Principal’s Meeting
August 13th, 2013
Miami Edison Senior High School
Literacy
Darliny Katz, Cecelia Magrath and Oksana Sosa
Essential Question
• How can I ensure as the instructional leader of the
building that MY students are receiving the highest
quality literacy instruction to improve student
achievement outcomes?
Administrative Walkthroughs
• Ensure the School’s Action Plan is being implemented
with fidelity.
• Follow-up on the Coaching Support and support the
coaches role with teachers.
• Ensure that teachers are making instructional
improvements.
Probing:
• How does the Principal use his/her clinical eye to
conduct classroom walkthroughs? What strategic tools
must the principal use to conduct his/her walkthroughs?
Tiering the Teachers
Tiers
Traits
Teachers with high will and high skill.
 Teachers who want support and are open to feedback but are not in
desperate need of support immediately.
Tier 1
 Teachers who want to grow from good to great.
 Teacher’s delivery of instruction is well executed and planned.
Interventions
Coach supports teacher at least one time
per week.
Teacher wants to work with coach on
continuing to build skill.
Coach uses this teacher as a subject for
lesson study to highlight and determine
opportunities for growth.
Teachers who are struggling or not growing as professionals.
 Teachers who require assistance with a specific component(s) of
Tier 2
instruction. (i.e., bellringers, explicit instruction-“I DO-WE DO-YOU
DO”, transitions, grouping, & closures)
 Teachers who are open to support and feedback and implement all
skills and strategies that the coach is providing.
 Teacher is lacking some content knowledge & making connections
with material taught
Coach supports teacher at least three times
per week.
Teachers who are new, non-compliant or low will.
 Teachers who require assistance with full implementation of bell to
Tier 3
bell instruction. (New)
 Teachers who do not want support.
 Teachers who do not implement support.
 Teachers who do not thoroughly plan or prepare
 Teacher who has low will or is unwilling to work with the coach.
Coach supports teacher at least three times
per week. (New)
Teacher has high will but needs support to
build skill.
Videotape or review notes on observation to
reflect on practice.
Document all support to ensure teacher is
held accountable.
Administrator intervention with teacher.
Tiering Teachers
Content
Knowledge
T-3
T-2 Pedagogy
T-3
T-1
T-2
T-2
Knowledge
of Learner
T-3
Tiering of Teachers:
• What strategic practices must the Principal select to
implement the process of tiering in his/her schools?
• What strategic actions must be in place prior to the
selection?
• What type of action plan must be created or
implemented after the tiering is created?
Purpose Driven Instruction
• Backward Planning-Planning with the End in Mind
• Daily Doable objective:
• Explicit Instruction/Gradual Release: I do, We do, They do,
You do
• Active learning Strategies
• Targeted instruction based on students needs (data)
•
High Levels of Rigor/Questioning, Writing….
What we see often as a daily
objective:
• BENCHMARK: LA.910.6.2.2 The student will organize,
synthesize, analyze, and evaluate the validity and
reliability of information from multiple sources (including
primary and secondary sources) to draw conclusions
using a variety of techniques, and correctly use
standardized citations.
• (This is all going to be done in 90 minute block?)
• Non Example-Essential question: How does
understanding reliability and validity of information aid
the reader’s comprehension?
Sample Daily Doable
• I will learn to differentiate between strong and weak
arguments presented in a text by becoming members of
an expert group and research additional information
about the Montgomery Boycott in order to differentiate
between strong and weak arguments.
• I will know I’ve mastered it when I am able to research
the information in my expert group and write a summary
and write a rationale for the strongest arguments.
(assessement)
•
The benchmark is chunked –scaffolded and do able in a 90 minute block
• Example Essential Question:
• How do identifying different types of claims and bias help
readers analyze the strength and credibility of the
arguments presented in “Montgomery Boycott,” by
Coretta Scott King?
•
(benchmark+ skill + text)
Structure for Successful
Instruction
Teacher Responsibility
Whole Group - Model
“I do it”
Models/Sets Purpose
Guided Instruction
“We do it”
Guided Practice
“You do it together”
Collaboration
Independent
Student Responsibility
Cements learning
through collaboration
“You do it
alone”
Prove learning
Purpose Driven Instruction
• You are the principal of the school what plans do you
implement to ensure that all of the Instructional Practices
are being delivered explicitly and systematically?
Instructional Delivery-”Look-Fors”
• Classroom structures and systems
• Common Board Configuration (CBC) – Is it used to set the
purpose of the lesson and referenced and used throughout
lesson?
• Delivery of lesson – Is the Explicit Instruction aka Gradual
Release evident?
• Checks-for-Understanding – Is the teacher ensuring ALL
students are “getting it?” Are the activities rigorous and pushing
students to think to the highest level-Synthesize/Evaluation
• Small Group Instruction- Are students working in small group?
Is a Teacher Led group evident?
• Closure – Is the closure brought to the lesson? Was there
evidence that students learned the Daily Doable Objective. (i.e.,
exit slip, reflection, revisit of EQ, end products.)
Classroom Environment –
“Look-Fors”
• Classroom Library- Are there various books and materials to
read? Is it organized and labeled by genre or level?
• Informational Intensive – What resources are available for
students to reference (i.e., Interactive word walls, etc.)
• Authentic Student Work – Is the work authentic and
includes writing? Is feedback provided to improve the
product?
• Data Displays – Do students know where they or the class
is? Are current data goals evident?
• Culture and Atmosphere – Do the students seem
comfortable and respected? Are students engaged and
engaged in the learning?
Instructional Documentation –
“Look-Fors”
• Lesson Plans – Are they detailed, following the instructional
framework? It is recommended to use the gradual release
lesson plan. Are the teachers using our resources and
guides?
• Data Chat documentation/Data Binder
• Student Work Folders- Is there evidence of writing and
rigorous activities with feedback to students to improve
outcomes? Evidence of DI? Differentiation of assignments
between a regular and Advanced course?
Instructional Looks Fors
• “Clinical Eye”- What does it mean?
• How can I build my “Clinical Eye” ?
• Why is it important to build our “Clinical Eye?
The Way of Work to Improve
Student Outcomes?
• Systematic and high yield strategies
• Support System
• Provide professional development to develop
instructional capacity of all stakeholders
Cecelia Magrath-Executive Director
786-564-5586
On-going Revisions of
Support
• Daily Weekly Discussions with support personnel,
administrative staff and Literacy Coaches. How does this
enhance the overall action plans in your school?
• Meet with the ETO support personnel? How can the
ETO personnel best support our staff?
Administrative Support Cycle
Relationships between Literacy
Coaches and the Principal
• The key to this relationship is……….
• List of strategic activities that help support the
Administrative Support Cycle?
Thank you
Questions: