SUBMISSION AAPTEL PARTS A-E 06_14_13

EVIDENCE #2: ANALYSIS AND ACTION PLAN FOR TEACHER
EMPOWERMENT AND LEADERSHIP
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Abstract
Carver Heights Elementary School (CHS) is located in Goldsboro, North Carolina.
Goldsboro is the county seat for Wayne County. Carver Heights serves 302 students in grades K-
4, and the majority, 91%, of the student body is African American. The students at Carver
Heights are residents of a community with a population of approximately 37,051 (NC Census
2010).
The AAPTEL PLC members are Tonya Gray, Jacqueline Rogers, Shannan Rivenbark,
and Doris Hopes. We chose to promote Marzano’s nine instructional strategies, Heacox’s
Differentiated Instruction practice strategies, DuFour’s and Marzano’s PLC and Curriculum
strategies, and Todd Whitaker’s Teacher Empowerment Strategies.
We determined which staff members were using the best practices strategies by using
classroom walk-through data. By analyzing the data the PLC members realized teachers need
training on how to implement Marzano’s nine instructional strategies, Bloom’s Taxonomy, and
differentiated instruction in their lessons effectively to improve student achievement. According
to the data, each grade level needed to increase these best practices in their instruction; however,
third and fourth grade teachers were incorporating the Marzano’s nine and differentiated
instruction into the curriculum more often than other grade levels. After AAPTEL PLC
members, third and fourth grade teachers, and grade chairs (team leaders) received additional
training from the Teacher Learning Coaches, we trained the CHS staff on best practice strategies
to improve student achievement. The PLC members developed an action plan with short term,
mid-term and long term goals. The action plan was effective until 2014. We aimed to achieve
higher student achievement in reading and math by increasing our end-of-grade summative
results from 34.2% to 44.2% within two years.

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Component A: AAPTEL Research
The candidate will develop a literature review reflecting various teacher empowerment and
leadership best practices found in the current literature.
The Analysis and Action Plan for teacher empowerment and leadership was presented to
the principal and leadership team on July 24, 2012 for approval to assist teachers to become
better leaders in the classroom. The candidates researched and analyzed findings that would
impact leadership abilities within the classroom and empower teachers to utilize best practices in
classroom instruction. After careful observation, Teachscape Classroom Walk-Through (CWT)
and McRel teacher observations, the candidates discovered a select few of the teaching faculty
who were at present employing best practices within their classrooms. The candidates decided
that the teachers currently using ‘best practices’ resulting in student achievement should be the
ones to model the designated successful instructional techniques. The candidates requested that
the administrators should appoint these selected teachers to serve as ‘lead teachers’ to assist other
teachers as they attempted to implement best practices throughout their instructional plan.
Research supported ‘best practices’ demonstrate evidence of students gaining high achievement.
As a result, teachers’ instructional performances improved as well. The candidates researched the
best treatment for CHS. After the team narrowed down their findings; reviewed, analyzed and
made their final summation, they concluded that Robert Marzano’s work, dedicated to assisting
teachers in the implementation of “best practices in instruction,” would be a crucial instrument
for instructional improvement. Marzano’s work was accepted district wide in Wayne County.
Classroom walkthroughs and the teacher evaluations were built upon the study of Marzano’s
work. Through his work teachers found success in improving student achievement which will
lead to collaborating with colleagues providing them with success to empower others.

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His research conveyed nine High Yield Strategies that would strongly impact teacher instruction
and leadership within the classroom and the school. These strategies were explained in the book
Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock
(2001):
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers
Three main tenets of Classroom Instruction That Works were incorporating student-centered
instruction, teaching critical thinking skills, and using “hands on” instruction in the classroom.
Todd Whitaker’s research (2012) on best practices also served to empower individuals to
become part of the school leadership by endorsing those who had qualities that would make them
an ideal candidate for school leadership (pg. 8). Subsequent to the candidate’s examination of
Whitaker’s book, What Great Teachers Do Differently, a candid discussion emerged about
classroom management at CHS. The candidates agreed that as Todd Whitaker (2012) pointed out
in his book “teachers are the variable in the class that makes the difference” (p. 41). Teacher

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efficacy and the way they viewed their students were evident in how they managed their
classrooms (Whitaker, 2012, p. 24). In classrooms where deficient instructional practices were
noted at CHS, inadequate management was apparent. The candidates knew that they would need
to also address this factor of ‘classroom management’ if they were to effectively impact
classroom instruction. A grade level book study, of Whitaker’s book was suggested to the
principal and leadership team to attend to this issue.
Linda Darling-Hammond’s work gave information toward improving student learning by
using professional development. Her research was more theoretical and not action based.
Preparing Teachers for a Changing World written by Linda Darling-Hammond and John
Bransford (2005) recommended the creation of an informed teacher education curriculum with
the common elements that represented state-of-the-art standards for the profession (p. 366). The
book addressed the key foundational knowledge for teaching and discusses how to implement
that knowledge within the classroom. Preparing Teachers for a Changing World stated, “In
addition to strong subject matter knowledge, all new teachers have a basic understanding of how
people learn and develop, as well as how children acquire and use language, which is the
currency of education” (Darling-Hammond & Bransford, 2005, p. 205). Furthermore, the book
suggested that teaching professionals must be able to apply that knowledge in developing
curriculum that attended to students' needs, the demands of the content, and the social purposes
of education: in teaching specific subject matter to diverse students, in managing the classroom,
assessing student performance, and using technology in the classroom (Darling-Hammond &
Bransford, 2005, p. 11).
In their first coauthored book, Leaders of Learning: How District, School and Classroom
Leaders Improve Student Achievement, Dr. DuFour and Dr. Marzano had combined their

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passions to articulate how effective leaders foster continuous improvement at the district, school,
and classroom levels. The book focused on district, principal, and team leaderships and addresses
how individual teachers can be most effective in leading students while collaborating with
colleagues on implementing the most promising pedagogy in their classrooms (Dufour &
Marzano, 2011, pp. 56-57). Dufour & Marzano (2011) argued that, “No single person has all the
knowledge, skills, and talent to lead a district, improve a school, or meet all the needs of every
child in his or her classroom” (p. 2). It will take a collaborative effort and widely dispersed
leadership to meet the challenges confronting our schools (Dufour & Marzano, 2011, p. 2).
DuFour and Marzano stated, “The best strategy for improving schools and districts is developing
the collective capacity of educators to function as members of a professional learning community
(PLC)-a concept based on the premise that if students are to learn at higher levels, processes
must be in place to ensure that the ongoing job-embedded learning of the adults who serve them”
(DuFour & Marzano, p. 21).
In Differentiating Instruction in the Regular Classroom: How to Reach and Teach all
Learners, Grades 3-12 by Dr. Diane Heacox, a menu of strategies was offered for any teacher
faced with a spectrum of student needs and learning styles. Some methods included
differentiating discussions, creating tiered assignments and implementing choice board activities
(Heacox, 2012, p. 101). Others were more comprehensive-matrix plans for designing curriculum
units, "one-sentence lesson plans" that encompass content, process skills, and evidence of
learning (Heacox, 2012, p. 78). Heacox (2012) explained how to differentiate instruction in a
wide assortment of scenarios to provide variety and challenge in how teachers teach and in how
students learn (p. 131).

