, and team. Set
build
their
relationships. schedule, lead
PD, and use
Protect it.
Narrate the the onepagers to
positive,
identify the guide them.
gaps, lead
Monitor the
accountabilit school. See It.
9
EDLD 5352 Instructional Leadership-Week 1 Assignment
Leverage
Leadership 2.0:
A Practical
Guide to
Building
Exceptional
Schools by Paul
BambrickSantoyo
lesson planners
in their own
right.
Monitoring
planning.
Observe lessons
in action to find
out which parts
of your plans are
working well in
practice.
Leverage
Leadership 2.0:
A Practical
Guide to
Building
Exceptional
Schools by Paul
BambrickSantoyo
development,
and follow up
accordingly.
Guide to
Building
Exceptional
Schools by Paul
Leverage
Leadership 2.0: BambrickSantoyo
A Practical
Guide to
Building
Exceptional
Schools by Paul
BambrickSantoyo
Roll it out to
your
students.
Give
multiple
opportunities
to practice to
lock in
habits across
the school.
y
conversation
s, and follow
up.
Leverage
Leadership
2.0: A
Practical
Guide to
Building
Monitor and Exceptional
maintain.
Schools by
Lead
Paul
publicly,
Bambrickmanage
Santoyo
individually,
evaluate
progress, and
implement
wholeschool
resets.
Name It. Do
It.
Lead effective
leadership
team
meetings.
Focus on
instructional
leadership.
Leverage
Leadership
2.0: A
Practical
Guide to
Building
Exceptional
Schools by
Paul
BambrickSantoyo
Leverage
Leadership
2.0: A
Practical
Guide to
Building
Exceptional
Schools by
Paul
BambrickSantoyo
Example:
Example:
Example:
Example:
Reading and
English
Teachers will
meet to review
data and create
instruction that
will strengthen
rigor and
configure re
teaching
opportunities to
impact EOC
Reading and
English teachers
will mine the
data to ensure
that lessons are
aligned to
standards and
are challenging,
relevant, and
correlate to the
TEKS
Administrative
team will
perform
frequent and
consistent
observations
and identify
areas for
professional
growth.
Administrators
will meet with
Areas of needed Meet with
improvement student
will be
body/ staff at
identified
the
through
beginning of
observation.
the school
Local school
year to lay
data driven
out the
Professional
vision of the
development
school and
opportunities what we are
will be crafted striving to
Lamar University Revised Spring 2019 v.0219
Example:
Example:
Example:
Principle
will
regularly
meet with
staff to
define roles
and
expectations
for the staff.
Principal
will be
visible and
Administrator
will meet
regularly with
teacher
leadership
teams to
create
challenging
professional
development
trainings that
strengthen
10
EDLD 5352 Instructional Leadership-Week 1 Assignment
scores in a
positive way.
teachers to
discuss the
observed areas
for
improvement
and craft
strategies to
better effect
classroom
instruction.
to effect teacher
instruction and
lesson creation.
New strategies
will be
implemented to
affect the
necessary
change.
Reflection will
occur post
implementation
to determine if
course
corrections
need to be
made to the
implementation
of the plan.
achieve.
consistent
Make the
with holding
vision a
themselves
focal point in accountable
the halls and to the same
classrooms standards
through
and set the
signage and example as
messaging. the
Use social instructional
media to tell leader.
the
Principal
community will clearly
about the
define the
schools
roles and
vision and to responsibiliti
tell our story es during the
and the
hiring
success of
process and
the students stress the
and their
importance
achievement of adherence
s.
to the vision
and policies
to all
prospective
hires.k
teacher
strategies and
lesson
delivery.
Reference
Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional
Schools (p.365-366). John Wiley & Sons.
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EDLD 5352 Instructional Leadership-Week 1 Assignment
Part 3: Draft: Element for Professional Development:
Comprehensive School-Level Instructional Leadership 3-Day Professional Development Plan
The final signature assessment in this course is to write a comprehensive, school-level instructional
leadership 3-Day professional development plan. This plan will be due in Week 4 and include
multiple elements. This week you will focus on one of the elements called The Initial Information.
Directions:
A. Data Sets W1LO3:(CLO2): Working with your data sets given with this week’s assignment,
begin to identify trends, patterns, and themes from student work, the TAPR, and the results
from a teachers’ professional development needs survey to focus your 3-Day Professional
Development Plan. Examples are listed in gray for you to reference, delete examples prior
to beginning.
B. Complete the Professional Development Initial Information.
C. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text.
School-Level
3-Day
Professional Development Plan
Template
Professional Development Initial Information
Focus of Topic: (Topic)
Objective: (Objective)
School Name:
Brock High School
Instructional
Leader
Professional
Development
Committee
Members:
Date plan was
created:
Dates plan will be
conducted:
Dates plan will be
in effect:
Adam Mihok
Date by which time
plan will be updated
and revised for
upcoming school year:
July 1st 2019
Resources to
purchase:
Books and training materials
Lunch for staff,
Tools for implementation
Assistant Principals, Department Heads, Curriculum Specialist
Special Education Teachers, Instructional Coaches,
March 6th, 2019
March 18th 2019
March 19th 2019 thru June 5th 2019
Lamar University Revised Spring 2019 v.0219
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EDLD 5352 Instructional Leadership-Week 1 Assignment
Cost:
$1000.00
Lamar University Revised Spring 2019 v.0219
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