Tools for Boosting Principals' Instructional Impact

Three Tools for Enhancing
Principals’ Instructional Leadership
Dr. Kamela Patton, Superintendent
David Stump, Deputy Superintendent
Sandra Eaton, Administrative Director for School Operations
National Summit for Principal Supervisors
May 12, 2016

2
Scope and Size
Collier County Public Schools
14,000+ School Districts
in the United States
Collier County Public Schools is
the 115th largest

3
46,000 Students
7,100 Employees
5,500 Volunteers
2,300 Square Miles
The District by the Numbers

4
Demographics 2006 2016
White Students 46% 35%
Black Students 11% 12%
Hispanic Students 40% 49%
Home Language - English 60% 48%
Home Language - Non-English 40% 52% (24,189 students)
Free/Reduced Lunch 45% 63% (29,306 students)
• 46,518 students in 2016
• 3rd highest percentage English Language Learners in Florida
• Highest percentage of migrant students in Florida
• 57% of Pre-Kindergarten through 3rd grade students are from Non-English speaking homes
• 86 languages spoken

5
• 2011 New Teacher Evaluations
• 2012 New Administrator Evaluations
• 2013 New Performance Pay
• 2014 New Florida State Standards
• English Language Arts Standards
• Math Standards
• 2015 New Florida State Assessment (FSA)
• 2016 New New State Accountability System
State Mandates

6
Results: Improved Academic Achievement
Tools for Enhancing Principals’ Instructional Leadership
2011
• 18 state tests
• Students’ scores met or exceeded the
state average on 33% of all state assessments
2015
• 22 state tests
• Students’ scores met or exceeded the
state average on 91% of all state assessments

7

8
1. Data Dialogues
2. Instructional Rounds
3. Designation of Curricular Meeting with Focused Professional
Learning
Three Tools

Definition: A collaborative process for sharing data and
instructional strategies with colleagues
Purpose: Diagnose areas of improvement and identify
transformational school improvement strategies
Goal: To improve school and student performance
Data Dialogue
10

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Focus administrators to understand, develop, and work with data
• Provide a reflective process that includes district and school leadership
and multiple sources of data
• School teams identify learner performance, achievement gaps, system
misalignment, and possible opportunities
• District team identifies challenges, assists with appropriate solutions, and
uses additional data sources to confirm and refine theories
• District curriculum specialists determine areas of professional learning
needs and school support
Data Dialogue: Data Driven Focus

Data Driven Focus to Support Student Achievement
• Analyze data
• Identify concerns
• Develop and implement strategies to address concerns
• Monitor progress using benchmark assessments
• Share data analysis and strategies with colleagues
• Receive best practices suggestions and adjust
Data Dialogue: Steps
12

Four Meetings
1. July State Assessment Data
2. October Feeder Pattern Quarter 1 Benchmark Assessment (QBA 1)
3. January Grade Level Quarter 2 Benchmark Assessment (QBA 2)
4. Spring Collaborative Planning (webcast)
• Allocations
• Attendance & Discipline
• Energy Consumption
• Human Resources
• Curriculum & Instruction Survey 3
Data Dialogue: Formats
13

• 2013
• Focused solely on curricular issues
• 2016
• Evolved to reflect current status
• Benchmark and state assessments data
• Includes digital learning, data, and self-assessment
• Early Warning System Indicators
Data Dialogue: Background
14

15
School-based Participants
• Principals and assistant principals participate in presentations
• Part of the interview process when hiring principals
• Aspiring leaders
District-based Panel
• Staff from Operations, Human Resources, and Curriculum and Instruction
Observers
• Board Members
• Cabinet Members
• Superintendents and staff from other districts
Data Dialogue: Participation