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David Hyerle’s research on Thinking Maps as an instructional approach was one that the
candidates felt could help boost CHS students’ thinking skills. David Hyerle authored Thinking
Maps: Visual Tools for Learning, based on brain research and how the mind processes new
information. Neuroscientists tell us that the brain organizes information in networks and maps.
The research, sustaining Thinking Maps, affirmed that the usage of eight visual maps are
connected cognitively to brain perception and therefore lead to better comprehension and
problem solving abilities (Hyerle, 2011, p. 14). Thinking Maps had also been credited with
bridging cultural language gaps between teachers and their students (Hyerle, 2011, pp. 124-125).
The teaching of Thinking Maps assisted student and teacher by establishing a ‘level of fluency’
to communicate cognition (p. 54). Because the use of Thinking Maps had been embraced by
several schools matching our similar demographics with astounding success when comparing
before and after standardized test scores, the candidates recognized Thinking Maps as a relevant
model worth implementing in our curriculum. Thinking Maps helped students to accomplish the
following:
• Organize thoughts
• Examine relationships
• Enhance reasoning skills
• Create connections between subjects
• Engage with content
The visual nature of Thinking Maps helped level the playing field and was ideal for inclusive
settings. Additionally, the candidates found that using Thinking Maps for professional
development improved teacher performance, build leadership skills, and raise students' scores on

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high-stakes tests. Our goal was to transform our school’s culture; we believed that Thinking
Maps would put us on the road to success at Carver Heights School.
The candidates shared the results of this review of literature within a professional learning
community due to low student achievement at CHS. In addition, the candidates believed that the
research would empower teachers to become adept in their profession. When reviewing the
ABCs End-of-Grade Test data for reading, in Figure1, we noted a 45.1% gap in the vertical
alignment compared to the state’s data. For math, we noted a 40.5% gap in the vertical
alignment. Upon presentation of the scores to PLC, the candidates decided professional
development on teacher empowerment and leadership best practices found in the current
literature were needed to raise End-of-Grade (EOG) test scores.
Grade 3 Grade 4 OVERALL
Reading Math Reading Math Reading Math
Our School 30.4% 41.1% 21.8% 43.6% 26.1% 42.3%
# of Tests Taken 56 56 55 55 111 111
District 62.4% 77.7% 62.4% 78.9% 63.4% 77.5%
State 68.8% 82.8% 71.6% 85.1% 71.2% 82.8%

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Figure 1: Performance of Students in Each Grade on the ABCs End-of-Grade Tests
Figure 1 is Carver Heights’s EOG results for the 2011-2012 school year. The data shows 45.1%
gap in the vertical alignment compared to the state’s data in reading. We noted a 40.5% gap in
the vertical alignment in math.
Component B: Graphic Checklist Visual
The candidate will develop a visual checklist of best practices for teacher empowerment and
leadership resulting from Component A.
The candidates and PLC team designed a survey about theoretical best practices used in
the classroom and in the school with an explanation about each practice. The survey (Figure 2)
was given to 26 teachers at CHS and the results will be used for the gap analysis. Given the
walkthrough observations and the results of the Best Practice Survey, a gap analysis will allow
the team to diagnose and prescribe treatment or programs to assist teachers.
Please complete this survey by April 23, 2012 and place in the box located on the counter in the office. Thanks your
cooperation.
Leadership
Best Practices
(classroom)
Marzano
More than 80% of
the time
Between 40 – 79%
of the time
Less than 40% of the
time
Is this practice
incorporated in you
Reading lesson?
Identifying
similarities and
differences
Yes No
Summarizing and
Note Taking Yes No
Reinforcing Effort
and Providing
Recognition
Yes No
Homework and
Practice Yes No
Nonlinguistic
Representation Yes No
Cooperative
Learning Yes No
Setting Objectives

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and Providing
Feedback
Yes No
Generating and
Testing Hypotheses Yes No
Cues, Questions and
Advance Organizers Yes No
Leadership
Best Practices
(school)
Is this best practice
obvious within you
school climate?
Do you think this
best practice should
be part of you school
climate?
Is this best practice
part of you PLC?
How many Thinking
Maps lesion have
you designed?
It’s People, not
Program
Always
Some
Never
Do you plan on
making a Thinking
Maps lesson with
every goal or
objective that you
teach?
Yes No
Teach the Teachers Always
Some
Never
Are you willing to
help others design
Thinking Map
lessons?
Yes No
Staff development
sessions that
enhance student
achievement
emphasizing active
teaching, assessment
observation , and
reflection
Always
Some
Never
Figure 2: Best Practices Survey, to depict leadership practices in the classroom and school.
The candidates and PLC members developed a list of practices through research and
discussions Figure 3 that arose from that research. The identified practices included in Figure 2
are derived from research related to teacher empowerment and are adapted from the
aforementioned sources. The nine instruction strategies decided upon from Marzano’s served as
the practices that was used to empower teachers that supports McRel evaluation tool used by the
district.
Best Instructional Practices for Teaching and Leadership
Marzano Heacox Whitaker DuFour &
Marzano
Darling-
Hammond
Hyerle
Identifying
Similarities and
Differences: helps
Differentiated
Instruction
recognizes the
It’s People Not
Programs.
The purpose of our
schools is to ensure
that all students
Deepens
teacher’s
knowledge of
Circle Map: used
for brainstorming;
enables students to

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students
understand more
complex problems
by analyzing them
in a simpler way.
learning diversity
represented in
today’s
classrooms.
learn at high levels. content and how
to teach it to
students, thus
improving
student learning.
generate relevant
information about
a topic as
represented in the
of the circle.
Summarizing
and Note Taking:
promotes
comprehension
because students
have to analyze
what is important
and what is not
important and put
it in their own
words.
Differentiated
Instruction
affirms that
students have
different learning
needs, strengths,
styles, interests,
and preferences.
Look at other
Great
Teachers.
If we are to help all
students learn, it
will require us to
work
collaboratively in a
collective effort to
meet the needs of
each student.
Helps teachers
understand how
students learn
specific content.
Bubble Map:
assists the students
in describing
attributes:
character traits,
cultural traits, and
properties in
science and math.
Reinforcing
Effort and
Providing
Recognition:
showing the
connection
between effort and
achievement helps
students helps
them see the
importance of
effort and allows
them to change
their beliefs to
emphasize it
more.
Differentiated
Instruction
maintains a
commitment to
curriculum
standards and
learning goals for
all students.
Treat All
Students with
Respect Ten
days out of
Ten.
Educators must
create a results
orientation in order
to know if students
are learning and to
respond
appropriately to
their needs. They
must be hungry for
evidence of student
learning and use
that evidence to
drive continuous
improvement of the
PLC process.
Provides
opportunities for
active, hands-on
learning.
Double Bubble
Map helps to
compare and
contrast two
things, such as
characters in a
story, two
historical figures
or two social
systems. Also for
prioritizing which
information is
most important
with a comparison
Homework and
Practice: provides
opportunities to
extend learning
outside the
classroom but
should be assigned
based on relevant
grade level. All
homework should
have a purpose
that purpose
should be readily
evident to the
students.
Differentiated
Instruction
increases the
variety in
teaching,
learning, and
assessment in
order to reach
more students
and respond to
their preferences,
styles, interests,
and strengths.
Always Do
Repair.
Schools can only be
as good as the
people within them.
Enables teachers
to acquire new
knowledge, apply
it to practice, and
reflect on the
results with
colleagues.
Tree Map helps to
do both inductive
and deductive
classification. Also
assists in creating
main ideas or
category headings
and supporting
idea and detail
Nonlinguistic
Representation:
has recently been
proven to
stimulate and
increase brain
activity.
Differentiated
Instruction
provides high
levels of
challenge and
active
engagement in
High
Expectations
for Students
If one of the most
important variables
in student learning
is the quality of
instruction students
receive each day,
then schools must
Is a part of
school reform
that links
curriculum,
assessment, and
standards to
professional
Brace Map use
used for
identifying the part
whole, physical
relationships of an
object. Supports
student’s spatial

