Ronica  Watford  

NELA  Cohort  III/  Distinguished  Leadership  in  Practice  NELA  Cohort  III/  Distinguished  Leadership  in  Practice  

What is working/not working? ITEM TO EXAMINE POSITIVE FACTORS EFFECT ON SCHOOL/MY TEACHING MOVING FORWARD

5.1  (b):  Students  at  Bearfield  Primary  School  follow  rules  of  conduct      

Implementation  of  PBIS  (Positive  Behavioral  Intervention  and  Supports)  

Implementation  of  the  “SPPRAK”  wall  (Special  People  Performing  Random  Acts  of  Kindness)  

Guidance  Counselor’s    “Character  Student  of  the  Month”  

Student  discipline  incidents  have  decreased  due  to  the  continuum  of  support  and  the  replacement  of  undesired  behaviors  by  students  

Students/Staff  show  unprompted  random  acts  of  kindness  to  classmates/  staff.  BPS  is  recognizing  kindness  from  all  

Students  build  character,  accept  accountability  for  their  own  actions,  and  demonstrate  positive  character  traits  

 Continue  to  support  social  culture  and  behavior  management  in  order  to  promote  social  and  academic  success.  Positive  reinforcement  for  desired  behaviors  

Invite  parents  and  community  stakeholders  to  participate  in  the  SPPRAK  wall  and  show  kindness  when  entering  BPS.  Gain  positive  PR  about  happenings  at  BPS  

Continue  to  recognize  the  “Character  Student  of  the  Month”  at  the  Board  of  Education  Meetings  and  implement  a  section  on  the  website  and  the  announcements  to  honor  these  students  

Management-­‐  Consistency/  Setting  Clear  Expectations    

Curricular-­‐  Implementation  of  the  new  curriculum,  Common  Core  State  Standard  and  the  Essential  Standards  

Pacing  –  Implementation  of  block  scheduling  for  Second  and  Third  Grade  

Teachers  have  different  expectations,  rules,  and  procedures  therefore,  students  are  unaware  of  what’s  expected  in  the  class/school    

Teachers  feel  they’re  unable  to  tailor  their  instruction  to  the  students,  don’t  have  time  to  fully  absorb  the  standards  or  create  materials  to  teach  them.  

Students  are  required  to  meet  the  rigorous  demands  of  three  teachers.  Teachers  don’t  have  sufficient  time  to  meet  the  needs  of  all  learners  

Implement  a  school-­‐wide  set  of  expectations,  rules,  and  procedures  that  students  and  staff  follow  

Professional  Development  offerings  that  deepen  teachers’  content  knowledge/pedagogy  and  enhance  their  ability  to  collaborate  with  colleagues  and  refine  teaching  practices  

Review  student  achievement  data  and  compare  block  scheduling  to  the  traditional  schedule  to  base  future  decisions  

                                 CHALLENGING FACTORS EFFECT ON SCHOOL/MY TEACHING MOVING FORWARD

 

Ronica  Watford  

NELA  Cohort  III/  Distinguished  Leadership  in  Practice  NELA  Cohort  III/  Distinguished  Leadership  in  Practice