16
Data Dialogue: Room Design
Data Dialogue Set Up 1-103
Entrance
:Chair
Space Space
Table Table
Kitchen

17
Data Dialogue: Sample Schedule
Time Schools Title I Start End Pres-Time Total Time
8:00 AM Elementary: Room 1-103
Patton/Stump
1 Lake Park Elementary N
2 Village Oaks Elementary Y
3 Estates Elementary Y
4 Corkscrew Elementary N
5 Shadowlawn Elementary Y
6 Poinciana Elementary N
7 Lake Trafford Elementary Y
8 Calusa Park Elementary N
Break 9:30 - 9:45AM
9 Big Cypress Elementary N
10 Golden Gate Elementary Y
11 Vineyards Elementary N
12 Golden Terrace Elementary Y
13 Veterans Memorial Elementary N
14 Lely Elementary Y
15 Naples Park Elementary N
16 Laurel Oak Elementary N
Break - M 11:15AM moves to Room 1-105
Discussion 11:30 - 1:00PM
12:00 Secondary: Room 1-103
Patton/Stump
1 Immokalee Middle Y
2 Gulfview Middle N
3 Palmetto Ridge High N
4 Manatee Middle Y
5 East Naples Middle Y
6 Naples High School N
Break 1:30
7 Golden Gate Middle Y
8 North Naples Middle N
9 Everglades City Schools Y
10 Oakridge Middle N
11 Golden Gate High Y
12 Alternative Schools N
Break - M 3:00
Discussion Room 1-105: 3:00 - 4:30PM

Data Dialogue: Template Examples
18
2015-16 DIGITAL LEARNING DIALOGUE NOTES PAGE │ MIDDLE SCHOOL
SCHOOL: PRINCIPAL:
QUESTION 1: DIGITAL LEARNING CULTURE QUESTION: On a scale of 1 to 4, select the rating that best describes your school’s digital learning environment and the manner in
which your school engages students through the consistent and deliberate use of instructional technologies and district purchased academic software with an aim to enhance
core instruction and remediation.
Select One Level Below
 Level 4: Teachers throughout your school are consistent and deliberate in planning and using instructional technologies that require student collaboration, self-reflection, and
the development of critical thinking skills.
(Teachers personalize instructional strategies and interventions to address the individual learning needs of each student. Teachers consistently use instructional technologies that require students to integrate content and skills with
other disciplines. Supporting actions and monitoring that is planned, consistent, and deliberate are taken by all members of the school leadership team to improve the use of instructional technologies in all classrooms.)
 Level 3: Teachers throughout the school regularly plan and use instructional technologies that require student collaboration, self-reflection, and the development of critical
thinking skills.
(Teachers personalize instructional strategies and interventions to address individual learning needs of most students when necessary. Teachers mostly use instructional technologies that require students to integrate content and skills
with other disciplines. Supporting actions and monitoring is taken by most members of the school leadership team to improve the use of instructional technologies in most classrooms.)
 Level 2: Teachers in some classrooms sometimes use instructional technologies that require student collaboration, self-reflection, and the development of critical thinking
skills.
(Teachers personalize instructional strategies and interventions to address individual learning needs of groups of students when necessary through the use of instructional technologies. Teachers sometimes use instructional
technologies that require students to integrate content and skills with other disciplines. Teacher and student use of instructional technologies is sometimes monitored by the school leadership team through the use of academic software
usage reports. Supporting actions and monitoring is taken by some members of the school leadership team to improve the use of instructional technologies in some classrooms.)
 Level 1: Teachers seldom or never use of instructional technologies that require student collaboration, self-reflection, and the development of critical thinking skills. Teachers
seldom or never personalize instruction through the use of instructional technologies.
(Teachers rarely or never use instructional technologies that require students to integrate content and skills with other disciplines. Teacher and student use of instructional technologies is rarely or never monitored by the school
leadership team through the use of academic software usage reports. Supporting actions and monitoring by the school leadership team rarely or never occurs to improve the use of instructional technologies.)
In general terms, describe supporting actions that your leadership team will take to monitor and improve the consistent use of instructional technologies and district
purchased academic software.
2016 Focus: Digital Learning 2013 Focus: FCAT Data

