Administrative Evaluation A Professional Growth...
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Des Moines Public Schools ADMINISTRATOR STANDARDS REFLECTION- DECEMBER 2015 Administrator/Principal Danny Koss/Perkins/Assignment: Perkins Elementary Schools 1. Shared Vision An educational leader promotes the success of all students by facilitating the development, articulation, Implementation and stewardship of a vision of learning that is shared and supported by the school community. Innovatin g Applying Developin g Beginnin g Not Using D1E1 The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving overall student achievement at the school level. XX D1E3 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals. XX D2E1 The school leader provides a clear vision as to how instruction should be addressed in the school. XX Comments Our vision is to increase student achievement by implementing a coaching model to provide teachers with research and knowledge from Marzano’s Instructional Framework. The Graph below illustrate Iowa Assessment results Iowa Analysis data 80% of Perkins students were successful in the core Graphs illustrate intervention success-students in yellow made progress-students in red did not make progress We also learned that students at one level may be proficient but not at another level and can be forgotten 5th Grade 4 th Grade
Transcript of Administrative Evaluation A Professional Growth...
Des Moines Public SchoolsADMINISTRATOR STANDARDS REFLECTION- DECEMBER 2015
Administrator/Principal Danny Koss/Perkins/Assignment: Perkins Elementary Schools1. Shared Vision
An educational leader promotes the success of all students by facilitating the development, articulation, Implementation and stewardship of a vision of learning that is shared and supported by the school community.
Innovating
Applying
Developing
Beginning
Not Usin
gD1E1 The school leader ensures clear and measurable goals
are established and focused on critical needs regarding improving overall student achievement at the school level.
XX
D1E3 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals.
XX
D2E1 The school leader provides a clear vision as to how instruction should be addressed in the school.
XXComments Our vision is to increase student achievement by implementing a coaching model
to provide teachers with research and knowledge from Marzano’s Instructional Framework.The Graph below illustrate
Iowa Assessment results Iowa Analysis data 80% of Perkins students were successful in the core Graphs illustrate intervention success-students in yellow made
progress-students in red did not make progress We also learned that students at one level may be proficient but not at
another level and can be forgotten
5th Grade 4 th Grade
2. Culture of Learning
An educational leader promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development.
Innovating
Applying
Developing
Beginning
Not Usin
gD4E3 The school leader ensures that teacher teams and
collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students.
XXX
Comments PLC/Data Teams members-gradual release of responsibility-Data Teams are now on their own with a Data Team Leader Instructional Team-periodic discussion about instructional strategiesTLC/Coaches Team-help teachers support their individual growthAdministrative Team-share operations managementProfessional development schedule to mage the implementation of four initiatives
Perkins Data TeamDate: 9/9/2015Grade Level: 4th Subject: MathTeam Members: Helen Cropp, Stacey Enloe, Dall-WintherGoal: The percentage of students scoring basic and above in Math will increase from 58% to 83% as measured by the Spring SMI. Identify Targeted Standards and Areas to Instruct Non-Targeted Standards
Operations and Algebraic Thinking 1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
I can interpret a multiplication equation as a comparison. I can write a multiplication equation based on given data.
Operations and Algebraic Thinking 2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
I can solve word problems using multiplicative comparison.Identify Instructional Strategies for Targeted Standards
Designing Whole-Group InstructionTargeted Standard:
Operations and Algebraic Thinking 1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Targeted Standard:4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
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PD Plan and Calendar/Documentation of the implementation of the MTSS/Instructional Framework/SRG
Instructional Support Team Responsibilities
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School Hierarchy
5. Ethics An educational leader promotes the success of all students by acting with integrity, fairness and in an ethical manner.
Innovating
Applying
Developing
Beginning
Not Using
D3E3 The school leader ensures that all students have the opportunity to learn the critical content of the curriculum.
XXXD4E2 The school leader ensures that teachers have formal
roles in the decision- making process regarding school initiatives.
XXX
CommentsThe Perkins Schedule is the vehicle that drives instruction. It is color coded and labeled to monitor fidelity with the district curriculum. Areas that are green, blue and tan represent the core. No child is allowed to be pulled from core. The schedule on the right is the Perkins intervention schedule. All students are served by individual needs.
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6. Societal Context
An educational leader promotes the success of all students by understanding the profile of the community and, responding to, and influencing the larger political, social, economic, legal and cultural context.
Innovating
Applying
Developing
Beginning
Not Usin
gD1E5 The school leader ensures that appropriate school-level
and classroom-level programs and practices are in place to help all students meet individual achievement goals when data indicate interventions are needed.
XXX
CommentsThe following document represents our Tier II Intervention/Focus Group Schedule. We established it to fit the needs of students.
All students are met with their classroom teacher (Tier I) Students are grouped homogeneously in small groups. (Tier II) Groups are setup to meet their specific academic concerns in lit
and math Teachers are assigned to groups based on their expertise
o LLIo Reading Recoveryo Core Groups
Materials are selected to match the core Goals and Learning targets
Sped has aligned their Tier III interventions to the Core ELL goals and targets are aligned to the Core
It is expected that students make typically a year’s growth at Perkins. The document below was established to monitor the following questions:
Is the student making progress If not, Why? What are we doing about it?
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