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rigorous,
relevant, and
significant
learning.
utilize strategies
that result in more
good teaching in
more classrooms
more of the time.
learning. reasoning and their
understanding of
how to determine
physical
boundaries.
Cooperative
Learning: groups
should be small
enough to be
effective and the
strategy should be
used in a
systematic and
consistent manner.
Differentiated
Instruction
acknowledges
what students
already know and
can do.
Great Teachers
Make it Cool
to Care
The best strategy
for improving
schools and districts
is developing the
collective capacity
of educators to
function as
members of a
professional
learning community
(PLC)—a concept
based on the
premise that if
students are to learn
at higher levels,
processes must be
in place to ensure
the ongoing, job-
embedded learning
of the adults who
serve them.
Is collaborative
and collegial.
Flow Map used for
showing
sequences, order
timelines, cycles,
actions, steps and
direction.
Setting
Objectives and
Providing
Feedback:
provide students
with a direction.
Differentiated
Instruction
recognizes that
students do not
need to do the
same work in the
same way.
Understand
who is the
Variable
Creating the
conditions that
foster high-
performing PLCs
can be done within
existing resources if
schools and districts
are willing to
change some of
their traditional
practices.
Is collaborative
and collegial.
Multi-Flow Map a
tool for seeking
causes and events
and Lead
Teachers. the
effects.
Generating and
Testing
Hypotheses:
research shows
that a deductive
approach works
best, both
inductive and
deductive
reasoning can help
students
understand and
relate to the
material.
Differentiated
instruction means
diagnosing
student needs and
prescribing tasks
that create better
matches between
students and their
learning needs,
styles, and/or
preferences.
Accept
Responsibility
Is intensive and
sustained over
time.
Bridge Map
provides a visual
pathway for
creating and
interpreting
analogies.
Cues, Questions
and Advance
Organizers: helps
Differentiated
Instruction
nurtures students’
Focus on
Behavior then
on Beliefs
Is intensive and
sustained over
time.
The Frame is for
identifying and
sharing one’s

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students use what
they already know
to enhance what
they are about to
learn.
ability to make
appropriate
choices about
how to learn and
how to best
present what they
have learned.
frame of reference
for the information
found within one
of the Thinking
Maps.
Differentiated
Instruction
designs
differentiated
(tiered)
assignments to
better respond to
students’ specific
learning needs.
Know the
children-who
is most
comfortable
and who is the
least
comfortable.
Connecting to
students’
knowledge and
experiences helps
them to learn.
Differentiated
Instruction uses
flexible grouping
to provide
opportunities for
students to learn
with others who
have similar
needs, styles, or
preferences.
Ask these three
questions
“What is the
Purpose?”
“Will this
actually
Accomplish
the Purpose?”
“How will the
Most Positive
and Productive
Students Feel
About this?”
Learning can
affect
development as
well as the
reverse.
Differentiated
Instruction
affirms the
importance and
value of all
students’ work.
Raise the
Praise
People’s prior
knowledge and
experience with
specific content
affects the
sophistication of
their thinking.
Differentiated
Instruction
creates fair and
equitable
processes for
evaluating
student learning
and assigning
grades.
Minimize the
Criticize
Understand
They are the
Filter
DuFour and Marzano Whitaker Darling-Hammond Heacox
Team leaders must
influence their colleagues.
Great teachers never
forget that it is people, not
programs, that determine
the quality of a school
Knowledge of learners
and how they learn and
develop within social
contexts
As a facilitator of
differentiated instruction,
the teacher has three
responsibilities: providing

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and prescribing
differentiated learning
opportunities, organizing
students for learning, and
using time flexibly.
Team leaders have the
willingness to be
champions of the PLC
process.
Great teachers establish
clear expectations at the
start of the year and
follow them consistently
as the year progresses.
Conceptions of
curriculum content and
goals: an understanding
of the subject matter and
skills to be taught in light
of the social purposes of
education
As a collaborator of
differentiated instruction,
teachers form partnerships
with other staff members
and share materials,
insights, and resources.
Team leaders have a
sense of self-efficacy and
willingness to persist.
Great teachers manage
their classrooms
thoughtfully. When they
say something, they mean
it.
An understanding of
teaching in light of the
content and learners to be
taught as informed by
assessment and supported
by classroom
environments
Promotes acceptance of
differences.
ability to think
systematically.
When a student
misbehaves, great
teachers have one goal: to
keep that behavior from
happening again.
When student
development is the focus
of teaching decision
teachers plan in light of
their students’ needs and
to support their
progression along several
developmental pathways-
social, physical,
emotional, cognitive,
linguistic, and
psychological. Teachers
understand these
dimensions interact with
one another.
Affirms that all students
have learning strengths.
Effective leaders
articulate a clear,
compelling, and focused
vision and connect it to
others’ hopes and dreams.
Great teachers have high
expectations for students
and even higher
expectation for
themselves.
Effective teachers are
learner-centered as well
as knowledge-centered
and they used assessment
to understand what their
students need.
Acknowledges that
students learn at different
rates and in different
ways.
Effective leaders help
those they lead feel more
capable by helping them
become more capable.
Get teachers know they
are the variable in the
classroom. Good teachers
consistently strive to
improve and they focus
on something they can
control: their own
performance.
Teachers must understand
and appreciate the variety
ways children’s
experiences can differ,
and be able to see and
build upon cultural
strengths if they are to
help all students succeed.
Recognizes that for work
to be fair, it must
sometimes be different.
The best educational
leaders are in love—in
love with the work they
do, with the purpose their
work serves, and with the
people they lead and
Great teachers focus on
students first, with a
broad vision that keeps
everything in perspective.
Teachers learn to go
beyond simply “thinking
about” development to
being able to “think and
act developmentally” as
they teach.
Acknowledges that
success means different
things to different people.

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serve.
Great teachers create a
positive atmosphere in
their classrooms and
schools. They treat every
person with respect. In
particular they understand
the power of praise.
Allows students to work
with various people for
various purposes.
Great teachers
consistently filter out the
negatives that don’t
matter and share a
positive attitude.
Recognizes that the key to
motivation is interest, and
that all students have
different interests.
Great teachers work hard
to keep their relationships
in good repair to avoid
personal hurt and to repair
any possible damage.
Promotes personal
responsibility for
learning.
Great teachers have the
ability to ignore trivial
disturbances and the
ability to respond to
inappropriate behavior
without escalating the
situation.
Builds feelings of
personal competence and
confidence in learning.
Great teachers have a plan
and purpose for
everything they do. If
plans don’t work out the
way they had envisioned,
they reflect on what they
could have done
differently and adjust
accordingly.
Values effort and
“personal best.”
Before making any
decisions or attempting to
bring about any change,
great teachers ask
themselves one central
question: What will the
best people think?
Nurtures skills of
independence.
Great teachers continually
ask themselves who is
most comfortable and
who is least comfortable
with each decision they
make. They treat
everyone as if they were
good.
Supports and celebrates
student success in
challenging work.
Great teachers have
empathy for students and
clarity about how others
see them.
Encourages exploration of
each student’s interests
strengths, and learning
preferences.