2015-16 QBA1 DATA DIALOGUE NOTES PAGE │ HIGH SCHOOL
SCHOOL: PRINCIPAL:
DATA-DRIVEN FOCUS ON STUDENT ACHIEVEMENT [DOMAIN 1]
QUESTION 1a DATA ANALYSIS: After comparing Florida StandardsAssessments(FSA) T-Scores to QBA1 Mean T-Scores, Multiple Choice (MC), TechnologyEnhanced Item (TEI) student performancemetrics, and the numberof studentsin each Quartile, identify critical academic goals for your school. List the
outlying data pointswhich have influenced your school’s most critical achievement and intervention needs.
QUESTION 1b KEY ADJUSTMENTS, IMPROVEMENT STRATEGIES, AND SUPPORTS: Based on data analysis, identify the critical academic goals for your school. What key adjustmentsand improvement strategies are being implemented to improve the quality and consistencyof standards-basedgoals and scales
to inform lesson planning,rigorous instruction,collaborative structures,and differentiation? How have professional learning opportunities on Marzano Essential Elements supportedyour efforts?
QUESTION 1c CURRENT LEVELS OF USE OF DIGITAL ASSETS (ACADEMIC SOFTWARE): On a scale of 1 to 4, select the rating that best describesyour school’s level of adoptionand use of district purchased academic software with an aim to enhancecore instruction and differentiation. For each of district
purchasedacademic software title, rank your school’s level of use on a scale in the following order: "1"=Beginning; "2"=Developing; "3"=Applying; and "4"=Innovating.
QUESTION 1d STATE OF DIGITAL DIFFERENTIATION: What has your leadershipteam concluded from academic software usage reportsand CTEM observations? How has DIGITAL DIFFERENTATION influenced student academic growth? Based on your analysis, identify the proceduresyou will implement to
ensurefaculty/staff track student performancedata and adjust DIGITAL DIFFERENTIATION, accordingly. Describe the process and timeline for monitoring progresstowards goal attainment.
FSA ENGLISH LANGUAGE ARTS
QUESTION 1a: Data Analysis QUESTION 1b: Key Adjustments,Improvement Strategies, and Supports
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
QUESTION 1c: Current Levels of Use of Digital Assets (Academic Software) QUESTION 1d: State of Digital Differentiation
Achieve 3000
Select One
 1=Beginning  2=Developing  3=Applying  4=Innovating
 Xxx
 Xxx
 Xxx
 Xxx
Reading
Horizons
Select One
 Xxx
 Xxx
 Xxx
 xxx
FSA WRITING COMPONENT (SUBSKILL 5)
QUESTION 2: Identify strategies that your school will implement to preparestudentsfor the FSA ELA Writing component. Describe how studentswill work on document analyses and responseconstructionspecific to Text-based Writing Rubrics.
Grades 9-10: Argumentation Grades 9-10: Informative/Explanatory
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
Data Dialogue: Feeder Pattern QBA 1
19

Data Dialogue: Grade Level QBA 2
20
2015-16 QBA2 DATA DIALOGUE NOTES PAGE │ MIDDLE SCHOOL
SCHOOL: PRINCIPAL:
DATA-DRIVEN FOCUS ON STUDENT ACHIEVEMENT [DOMAIN 1]
QUESTION 1 DATA ANALYSIS: Compare your school’s level growth from QBA1 to QBA2. List outlying data points which have influenced your school’s most critical
achievement, intervention, and extension needs.
QUESTION 2 KEY ADJUSTMENTS, IMPROVEMENT STRATEGIES, AND SUPPORTS: What key adjustments, improvement strategies, and supports are being implemented to
improve the quality and consistency of rigorous standards-based instruction and differentiation in your school? How has Marzano training supported your efforts?
QUESTION 3 CURRENT LEVELS OF USE OF DIGITAL ASSETS (ACADEMIC SOFTWARE): On a scale of 1 to 4, select the rating that best describes your school’s level of
adoption and use of district purchased academic software. Compare your school’s level growth from QBA1 to QBA2.
QUESTION 4 STATE OF DIGITAL DIFFERENTIATION: Compare your school’s state of digital differentiation from QBA1 to QBA2. What has your leadership team concluded
from academic software usage reports? Based on your analysis, identify procedures your leadership team will implement for improvement.
SECTION 1a: FSA ENGLISH LANGUAGE ARTS
QUESTION 1: Data Analysis QUESTION 2: Key Adjustments, Improvement Strategies, and Supports
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
QUESTION 3: Current Levels of Use of Digital Assets (Academic Software) QUESTION 4: State of Digital Differentiation
Achieve
3000 Select One
 Xxx
 Xxx
 Xxx
 Xxx
Reading
Horizons Select One
 Xxx
 Xxx
 Xxx
 xxx
SECTION 2: FSA MATHEMATICS
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
 Xxx
QUESTION 3: Current Levels of Use of Digital Assets (Academic Software) QUESTION 4: State of Digital Differentiation
ALEKS
Select One
 Xxx
 Xxx
 Xxx
 Xxx
Discovery
Algebra I
Math
TechBook
Select One
 Xxx
 Xxx
 Xxx
 Xxx
USA Test
Prep Select One
 Xxx
 Xxx
 Xxx
 Xxx
SECTION 3: NGSSS SCIENCE

Data Dialogue: Collaborative Planning
21
• Survey 3 Data
• Allocation Data
• Attendance/Discipline Data
• Energy Usage
• Human Resource Data

