Standard+II

Standard 2: I nstructional L eadership School executives 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.

 **2a. 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 student. **Experiences **
 * I facilitated training for teachers during a district wide professional development day.
 * I facilitated training for teachers on the Common Core and Essential State Standards.
 * I worked with my mentor principal to transform staff meetings into staff development sessions focused on research based instructional strategies.
 * I collected and provided data that was used during grade level PLC's to facilitate conversations about what is happening and lacking in our classrooms.
 * I worked with several teachers to create engaging lessons for students in a number of content areas.
 * Coursework and Trainings **
 * Problem of Practice: Phases I - III
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 16px;">Data Day
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 16px;">Common Core Training facilitated by DPI
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: medium;">NC Public School Funding, presented by Kendall Jordan of the Public School Forum of NC


 * <span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">RELATED READINGS **
 * <span style="background-color: #f6f6f7; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%; vertical-align: baseline;">Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
 * <span style="background-color: #f6f6f7; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%; vertical-align: baseline;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: How principals improve teaching and learning. Thousand Oaks, Calif: Corwin Press.
 * <span style="background-color: #f6f6f7; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%; vertical-align: baseline;">Daniels, D. H., Beaumont, L. J., & Doolin, C. A. (2008).Understanding children: An interview and observation guide for educators. Boston: McGraw-Hill Higher Education.
 * <span style="background-color: #f6f6f7; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%; vertical-align: baseline;">Wood, C. (2007). Yardsticks: Children in the classroom, ages 4-14. Turners Falls, MA: Northeast Foundation for Children.
 * <span style="background-color: #f6f6f7; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%; vertical-align: baseline;">Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, Va: ASCD.
 * <span style="background-color: #f6f6f7; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%; vertical-align: baseline;">Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="background-color: #f6f6f7; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%; vertical-align: baseline;">Robinson, K. (2011). Out of our minds: Learning to be creative. Chichester: Capstone.


 * <span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Selected Artifacts **
 * <span style="font-family: Georgia,serif; font-size: 130%;">County-wide Professional Development Day: Digital Storytelling Workshop
 * <span style="font-family: Georgia,serif; font-size: 130%;">K-8 District Common Core Training
 * <span style="font-family: Georgia,serif; font-size: 130%;">Staff Meetings / Professional Development
 * <span style="font-family: Georgia,serif; font-size: 130%;">Common Core Digital Story
 * <span style="font-family: Georgia,serif; font-size: 130%;">Teachscape Classroom Walkthrough Tool

<span style="color: #b34747; display: block; font-family: Georgia,serif; font-size: 280%; text-align: right;"> **<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">2b. Focus on Instructional Time **<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. **<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Experiences **
 * <span style="font-family: Georgia,serif; font-size: 130%;">I created a master schedule using Google Calendar in order to schedule my observations, teacher conferences, and various school activities. The result was that I was able to provide teachers with ample amount of time to prepare before our conferences and their valuable planning and preparation time was not wasted.
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 130%; text-decoration: none; vertical-align: baseline;">I designed schedules for assemblies, picture day, and field trips that protected teachers work time and maintain a significant amount of instructional time.
 * <span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Coursework and Trainings **
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Aspiring Leader Self-Assessments
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Internship Project / Problem of Practice (Possible artifacts: PPT deck created for Dr. Corn’s class; slide created for poster; logic model; evaluation plan; video of students/teachers engaging in program)??
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Distinguished Leadership in Practice assignments: 2
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">High School Turnaround Case Study
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Weekly Internship Logs
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 130%; text-decoration: none; vertical-align: baseline;">Schooling by Design Training


 * <span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">RELATED READINGS **
 * <span style="font-family: Georgia,serif; font-size: 130%;">Senge, P.M. (1994). //The Fifth discipline fieldbook: Strategies and tools for building a learning organization//. New York: Currency, Doubleday.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Lane, K.E. (2005). //The Principal's legal handbook//. Dayton, Ohio: Education Law Association.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Guthrie, J.W. (2007). //Modern education finance and policy//. Boston: Pearson/Allyn and Bacon.
 * <span style="font-family: Georgia,serif; font-size: 130%;">North Carolina General Statutes, Chapter 115
 * <span style="font-family: Georgia,serif; font-size: 130%;">Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Fullan, M. (2006). What's worth fighting for in the principalship?. New York: Teachers College Press.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Chan Kim, W., Mauborgne, Renee A. //Harvard Business Review: TIpping Point Leadership//. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Georgia,serif; font-size: 130%;">90-90-90 Article

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 * <span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Selected Artifacts **
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 130%;">"The 90/90/90" Ning Discussion Forum Response
 * <span style="font-family: Georgia,serif; font-size: 130%;">Observation Schedule
 * <span style="font-family: Georgia,serif; font-size: 130%;">Weekly Internship Logs