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Great teachers keep
standardized testing in
perspective. They focus
on the real issue of
student learning.
Nurtures the creative
spirit in all students.
Great teachers care about
their students They
understand that behaviors
and beliefs are tied to
emotion and they
understand the power of
emotion to jumpstart
change.
Honors everyone’s work.
Figure 3: Research noted by the PLC correlating Best Practices to Teacher Instruction.
After discussing Marzano’s strategies for effective classroom leadership and teaching, a
checklist (Figure 4) was created to utilize during walk-through observations in order to
determine gaps in teacher leadership in the classroom. This served as the qualitative data for the
gap analysis. The qualitative and quantitative data from the checklists were presented to the
School Improvement Team to provide evidence that professional development on teacher
empowerment and leadership best practices found in the current literature were needed at CHS to
improve student achievement.
Instructional Strategy Grade Level
Identifying Similarities & Differences
Summarizing & Note Taking
Reinforcing Effort & Providing Recognition
Homework & Practice
Nonlinguistic Representation
Cooperative Learning
Setting Objectives & Providing Feedback
Generating and Testing Hypothesis
Cues, Questions, & Advance Organizers
Comments/Strategies
Figure 4: Best Practices checklist used to conduct teacher observations.
Component C: Gap Analysis

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The candidate will utilize the checklist of best practices and relate these to actual practices in
the school determining the gap that will be the foundation for the action plan for student
learning and development.
At Carver Heights, numerous walk-throughs are conducted throughout the year by both
the administration and candidates. All data was recorded on a ‘Teachscape CWT Standard’
template. The walk-throughs took about five to seven minutes to complete. The observers
recorded the appropriate data in five categories based on what is observed during the lessons.
The walk-throughs focused on the following five categories: curriculum, instruction, the learner,
classroom environment, and needs of all learners. After the informal observations, we analyzed
the gap between theoretical best practices and actual practices within the school. When
comparing Marzano’s and Heacox’s checklists of best practices to what was actually being used
in our school, the gap areas were evident. After determining the gap areas, we were able to create
our action plan for student learning styles and needs. The bar graphs below (Figures 5 & 6)
displayed the results for our school-wide 2011-2012 walk-through data taken during the months
of February through April.
During teacher-directed lessons, setting objectives/providing feedback (260 out of 568
responses), reinforcing efforts/recognition (252 out of 568 responses), and cues, questions, and,
advance organizers (192 out of 568 responses) were most evident during the walk-throughs.
Generating/testing hypothesis (11 out of 568 responses), cooperative learning (35 out of 568
responses), and similarities & differences (56 out of 568 responses) were less evident during
walkthroughs.

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Figure 5: Identify research-based instructional strategies (Teacher)
Classroom walkthrough data Retrieved from Teachscape.
According to figure 5, Marzano’s nine research-based strategies were observed less during
the student-directed activities than in teacher-directed activities.
• Identifying similarities and differences: 63 out of 603 responses
• Summarizing and note-taking:109 out of 603 responses
• Reinforcing efforts and providing recognition: 57 out of 603 responses
• Homework and practice: 423 out of 603 responses
• Nonlinguistic representations: 66 out of 603 responses
• Cooperative learning: 87 out of 603 responses
• Setting Objectives and providing feedback: 62 out of 603 responses
• Generating and testing hypotheses: 11 out of 603 responses
• Cues, questions, and advance organizers: 59 out of 603 responses

18
Figure 6: Identify research-based instructional strategies (Student)
Classroom walkthrough data Retrieved from Teachscape.
In Figure 6, the results showed that students needed to engage in instructional strategies
more frequently to improve test scores. During the 2011-2012 school year, Carver Heights
composite EOG results were 26.1%. Also, Figure 6 showed that students were not using
Marzano 9’s research-based strategies consistently. These nine strategies were known to improve
student achievement. When these strategies were not used consistently, students’ successes on
achievement tests were hindered. Below was a chart (Figure 7) showing these nine strategies
with their corresponding average percentile point gains on student achievement tests.
Figure 7: Statistics from Classroom Instruction That Works, p. 7

19
Heacox (2012) stated that differentiated instruction provides high levels of challenge and
active engagement in rigorous, relevant, and significant learning (pp. 73-74). Whitaker’s
research indicated high expectations of student’s, produces elevated student performance.
DuFour and Marzano (2011) stated the purpose of our schools is to ensure that all students learn
at high levels (p. 24). Darling-Hammond (2005) suggested connecting students’ knowledge and
experiences assists with learning (p. 10). As a result, high-level thinking motivated all students to
achieve. Figure 8 represented educational psychologist Benjamin Bloom’s Taxonomy of
Educational Objectives. He described six levels of thinking: knowledge, comprehension,
application, analysis evaluation and synthesis. Figure 8 showed that more emphasis was placed
on the lower level thinking skills. Students who were less academically ready or who generally
required more time and practice to learn also needed to use higher-level thinking skills (Heacox,
2012, p. 67). Furthermore, Figure 8 showed that less responses of the higher level thinking were
seen during the walk-throughs:
• Knowledge: 477 out of 564 responses
• Comprehension: 349 out of 564 responses
• Application: 172 out of 564 responses
• Analysis: 58 out of 564 responses
• Evaluation: 15 out of 564 responses
• Synthesis: 16 out of 564 responses.
Figure 8: Evidence of higher-level thinking. Retrieved from Teachscape CWT data

20
Differentiated Instruction used flexible grouping to provide opportunities for students to
learn with others who have similar needs, styles, or preferences (Heacox, 2012, p. 91).
Differentiated Instruction affirmed that students have different learning needs, strengths, styles,
interests, and preferences. Differentiated Instruction also recognized the learning diversity
represented in today’s classrooms, as well as the fact, that students do not need to do the same
work in the same way (Heacox, 2012, p. 94). Differentiated instruction means diagnosing student
needs and prescribing tasks that create better matches between students and their learning needs,
styles, and/or preferences. Figure 9 showed that differentiated instruction needs to improve at
Carver Heights. Most lessons were taught whole group. Whole group instruction was observed
477 times out of 641 times during CWTs. Small groups were observed 115 out of 641 times.
Paired grouping was observed 55 out of 641 times. Individualized independent practice was
observed 196 out of 641 times during CWTs.
Figure 9: Student Grouping: Retrieved from Classroom Walk-throughs Teachscape data.
In order to determine the gap(s) between past practices of teacher empowerment and
leadership and the actual practices currently in place at CHS, the list compiled during out PLC
meeting was used to create a survey for K-4 teachers as wells as all special area teacher. Of the
39 teachers who received the surveys, twenty-five (64%) completed them. The survey questions

21
addressed the 9 strategies of Marzano to increase teacher leadership identified through the
research and discussed by the team. The survey incorporated empowerment areas of decision
making and teacher impact, areas of opportunities for professional development and teacher
status along with autonomy and self-efficacy.
Component D: Opportunities for Empowerment
The candidate will utilize the results of the analysis and the identified opportunities for teacher
empowerment as the foundation for the action plan.
As the candidates and PLC reviewed the gap analysis to determine opportunities for
empowerment, the designated lead teachers would serve to promote positive teacher-to-teacher
and teacher-to-student motivation and classroom management strategies. The following table
Figure 10 described the characteristics that Whitaker recommends for empowering teachers:

22
Whitaker Teachers having success:
Empowered Lead Teachers
Great teachers never forget that it is
people, not programs, that determine
the quality of a school
Mrs. Warren-Grade K
Mrs. Rogers-Title I Teacher
Mrs. LeMaster-Grade 1
Mrs. Bartley-EC
Mrs. Countryman-EC
Mrs. Hopes-Grade 4
Mrs. Cobbler-Grade 4
Ms. Best-2 Grade
Mrs. Rivenbark-Grade 3
Ms. Gray-Grade 3
Note: These teachers were
observed demonstrating
strategies for empowering
others.
Great teachers establish clear
expectations at the start of the year
and follow them consistently as the
year progresses.
Lead Teachers
Great teachers manage their
classrooms thoughtfully. When they
say something, they mean it.
Lead Teachers
When a student misbehaves, great
teachers have one goal: to keep that
behavior from happening again.
Lead Teachers
Great teachers have high expectations
for students and even higher
expectation for themselves.
Lead Teachers
Get teachers know they are the
variable in the classroom. Good
teachers consistently strive to improve
and they focus on something they can
control: their own performance.
Lead Teachers
Great teachers focus on students first,
with a broad vision that keeps
everything in perspective.
Lead Teachers
Great teachers create a positive
atmosphere in their classrooms and
schools. They treat every person with
respect. In particular they understand
the power of praise.
Lead Teachers
Great teachers consistently filter out
the negatives that don’t matter and
share a positive attitude.
Lead Teachers
Great teachers work hard to keep their
relationships in good repair to avoid
personal hurt and to repair any
possible damage.
Lead Teachers
Great teachers have the ability to
ignore trivial disturbances and the
ability to respond to inappropriate
behavior without escalating the
situation.
Lead Teachers
Great teachers have a plan and
purpose for everything they do. If
plans don’t work out the way they had
envisioned, they reflect on what they
could have done differently and adjust
accordingly.
Lead Teachers
Before making any decisions or
attempting to bring about any change,
great teachers ask themselves one
central question: What will the best
people think?
Lead Teachers
Great teachers continually ask Lead Teachers