22
2015-2016 2016-2017
NOTES NOTES
Position Reference Postion Opr ELL CSR Categ CAPTRF G-F Total Position Reference Postion Opr ELL CSR Categ CAPTRF G-F Total
Principal 12001 Principal 12001
Asst. Principal 13001 Asst. Principal 13001
Teacher - ESE Resource 40310 Teacher - ESE Resource 40310
Sch Intervention
Therapist
41104 Sch Intervention
Therapist
41104
Intervention Support
Specialist
41302 Intervention Support
Specialist
41302
Guidance Counselor 51101 Guidance Counselor 51101
Media Specialist 51212 Media Specialist 51212
Reading Coach 51406 Reading Coach 51406
Teacher - Art 51202 Teacher - Art 51202
ELL Immersion Teacher 51207 ELL Immersion Teacher 51207
Teacher - Music 51214 Teacher - Music 51214
Teacher - PE 51215 Teacher - PE 51215
Teacher - IR (Related
Arts Resource)
51216 Teacher - IR (Related
Arts Resource)
51216
Teacher - ESE Special
Class
51223 Teacher - ESE Special
Class
51223
Teacher - VPK 51225 Teacher - VPK 51225
Teacher - ESE Pre K 51226 Teacher - ESE Pre K 51226
Teacher - Pre K Basic 51227 Teacher - Pre K Basic 51227
Teacher - Kindergarten 51229 Teacher - Kindergarten 51229
Teacher - Grade 1 51230 Teacher - Grade 1 51230
Teacher - Resource 51205 Teacher - Resource 51205
Teacher - Inclusion 51224 Teacher - Inclusion 51224
TSA 51401 TSA 51401
Assistant General 70101 Assistant General 70101
Asst. - PreK Basic 70105 Asst. - PreK Basic 70105
Asst- Media Resource 70106 Asst- Media Resource 70106
Asst. - ESE Program 70109 Asst. - ESE Program 70109
Asst. - Safe School 70110 Asst. - Safe School 70110
Asst. Parent Involvment 70114 Asst. Parent Involvment 70114
Asst. - ESE PreK 70120 Asst. - ESE PreK 70120
Asst. - PreK Planning 70163 Asst. - PreK Planning 70163
Asst. - ESE PreK
Inclusion
70166 Asst. - ESE PreK
Inclusion
70166
Asst. - HI Interpreter 70701 Asst. - HI Interpreter 70701
Paraprofessional 71201 Paraprofessional 71201
Tutor 72101 Tutor 72101
Tutor - ELL - Spanish 72102 Tutor - ELL - Spanish 72102
Tutor - Haitian Creole 72104 Tutor - Haitian Creole 72104
Site Supervisor 20104 Site Supervisor 20104
Facility Manager 35001 Facility Manager 35001
Office Manager 63001 Office Manager 63001
Data Entry Clerk 70404 Data Entry Clerk 70404
Liaison 70801 Liaison 70801
General Secretary - ESE 70901 General Secretary - ESE 70901
Receptionist 71701 Receptionist 71701
General Secretary - 209 71801 General Secretary - 209 71801
General Secretary - 201 71802 General Secretary - 201 71802
Total FTE: Total FTE:
Total FTE allocations: Total FTE allocations:
ADMIN/SUPPORT Total: ADMIN/SUPPORT Total:
CERTIFIED STAFF Total: CERTIFIED STAFF Total:
OTHER CERTIFIED STAFF Total: OTHER CERTIFIED STAFF Total:
PARAPROFESSIONALS Total: PARAPROFESSIONALS Total:
SUPPORT PERSONNEL Total: SUPPORT PERSONNEL Total:
0201 --Elementary Data Dialogue/Collaborative Planning 2016 (Survey 3)
Demographics
Demographics (KG - 12)
Gender Race ELL ESE Lunch Homeless
Year Total Male Female White Black Hispanic Indian Multi Asian Pac Islander LY ESE Gifted Free/Reduced Homeless
2012 442 218 224 85 59 288 1 4 4 1 100 (23%) 43 8 415 (94%) 42
2013 467 239 228 88 57 312 1 6 2 1 130 (28%) 47 17 442 (95%) 40
2014 501 266 235 100 64 326 1 6 3 1 125 (25%) 50 18 473 (94%) 36
2015 487 252 235 78 60 341 0 6 1 1 141 (29%) 51 16 467 (96%) 23
2016 527 274 253 76 67 377 2 3 1 1 150 (28%) 54 8 485 (92%) 26
Academic Data - School Grades
Year School Grade Read GE3 Math GE3 Write GE3 Science Ge3 Read gain Math gain Read Low 25% gain Math Low 25% gain Total Points
FY11 C 71 55 57 38 73 35 65 44 438
FY12 C 38 39 63 36 58 66 76 78 454
FY13 C 41 50 28 38 78 79 90 76 480
FY14 D 38 49 31 35 57 48 70 47 395
FY15 D 35 43 38 116
RtI/MTSS FY16
Grade
# of
Students
# Tier2
PMPs
# Tier3
PMPs
# of
Students
With PMPs
# of
FSA
ELA
Level 1
# of
FSA
Math
Level 1
Early
Warning
2-5 Problems
Early
Warning
>=6
Problems
# of Parent
Conferences
Total
# of Parent
Conferences
PMP
# of Parent
Conferences
(Student W/O
PMP)
# of SLC
Conferences
# of
DataChats
Conferences
01 86 16 5 13 0 0 2 0 80 2 78 44 1
02 82 17 5 18 0 0 2 0 102 20 82 30 0
03 96 20 5 24 10 8 11 0 335 41 294 39 2
04 83 8 3 10 26 17 16 0 106 3 103 51 0
05 85 14 3 17 24 23 20 1 69 1 68 21 0
KG 94 0 0 0 0 0 1 0 62 1 61 41 11
PK 35 0 0 0 0 0 1 0 55 0 55 0 0
Totals 561 75 21 82 60 48 53 1 809 68 741 226 14
Early Warning Problems Indicators
 GPA<2.0
 1st
9th
week ELA and Math F grades
 2nd
9th
week ELA and Math F grades
 FSA ELA and Math Level 1
 FY15 and FY16 absences (> 10% of
school days)
 FY15 and FY16 in and out of school
suspensions (>0)
Possible indicators:13

