STANDARD TWO: Instructional Leadership
School executives will set high standards for the professional practice of 21st century instruction and assessment that result in a no-nonsense, accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work and the sharing of this work throughout the professional community.
A. Focus on Learning and Teaching, Curriculum, Instruction and assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.
- At Ligon, we are focused on effective PLT practices that can be utilized school-wide. During conversations within the admin team, we discussed professional development opportunities that can assist the staff in highly functioning PLTS. We walked the staff through the Data Driven Dialogue protocol by using low-risk data that impacted the entire school, tardies. I helped facilitate and structure highly functioning PLTs using these documents.
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B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruptions of instructional or preparation time.
- PLT meetings are held each Tuesday after school for one hour so all staff members can attend. We operate on a rotation where administrators and student support services can meet with each team to discuss further supports for students based on data discussions. We have asynchronous days which the administration team allows staff to utilize for planning and professional development opportunities. The Plan B schedule is structured with the desired format of what instruction should look like, which is teacher for the first 25 minutes followed by independent practice for 15 minutes. We have 8 periods which allows students to take advantage of the course offerings needed to meet the rigor each individual student requires.