23
Figure 10: Teacher Empowerment using Whitaker’s empowerment strategies.
DuFour’s and Marzano’s were coauthors of Leaders of Learning: How District, School,
and Classroom Leaders Improve Student Achievement. They presented the best strategies for
developing high functioning PLC’s. Based on their empowerment practices, the K-4 grade
chairpersons: Mrs. Warren (grade K), Mrs. LeMaster (grade 1), Ms. Best (grade 2), Mrs.
Rivenbark (grade 3), and Mrs. Hopes (grade 4) were the best team leaders to empower other
teachers to collaborate effectively during PLCs to improve student achievement displayed in the
chart Figure 11. In addition, the grade chairs were responsible for leading PLCs meetings for
their grade levels. The K-4 grade chairs were members of the leadership team.
DuFour and Marzano Teachers having success:
Empowered Lead
Teachers
Team leaders must influence
their colleagues.
Mrs. Warren-Grade K
Mrs. Rogers-Title I Teacher
Mrs. LeMaster-Grade 1
Mrs. Bartley-EC
Mrs. Countryman-EC
Mrs. Hopes-Grade 4
Mrs. Cobbler-Grade 4
Ms. Best-2 Grade
Mrs. Rivenbark-Grade 3
Ms. Gray-Grade 3
Mrs. Alston-Specialty Area
Note: These teachers were
observed demonstrating
strategies for empowering
others.

24
willingness to be champions of
the PLC process.
Leadership
Team/Principal/Assistant
Principal
Team leaders have a sense of
self-efficacy and willingness to
persist.
Leadership Team
Principal
Assistant Principal
Team leaders have the ability to
think systematically
Leadership Team
Principal
Assistant Principal
Effective leaders articulate a
clear, compelling, and focused
vision and connect it to others’
hopes and dreams.
Leadership Team
Principal
Assistant Principal
Effective leaders help those they
lead feel more capable by
helping them become more
capable.
Leadership Team
Principal
Assistant Principal
The best educational leaders are
in love—in love with the work
they do, with the purpose their
work serves, and with the people
they lead and serve.
Leadership Team
Principal
Assistant Principal
Figure 11: Teacher Empowerment using DuFour’s and Marzano’s empowerment
strategies.
Figures 5-9 displayed differentiated instructional practices and grouping formats
retrieved from the Teachscape instrument used to compile the data collected from the CWTs
Kindergarten through fourth grade. Teachers used a variety of instructional practices and
strategies to meet students’ needs, styles, and preferences. The candidates, PLC, and lead
teachers, will offer professional development on differentiated instruction at Carver Heights to
improve student achievement during 2012-2015 school years.

25
Figure 12: CWT data for Instructional Practices. Retrieved from Teachscape Instructional
Practices for Carver Heights
Figure 13: CWT data on Grouping Format Retrieved from Teachscape Format for Carver
Heights
Also, Figures 12-16 indicated that third- fourth grade teachers and PLC members can
empower other teachers to use Marzano’s nine instructional strategies. The third and fourth grade
teachers needed to continue to consistently use the research-based strategies in their lessons;
however, according to the CWT data the third and fourth grade teachers were already
incorporating these researched-based strategies more regularly than the other grades. The
candidates and lead teachers will provide assistance to teachers during the professional
development on research-based strategies.

26
Figure 14: CWT data on research-based strategies Retrieved from Teachscape for Carver
Heights.
Figure 15: CWT data on Research-based strategies Retrieved from Teachscape for Carver
Heights.
The lead teachers will stress the importance of consistently using higher-level thinking skills
during instructional lessons and the importance of Bloom’s Taxonomy to raise student
achievement. The lead teachers will provide bi-weekly staff development sessions on these
research based strategies.

27
Figure 16: CWT data on Research-based strategies retrieved from Teachscape Showing
Bloom’s Taxonomy for Carver Heights.
Also after examining the results from Figure 17, it was evident that the teachers are
becoming comfortable with best practices in the classroom setting. With the Thinking Maps
initiative there was a gap in the infusion of customary classroom instruction to the new
instructional strategy. While it was expected that some teachers would not incorporate the
Thinking Maps on a daily basis, it was surprising to see such a large numbers of teachers
reporting that they were ill prepared in utilizing the Thinking Maps.
Results of this survey shown in Green
Leadership
Best Practices
(classroom)
Marzano
More than 80% of
the time
Between 40 – 79%
of the time
Less than 40% of the
time
Is this practice
incorporated in you
Reading lesson?
Identifying
similarities and
differences
21 2 0 Yes No
25 0
Summarizing and
Note Taking 6 17 2 Yes No
25 0
Reinforcing Effort
and Providing
Recognition
18 6 1 Yes No
25 0
Homework and
Practice 9 10 2 Yes No
25 0
Nonlinguistic
Representation 19 3 3 Yes No
25 0
Cooperative
Learning 23 2 0 Yes No

28
25 0
Setting Objectives
and Providing
Feedback
23 2 0 Yes No
25 0
Generating and
Testing Hypotheses 8 15 2 Yes No
25 0
Cues, Questions and
Advance Organizers 7 17 1 Yes No
25 0
Figure 17: Results of Best Practices Survey
Part E: Work with PLC to lead in the development of the Action Plan for improve student
learning
Using an approved action plan format, the candidate will lead a PLC to develop a teacher
empowerment leadership action plan that includes the following: a report of best practices, a
visual checklist, a gap analysis, and action plan. The action will include:
• A vision for positive school environment
• Documentation to support identified needs
• List of strategic indicators of success
• Specific short-term and long-term goals and objectives
• Activities to address identified goals and objectives
• A plan to communicate progress with vital stakeholders
• Specific timeline of activities
• Plan for stakeholder involvement and buy-in
• Specific roles and responsibilities for this action plan
• Formative and summative assessments criteria
Importance of the Action Plan
This action plan was important at Carver Heights School because it supported CHS’s
goals of improving student achievement and implementing teaching methods proven to be
effective. The action plan was imperative to Carver Heights due to the reason that 73.9% of the
third-fourth grade student body was reading below grade level during the 2011-2012 school year.
An action plan was needed to improve EOG scores, District Assessment scores, and teachers’
pedagogical skills.