23

Purpose
• Shifts in assessments and demands of new standards emphasized the
need to realign the language, professional learning, pedagogy
• Disconnect between evaluation and instructional language and practice
• Realization we needed to realign all professional learning to include job-
embedded professional learning opportunities for all instructional,
administrative, and District staff
• Developed and implemented model that aligned topics, language, and
professional learning experiences for all personnel
Instructional Rounds
25

26
Process
• Established Inter-Rater Reliability
• Provided Side-by-Side training
• Provided instruction on how to provide meaningful and actionable
feedback
• Modeled process through administrative observations
• Engaged principals in meaningful professional learning
Instructional Rounds: Evaluative Model

Observer Growth Scale
Desired effect: Through accurate observations and actionable feedback, teachers move to the next level of
the scale.
Instructional Rounds: Establishing Inter-Rater Reliability
Innovating 4 Applying 3 Developing 2 Beginning 1 Not Using 0
The observer knows
the strengths and
growth needs of
every teacher under
his/her supervision
and collaboratively
focuses the
observation and
feedback on what
the teacher is
working on to
improve in order for
all teachers to move
to the next level of
the scale.
Observations and
feedback accurately
reflect a teacher’s
use of classroom
strategies and
behaviors with
feedback designed to
move the teacher to
the next scale level
and the observer
monitors for if the
feedback moves the
majority of teachers
to the next level of
the scale.
Observations and
feedback are
conducted but in a
mechanistic way that
does not move the
majority of teachers
to the next scale
level.
Observations and
feedback are
conducted but with
pieces missing or
with errors
Observations and
feedback are not
conducted using the
model.
27

Observer Rounds
Purpose: To practice and deepen understanding
• Calibrate and deepen our understanding through inter-rater reliability
training and scoring concepts
• Discover and document areas of clarity and areas for additional
understanding
Process
• Site-based administrators experience training for inter-rater reliability
• Opportunity to practice with colleagues in host schools
• Principals replicate the process in their own buildings with their assistant
principals, academic coaches, and other site-based staff
Instructional Rounds: Establishing Inter-Rater Reliability
28

Side-by-Side Coaching
Purpose: To explore the essentials of teaching, develop coaching skills for
improvement of instruction, and have professional conversations
Process
• Conduct Instructional Rounds with specific protocol and purpose
• Identify dominant elements
• Use observational tool
• Debrief with observation leader
Instructional Rounds: Next Step to Deeper Understanding
29

