Initiative Reflections
Brief Report on Interviews
Reflective Essay on Classroom Observation
I would like to reflect on two educational inititatives that I have experienced in two different systems and how they relate to ELCC standard number 2. The first conference was the Clclass room Aanalysis of State Sstandards (CLASS KEYS) and the second was Time to Teach.
The CLASS KEYS is a performance appraisal process based on teacher standards designed to evaluate teacher performance, promote professional growth, and positively impact student learning. Research studies show that an effective teacher enhances student learning more than any other aspect of schooling that can be controlled (Marzano, 2006). Class Keys will include more teacher observations and will be composed of three informal evaluations, one formal evaluation, one evaluation conference, and one self assessment and reflection. The CLASS KEYS structure includes 5 STRANDS, 11 STANDARDS, and 28 ELEMENTS. Performance on the elements of the CLASS KEYS will be identified on a four-level continuum which will include Not Evident, Emerging, Proficient, and Exemplary. The annual evaluation of performance occurs at the ELEMENT level and element scores are aggregated to form STRAND ratings. To be satisfactory, all five strands must be scored “emerging” or higher. All of this correlates will ELCC number 2 by providing an improved method of evaluation that is focused on improvement and the use of research-based instructional strategies to design effective models of instruction that will enhance and accelerate teaching and learning. This method will also help design comprehensive professional growth plans for each teacher.
The Time to Teach conference was targeted toward classroom management especially in the area of behavior. It basically involves a process to refocus behavior. All behaviors desired would include a lesson designed to understand what is expected. One example might be how to raise your hand. First the teacher would ask students to raise their hands and then she would model the ways that they did this. Next she would model the correct way which would be arms straight up not out to the side or swinging around. Other behaviors would include “teach-to’s” as time went on such as assembly behavior, bathroom behavior, etc. These would all include modeling by the teacher on things that are incorrect and correct for each situation. Then the students would practice the appropriate behaviors. Sometimes it would be to help students to simply break bad habits such as tapping on their desks or leaning back in chairs and other times it would include inappropriate behaviors. The teacher would give the student only one warning when these behaviors occur and she would discreetly come near the student and say “I need you stop leaning back in your chair” or “please don’t blurt out the answer”. If the behavior occurred again the teacher would simply send the student to refocus and the student would go to an area for refocusing and fill out a form stating what the behavior was, why they were doing it, what they will do next time, and give a signal that they were ready to resume their work. The teacher would see the student at a later time to discuss the behavior. These sheets would be kept in their files and used at conferences with parents or administrators. This method would help students think about and reflect on their behaviors and take ownership of them and help them change and make correct choices. This applies to Standard ELCC standard 2 in several ways such as promoting the development of a positive school culture focused on improvement, fostering a sense of belonging and cooperation and designing effective models of instruction that will enhance and accelerate teaching and learning.
These two initiatives work together to accomplish the ELCC standard 2 in a variety of ways and I plan on using them in professional development to improve teacher effectiveness and student learning and achievement.
Brief Report on Interviews with Principal (mentor), Assistant Principal of Instruction, and Assistant Principal of Facilities at Brown High School
I observed then interviewed three of the administrators at Brown High School. Each Administrator has a different role within the school and it was interesting to see the three different leadership styles and how they work together. Mrs. B is the principal of Brown County High School and I observed her in a committee was meeting to decide the format for a new remediation/advisory period that was being added to the schedule. The committee was composed of ten teachers, Mrs. B, and AP L. A teacher was the facilitator and another teacher was the note-taker. The committee agenda was set by AP L. The committee was supposed to name the period, and map out what type of activities would be done the first month of school. Mrs. B was a committee member but as the meeting progressed she often redirected the teachers and seemed to be leading them in the direction she wanted the meeting to go. When I asked her in our post interview she said that she had created her own set of goals before the meeting and was purposely leading the teachers in the way that she wanted to see the meeting progress. She also stated that keeping the ideas of shared-governance in mind help her to reach the goals she had for the meeting while listening to the new ideas from teachers. As we discussed the meeting she stressed the importance of getting everyone on the “team” involved and how her leadership style involved all the members of the faculty and staff.
AP L is the Assistant principal of Instruction and I observed her during the Professional Development Committee meeting. The committee was composed of 7 teachers and AP L. AP L was the facilitator of the meeting and had made an agenda for the meeting. AP L introduced then the formation of the committee and the goals the meeting. After the meeting was introduced and the goal AP L opened the floor for discussion, the teacher began talking and AP L took notes and interjected a few comments. In the post interview I asked her about the brainstorm session. She said that she wanted teachers to feel free to express their ideas and she had to remember to let the talk without interrupting too often. She also expressed that it was important to her to learn what teachers wanted and how to accomplish effective professional learning.
AP R is the Assistant Principal of Facilities and I observed him in a meeting with the custodians. AP R first met with the head Custodian and outlined the topics that he would go over in the meeting. He got input from her on the meeting topics and she told him areas that he did not have on the agenda. I asked AP R why he met with the head custodian prior to the meeting with all the custodians and he said it was because he needed to make sure the head custodian felt like a part of the decision-making. She was the head of the custodial team and he needed a positive and open line of communication with her at all time.
The four teachers I observed all had different styles, strengths, and weaknesses. Using ELCC standard 2 as an educational leader I, “will have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program based on Georgia standards, applying research based best proactive to student learning and designing comprehensive professional growth plans for staff.” Standard 2 will help me to evaluate each teacher in my building and determining a plan to promote student learning and a positive school culture.
The first teacher I observed was a veteran Biology teacher at Brown High School. Mrs. Hanner was an experienced teacher and she ran her class with strong class room management skills. However, the students seemed disconnected from her classic lecture style. As the class continued I noticed several students who were not paying attention to the lesson. These students were not being disruptive but they were not following the lesson. Using standard 2 I could offer met with Mrs. Hanner and develop a personal professional development plan and we could focus on areas such as learning styles and teaching strategies.
Mr. Jay was a student teacher in the Biology department of Brown High School. Mr. Jay had great content knowledge but struggled with classroom management and time management. With standard 2 I could implement a new teacher mentor program that would help to prepare new teachers to handle classroom management issues and have a mentor teacher to go to as resource. Often time’s new teachers feel overwhelmed and unprepared, by starting a mentor program we will ensure that student learning is optimized by all teachers regardless of experience.
The third teacher I observed was Mrs. Kelly a special education inclusion teacher in a Biology class at Brown High School. Mrs. Kelly and the classroom teacher worked together as a team to teach the lesson on Photosynthesis to the students. They offered a variety of teaching strategies and activities for the students. A teacher like Mrs. Kelly would be a great person to collaborate with on co-teaching strategies. There are several inclusion classes in each subject area and I have overheard teachers who do not like the team teaching approach. Using standard 2 and providing professional development in this area would allow for teachers to become more comfortable with this style.
The final teacher I observed was an elementary school teacher. Mrs. R teaches 2nd grade at Brown Elementary. It was amazing to see how many of the same strategies that she use in her class of 2nd graders that I use in my classes of 9th, 10th, and 11th graders. Mrs. R and I talked in the post conference about Learning Focus Strategies and Marzano’s Strategies to increase student achievement. Using Standard 2 and employing research based strategies will be a great tool as an administrator.
After observing four different teachers I learned many different area’s in which I will have to work with teachers as an administrator. Using all the ECLL Standards as a guide will be an excellent start.