29
According to the Carver Heights School Improvement Plan, by the end of the 2012-2013
school year, students will meet Annual Measurable Objectives (AMO) target goals for all
subgroups. The 2012-13 AMO Target goals were 61.7% for the Black subgroup and 64.9% for
the EDS subgroup. The action plan was important based upon the CHS School Improvement
Plan because treatments such as implementing Marzano’s nine research based high-yield
strategies, scaffolding, and Thinking Maps would help the school to meet AMO Target goals for
the 2012-2013.
The Action Plan will be set for a 3-year period beginning in 2011-2012 school year and
ending in 2014-2015 school year (as indicated in the tables below). Short-term, mid-term, and
long-term goals and objectives will be set with specific best practice activities and assessments.
Classroom teachers primarily will be responsible for using research-based strategies in the
classroom and empowering teachers who inconsistently use these high yield strategies.
A vision for positive student environment:
Our vision at CHS is “Where all children soar to new heights.” Therefore the staff at CHS has
high expectations for students. We believe that our children can learn and be successful citizens.
In order for students to compete globally in a 21st
century society, we must create a positive
environment for our teachers as well as our students as we implement new research-based
strategies within classroom communities through collaboration during PLCs.
Documentation to support identified needs:
The candidates have based CHS’s identified needs from our CWT school-wide walk-through
data, PLCs observations, and formal observations. As evident in Part C our identified needs are

30
in Marzano’s nine key instructional activities (student-directed), differentiated instruction, and
high performing PLCs. We will review each of the Marzano’s nine research-based strategies
based upon CWTs data. Students are using the homework/practice strategy excessively.
List of Strategic Indicators of Success
The indicators of success for the 2012-2013 were as follows:
• At least 50% of all third-fourth graders will make a Level III or a Level IV on the NC
READY End-of-Grade Reading/Math Assessments.
• At least 50% of all third grade students will read at or above level P on the District
Reading Assessment by the end of third grade.
The indicators for success for the 2013-2014 school year were as follows:
READY End-of Grade Reading/Math Assessments.
• At least 55% of all third grade students will read at or above level P on the District
Reading Assessment by the end of third grade.
The indicators for success for the 2014-2015 school year were as follows:
READY
End-of Grade Reading/Math Assessments.
• At least 60% of all third grade students will read at or above level P
on the District Reading Assessment by the end of third grade.
Teachers would be expected to keep accurate records of student reading, anecdotal notes on
individual student reading, and documentation of assessments rubrics (both 3D Reading and
other assessments). At the end of each quarter, student data would be collected and reviewed by

31
the administration, classroom teachers, candidates, and the PLC as part of the formative
assessments.
The effectiveness of the implementation of Marzano’s high yield strategies and Thinking
Maps at CHS will be gauged as student achievement is monitored. Quantitative measurable goals
are decreases in benchmark scores and an increase in EOG scores. Qualitative objectives such as:
the frequency of teacher use and proficiency of the Thinking Maps, high yield strategies and
Bloom Taxonomy will be monitored through formal and informal assessments performed by the
administrative team.
Specific Short-Term and Long-Term Goals with Objectives
Short-Term, Mid-Term, and Long-Term Goals
The Action Plan has been implemented for a 3-year period beginning in 2012-2013 school year
and ending in 2014-2015 school year (as indicated in the tables below). SMART Goals were
created to improve reading instruction at CHS:
• During the 2012-2013 school year, students at Carver Heights will improve reading
and math skills by 5% on the NC READY End-of-Grade Reading/Math Assessments.
• During 2013-2014 school year, students’ overall End of Grade Reading
Summative results (Composite) increased from 26.1% to 31.1%
• During the 2013-2014 school year, students’ overall EOG Math Summative results
(Composite) from 42.3% to 47.3
• During the 2013-2014 school year, students’ overall End of Grade Summative results
(Composite) increased from 34.2% to 39.2%
• During the 2014-2015 school year, students’ overall Reading End of Grade Summative
Assessment results increase from 31.1 % to 36.1%
• During the 2014-2015 school year, students’ overall Math End-of-Grade Summative
Assessments results increase from 47.3% to 52.3%

32
• During the 2014-2015 school year, students’ overall End of Grade Summative results
(Composite) increased from 39.2% to 44.2%
Short-Term Mid-term and Long-term Objectives
• The short-term qualitative objective is to increase frequency and proficiency by which
teacher use Marzano’s Strategies and the Thinking Maps.
• The mid-term qualitative objectives are for students make Expected Growth on
Summative Assessment and to meet Annual Measurable Objectives.
• The first long-term quantitative goal is to increase student performance on the EOG’s in
Reading and Math.
Activities to Address Identified Goals and Objectives
The following activities were performed during the 2012-2013 school year:
• Conduct Common Core Staff Development
• Implement meaningful formative and summative assessments
• Incorporate scaffolding into lessons to promote students’ success
• Conduct Marzano’s nine staff developments
• Attend District Conferences to teach research-based strategies
• Bi-Weekly data talks/data analysis
• Conduct Thinking Maps Staff Development
• Conduct peer observations
• Conduct differentiated instruction staff development

33
• Conduct workshop on effective high structured PLCs
• Conduct and Collaborate during lesson plan tuning
• Staff book studies on teacher empowerment, differentiated instruction, and Marzano’s 9
research-based strategies
• Conduct workshops on effective high structured PLCs
• Conduct Bloom’s Taxonomy Staff Development
During the 2013-2015 school years, the following activities will be conduct:
• Administer pre-assessments and mid-year assessments to monitor students’ growth and
performance.
• Attend district summer conferences; Train teachers on information presented at the
summer conferences.
A Plan to Communicate Progress with Vital Stakeholders
• The candidates and PLC team will have achievement statistics from all classes taught
revealing overall final EOG scores. These will be shared in a presentation at a staff
meeting at the end of the school year after results have been analyzed.
• Stakeholders will also be able to monitor performance by viewing the School Report
Card that is released yearly by the North Carolina Department of Public Instruction (see
Appendix E).
Specific Timeline of Activities
• August/September 2012- study theoretical best practices
• February/March 2012- Candidates outline and proposal to administration/SIT

34
• April 2012- distribute Teacher Surveys concerning best practices and use of the
Marzano’s in the classroom
• April 2012 – Candidates studied findings from classroom walkthroughs in order to
prepare for the teachers empowerment action plan
• April 2012- lead a PLC that will develop the action plan, select teachers who will help
other teachers during PLC meetings for the purpose of designing planning High Yield
Strategies lessons using best practices along with the training in Thinking Maps
• September 2012 - January 2013 - teachers were trained Marzano’s Nine High Yield
Strategies and Thinking Maps will assist others within their PLC's so all goals/objectives
taught will incorporate strategies and thinking maps
• January 2012 - gather statistics at the end of the second nine weeks to compare to grades
at end of first nine weeks to see if student achievement has increased as the result of best
practices
• February 2012 - continue training sessions during PLC’s to see if teacher empowerment
in the classroom led to leadership in the school, and then results in improved student
achievement
• March 2012 - continued training is given to those teachers who still need extra practice
in incorporating best practices using Thinking Maps and High Yield Strategies of
Marzano. Compare grades from end of third nine weeks to previous grading period to
see if student achievement has increased.

35
• April - May 2013- prepare for EOG’s using best practices. After EOG’s are taken and
results are obtained the end results will be analyzed to determine if increased teacher
training affected increased student achievement.
• August 2014-June 2015-modify previous school year activities to meet students’
individual needs.
• September 2014- give pre-assessment to gather data for student growth.
• January 2015-give mid-year assessment to gather data for student growth; prepare
students of summative assessment.
Plan For Stakeholder Involvement and Buy-In
• The main stakeholders who need to buy into the goals are teachers and students. While
focusing on CHS’ goals of increasing the proficiency rate in reading to 61.7% for the
Black subgroup and 64.9% for the EDS subgroup, teachers were provided with training
and continuous support to increase student achievement in the classroom through the
implementation of Marzano Nine High Yield Strategies and Thinking Maps in
combination with best practices. Students are encouraged to buy into the goals through
the use of hands-on activities in the classroom.
Specific Roles and Responsibilities for this Action Plan
• Julie West Curriculum Specialist will serve as the lead teacher for the implementation of
Thinking Maps. Her role is to administer the training sessions during the 2012-2013
school year. She will also offer continuous support for teachers who require additional
assistance as well as conduct continual Thinking Map training.