30
Instructional Rounds: Side by Side Coaching
Observation at a Glance
Teacher Observer
Which Design Question is the Content focus of the lesson?
Dominant
Elements
Notes
Rating
What Routines is the teacher using to support the content?
Dominant
Elements
Notes
Rating

Designation of Curricular Meeting
Focused on Professional Learning
31

Revision to principals’ meeting structure necessary
• Vertical articulation for all principals (elementary, middle, high)
• All principals hear one message from the District
• 1st meeting focused on operational issues
• 2nd meeting allows for professional development promoting development of
instructional leaders
Designation of Curricular Meeting Focused on Professional Learning
32

Focus: academic goals, instructional shifts, and new initiatives
• Paired with professional development focused on best practices and
data-based decision making
• Promotes efficient use of support staff and resources
• Focus and aligned
33

Tiered approach to District wide professional learning supporting
principal practice
• Phase 1: All groups receive common professional learning opportunities
• Principals
• Assistant Principals
• Academic Coaches
• Teachers
• Phase 2: Professional Learning opportunities are then tiered to meet
differentiated needs
• Phase 3: Job-embedded professional learning through observation, actionable
feedback, and increased opportunities to engage with colleagues
34

Aligned and Focused Professional Learning Opportunities and Conversations
Professional Learning Calendar
SY16 District wide Professional Learning Calendar
(DRAFT 08/31/2015)
Month(s)
Cycle 1
December (NIR) 12/16
Cycle 2
August (NIR) September(NIR) 09/16 October (NIR) 10/21 November (IR) 11/18 January(NIR) February(IR) 02/17
Location MLK MLK MLK MLK MLK
Marzano Focus*
No Meeting
Marzano Training:
Article discussion: Teaching for
Rigor: A Call for a Critical
Instructional Shift
Goals and Scales for Leaders
Whole Day
Feedback on SBPR (EL)
Marzano:
Book Discussion: Learning
Targets & Performance Scales
(pp 1 – 55)
School Leadershipfor Results –
Kathy Haupt/LSI
Half Day
Marzano:
*Application
Side-By-Side Coaching
Day 1 (half day)
AM/PM Sessions (25 in each
section)
Half Day
SchedulingDiscussion
No Meeting
Marzano:
*Application
Day 2 (half day)
AM/PM Sessions (25 in each
section)
Half Day
March
No Meeting
Instructional
Focus Writing and Writing in the
Content Areas
(Both EL and SEC)
TBD
Holiday Luncheon
Best Practices
Digital Initiatives
Digital Resources
Integrationinto CTEM &
Accountability
Standards Based Instruction
Data Analysis of FSA
Assessments
TBD
April
No Meeting
Digital Focus
iCast 8/26 – Discovery
Moments
iCast 9/23 – Discovery Moments
09/02 Admin Mtg –
EL – Reading Horizons
SEC – Reading Horizons
iCast 10/28 - Discovery Moments
10/04 Admin Mtg –
EL – iReady
SEC – Achieve 3000
No iCast
11/04 Admin Mtg –
EL – iReady
SEC - Aleks
No iCast
12/02 Admin Mtg
EL – MidYear Assess – iReady
SEC - ?
iCast 01/27 (9:30 – 11:30)
Discovery Moments
01/13 Admin Mtg –
EL – Reports review for DD
SEC – Reports review for DD
Correlationbtw reports & QBA
iCast 02/24 Discovery
Moments
02/03 Admin Mtg -
EL – Board Builder
SEC – Board Builder
May
No Meeting
AdvancED
N/A N/A
Self –Reflection on Standards1,
2, and 4
STEM Indicators - review
AdvancED – Review self-
assessment results
Committeeformation - 1st
Meeting
N/A
Survey Distribution
Writing the Executive
Summary
N/A
NISL Topic N/A N/A NISL COACH presentation
The Principal as a Strategic
Thinker
N/A NISL COACH presentation
The Principal as Instructional
Leader and Team Builder
N/A NISL COACH presentation N/A
AP Professional
Learning Topics
N/A N/A Goals and Scales for Leaders
Day 1 (half day) N/A N/A
Day 1 (half day) N/A
35

SY16 District wide Professional Learning Calendar
Instructional Rounds
Book Study
Professional Learning
Practice and Coaching
36

Professional Learning Opportunities to Develop Leaders
37

38

Three Tools for Enhancing
Principals’ Instructional Leadership
Dr. Kamela Patton, Superintendent
David Stump, Deputy Superintendent
Sandra Eaton, Administrative Director for School Operations

Tools for Boosting Principals' Instructional Impact

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