36
• Following the training sessions, several teachers emerged to take on leadership roles.
These teachers include Angelene Warren, Kristen Bartley, Christana Cobbler, and Doris
Hopes. They will display and demonstrate lessons within their PLC’s and serve as models
for Thinking Map implementation in combination with using Marzano’s best practices.
• Members of each PLC will also take leadership roles by demonstrating lessons and
sharing strategies that increase student achievement. The PLC's will also engage in
conversation about Thinking Maps that have been effective or ineffective in their
classrooms.
Formative and Summative Assessment Criteria
Progress of student achievement as a result of the implementation of best practices in
conjunction with the use of Thinking Maps will be monitored through classroom walkthrough
data every nine weeks. As mentioned previously, the goals are to increase grade level proficiency
in reading and the reading EOG’s.
Specific
Activity
Timeline Persons
Responsible
Resources
Needed
Formative
Assessme
nt
Method
Summative
Assessment
Method
Goal Indicator
of Success
Conduct
Common
Core Staff
Development
September
2012-
May 2013
Lead
Teachers will
train teachers
on Common
Core
Standards.
Common Core
Standards and
Unpacking
Materials
Anecdotal
notes
3D
Reading
Benchmar
ks
ClassScap
e
Benchmar
ks
STAR
Common
Core
End-of-
Grade
Assessment
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third

37
Benchmar
ks
District’s
Nine
week
Benchmar
ks
Reading/Math
Assessments.
Short -term
Objectives:
Allow students
to graph their
progress ;
create their
own SMART
Goals (Student
growth)
Objectives:
Understand
Common Core
Standards
(Teacher
Growth)
Conduct
rigorous and
relevant
lessons
(Teacher
Growth)
Empower
teachers with
Common Core
staff
development
(Teacher
Growth)
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.
Implement
meaningful
formative and
summative
assessments
September
2012-May
2013
Teachers will
give students
formative/
summative
assessments.
Open Court
Resources
EnVision Math
Resources
STAR
Benchmarks
Nine Week
Benchmarks
ClassScape
Materials
Open
Court
Assessme
nts
EnVision
Math
Assessme
nt
STAR
Benchmar
ks
Nine
Week
Benchmar
ks
ClassScap
e
Assessme
nts
Common
Core
End-of-
Grade
Assessment
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading/Math
Assessments.
Short -term
Objectives:
Allow students
to graph their
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.

38
3D
Reading
Benchmar
ks
progress;
create their
own SMART
Goals (Student
growth)
Objectives:
Analyze
formative and
summative
assessments
data
(Student/
Teacher
Growth)
Identify
students in
need of
intervention
(Student
Growth)
Incorporate
scaffolding
into lessons to
promote
students’
success
September
2012-May
2013
Teachers will
incorporate
scaffolding
within the
classroom.
Open Court
Resources
Thinking
Map Resources
EnVision
Math
Resources
Anecdotal
notes
3D
Reading
Benchmar
ks
ClassScap
e
Benchmar
ks
STAR
Benchmar
ks
District’s
Nine
week
Benchmar
ks
Common
Core
End-of-
Grade
Assessment
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading /Math
Assessments.
Short -term
Objectives:
Allow students
to graph their
progress ;
create their
own SMART
Goals (Student
growth)
Analyze the
degree of
challenge and
rigor in current
instructional
plans
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.

39
(Teacher
Growth)
Prepare
students to be
21st
century
learners
(Student
Growth)
Conduct
Marzano’s
nine staff
developments
September
2012-
April
2013
Lead
Teachers
Third and
Fourth Grade
Teachers
will conduct
staff
developments
on research
based
strategies.
Marzano’s
Classroom
Instruction
That Work
Research-based
Strategies for
Increasing
Student
Achieve-
ment
Classroom
Walk-through
Data (CWTs)
Open
Court
Assessme
nts
EnVision
Math
Assessme
nt
STAR
Benchmar
ks
Nine
Week
Benchmar
ks
ClassScap
e
Assessme
nts
3D
Reading
Benchmar
ks
Common
Core
End-of-
Grade
Assessment
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading/Math
Assessments.
Short -term
Objectives:
Allow students
to graph their
progress;
create their
own SMART
Goals (Student
growth)
Objectives:
Implement
Marzano’s nine
strategies to
teach core
curriculum
(teacher
growth)
Use research-
based
strategies to
produce/create
student work
(Student
Growth)
Use research-
based
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.

40
strategies to
collaborate
with other
students
(Student
Growth)
Use of
Marzano’s 9
and
documented in
lesson plans
(Teacher
Growth)
Bi-Weekly
data talks/data
analysis
September
2012-May
2013
Teachers and
Administrator
s will analyze
data to
improve
instruction.
CWTs
Open Court
Assessments
Open
Court
Assessme
nts
3D
reading
STAR
Math
STAR
Reading
Common
Core
End-of-
Grade
Assessments
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading/Math
Assessments.
Objectives:
Monitor
student
Progress
(Student
Growth)
Identify
students who
need
interventions
(Student
Growth)
Analyze/
modify
SMART Goals
(Teacher
Growth)
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.
Attend
District
Conferences
to teach
research-
based
strategies
August
2012;
August
2013
Lead
Teachers
Administrator
s
will attend
conferences
and return
Classroom
Walk-through
data
Common Core
Standards
Anecdotal
Notes
Student
Journals
Exit
Common
Core
End-of-
Grade
Assessment
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC

41
back to the
school to train
other
teachers.
Thinking Maps
Marzano’s nine
research-based
strategies
tickets
Thinking
Maps
projects
3D
Reading
STAR
Benchmar
ks
ClassScap
e
Nine
Week
Benchmar
ks
Open
Court
Assessme
nts
EnVision
Assessme
nts
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading /Math
Assessments.
Objectives:
Monitor
student
achievement
(Student
Growth)
Identify
students
who need
interventions
(Student
Growth)
Monitor and
track
students’
academic
progress;
Allow students
to create their
own SMART
goals.
(Student
Growth)
Empower
teachers to
become leaders
in their class
rooms while
coaching
teachers to take
on leadership
roles in the
school.
(Teacher
Growth)
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.
Conduct Peer
Observations
March-
April
2013
Administratio
n and
Teachers will
conduct peer
observations.
Posted Daily
Objectives
Posted
Essential
Questions
Cooperative
Learning
Groups and
Materials
Student
exit
tickets
Anecdotal
Notes
Student
Journals
Nine
Common
Core
End-of-
Grade
Assessments
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
will improve
reading
comprehension
and math skills
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.

42
Learning
Stations
Materials
Classroom
Walk-through
template
McRel
Teaching
Standards
Florida Center
for Reading
Research
Interventions
(FCRR)
Week
Benchmar
ks
STAR
Bench-
marks
Class-
Scape
Benchmar
ks
Florida
Center for
Reading
Research
Inter-
ventions
(FCRR)
by 5% on the
NC READY
End-of-Grade
Reading/Math
Assessments.
Short -term
Objectives:
Allow students
to graph their
progress ;
create their
own SMART
Goals (Student
growth)
Objectives:
Look for
evidence that
research-based
strategies and
differentiated
instructions are
in the
classroom and
provide
feedback
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.
Conduct
Thinking
Maps Staff
Development
Septem-
ber
2012-
Decem-
ber 2012
Lead
Teachers will
conduct
thinking map
training.
Thinking Maps
Binders
Thinking Maps
Templates and
Posters
Student
Successes with
Thinking Maps
by David
Heyerle and
Larry Alper
Student
Projects
Anecdotal
Notes
Student
Journals
3D
Reading
Benchmar
ks
Nine
Week
Benchmar
ks
ClassScap
e
Benchmar
ks
Common
Core
End-of-
Grade
Assessments
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading/Math
Assessments.
Short -term
Objectives:
Allow students
to graph their
progress ;
create their
own SMART
Goals (Student
growth)
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.

43
Objectives:
Empower
teachers to
become leaders
in their class
rooms while
coaching
teachers to take
on leadership
roles in the
school (teacher
growth)
Improve
student
Achievement
(student
growth)
Conduct
differentiated
instruction
staff
development
September
2012-May
2013
Lead
Teachers will
conduct
differentiated
instruction
staff
development.
Differentiating
Instruction in
the Regular
Classroom:
How to Reach
and Teach All
Learners
by Diane
Heacox, Ed.D.
Florida Center
for Reading
Research
Interventions
(FCRR)
Florida
Center for
Reading
Research
Inter-
ventions
(FCRR)
3D
Reading
Nine
week
Benchmar
ks
STAR
Benchmar
ks
Class-
Scape
Benchmar
ks
Common
Core
End-of-
Grade
Assessment
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading/Math
Assessments.
Short -term
Objectives:
Allow students
to graph their
progress ;
create their
own SMART
Goals (Student
growth)
Objectives: Set
up classroom
to support
differentiated
instruction
Create
center/intervent
ion activities to
support
differentiated
instruction and
students’ needs
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.

44
Increase
student
achievement
Identify
students who
need
interventions
Analyze/modif
y SMART
Goals
Staff book
studies on
teacher
empower-
ment,
differentiated
instruction,
and
Marzano’s 9
research-
based
strategies
September
2012-May
2013
Teachers
Administra-
tors will
conduct book
studies.
What Great
Teachers Do
Differently: 17
Things That
Matter Most by
Todd Whitaker
Differentiating
Instruction in
the Regular
Classroom:
How to Reach
and Teach All
Learners Diane
Heacox, Ed.D.
Classroom
Instruction that
Works:
Research
Based
Strategies for
Increasing
Student
Achievement
by Robert
Marzano,
Debra
Pickering, and
June Pollock
Florida
Center for
Reading
Research
Inter-
ventions
(FCRR)
3D
Reading
Nine
week
Benchmar
ks
STAR
Benchmar
ks
ClassScap
e
Benchmar
ks
Common
Core
End-of-
Grade
Assessment
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading/Math
Assessments.
Short -term
Objectives:
Allow students
to graph their
progress ;
create their
own SMART
Goals (Student
growth)
Objectives:
Empower
teachers to
become leaders
in their class
rooms while
coaching
teachers to take
on leadership
roles in the
school
Increase
student
Achievement
(student
growth)
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.

45
Prepare
students to be
21st
century
learners
(student
growth)
Conduct
Bloom’s
Taxonomy
Staff
Development
September
2012-
March
2013
Lead
Teachers
Third and
Fourth Grade
Teachers will
conduct
training.
Bloom’s
Taxonomy
Materials and
Questions
Stems
Florida
Center for
Reading
Research
Inter-
ventions
(FCRR)
3D
Reading
Nine
week
Benchmar
ks
STAR
Benchmar
ks
ClassScap
e
Benchmar
ks
Common
Core
Summative
Assessment
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading/Math
Assessments.
Short -term
Objectives:
Allow students
to graph their
progress ;
create their
own SMART
Goals (Student
growth)
Objectives:
Empower
teachers to
become leaders
in their class
rooms while
coaching
teachers to take
on leadership
roles in the
school.
Model and use
higher-level
thinking skills:
evaluation,
synthesis,
analysis
Prepare
students to be
21st
century
learners
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.
Conduct
workshop on
effective high
structured
PLCs
Septem-
ber 2012-
May 2013
Lead
Teachers
will conduct
workshop on
effective high
Leaders of
Learning: How
District,
School, and
Classroom
Florida
Center for
Reading
Research
Inter-
Common
Core
Summative
Assessment
SMART Goal:
During the
2012-2013
school year,
At least 50%
of all third-
fourth graders
will make a
Level III or a

46
structured
PLCs.
Leaders
Improve
Student
Achievement
by DuFour and
Marzano
ventions
(FCRR)
3D
Reading
Nine
week
Bench-
marks
STAR
Benchmar
ks
Class-
Scape
Bench-
marks
students at
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading/Math
Assessments.
Short -term
Objectives:
Allow students
to graph their
progress ;
create their
own SMART
Goals (Student
growth)
Objectives:
Empower
teachers to
become leaders
in their class
rooms while
coaching
teachers to take
on leadership
roles in the
school.
Work
collaboratively
with others to
achieve
SMART goals
that are aligned
with
school/district
goals, results-
oriented,
measurable,
and attainable
(Teacher
Growth)
Prepare
students to be
21st
century
learners
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.
Elaborate on
PLCs agendas
and PLCs
discussion
documented
in grade-level
September
2012-May
2013
Teachers
Administra-
tors
Leaders of
Learning: How
District,
School, and
Classroom
Leaders
Florida
Center for
Reading
Research
Inter-
ventions
Common
Core
Summative
Assessment
SMART Goal:
During the
2012-2013
school year,
students at
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on

47
PLCs
notebooks.
Improve
Student
Achievement
by DuFour and
Marzano
(FCRR)
3D
Reading
Nine
week
Benchmar
ks
STAR
Benchmar
ks
ClassScap
e
Benchmar
ks
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading /Math
Assessments.
Short -term
Objectives:
Allow students
to graph their
progress;
create their
own SMART
Goals (Student
growth)
Objectives:
Work
collaboratively
with others to
achieve
SMART goals
that are aligned
with
school/district
goals, results-
oriented,
measurable,
and attainable
(teacher
growth)
Prepare
students to be
21st
century
learners
(student
growth)
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment
by the end of
third grade.
Conduct and
Collaborate
during lesson
plan tuning
September
2012-May
2013
Teachers
Administrator
s
Lesson Plan
Template
Week Lesson
Plans
Florida
Center for
Reading
Research
Inter-
ventions
(FCRR)
3D
Reading
Nine
week
Benchmar
ks
STAR
Common
Core
Summative
Assessment
SMART Goal:
During the
2012-2013
school year,
students at
Carver Heights
will improve
reading
comprehension
and math skills
by 5% on the
NC READY
End-of-Grade
Reading/Math
Assessments.
At least 50%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 50%
of all third
grade students
will read at or

48
Benchmar
ks
ClassScap
e
Benchmar
ks
Short -term
Objectives:
Allow students
to graph their
progress;
create their
own SMART
Goals (Student
growth)
Analyze the
degree of
challenge and
variety in
current
instructional
plans (Teacher
Growth)
above level P
on the District
Reading
Assessment
by the end of
third grade.
Specific
Activity
Timeline Persons
Responsible
Resources Formative
Assessment
Method
Summative
Assessment
Method
Goal Indicator of
Success
Continue
above
2012-2013
activities
August
2013-June
2014
Lead teachers
Teachers
Administrators
will continue
activities that
were
successful in
2012-2013.
Open Court
Resources
EnVision
Math
Resources
STAR
Benchmarks
Nine Week
Benchmarks
ClassScape
PLC agendas
Minutes
Thinking
Maps
FCRR
Interventions
Open Court
Assessments
EnVision
Math
Assessments
Star
Benchmarks
Nine Week
Benchmarks
ClassScape
Common
Core
Summative
Assessment
SMART Goal:
Students’
overall End of
Grade Reading
Summative
results
(Composite)
increased from
26.1% to 31.1%
Increase
Students’
overall EOG
Math
Summative
results
(Composite)
from 42.3% to
47.3
Students’
overall End of
Grade
At least 55%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 55%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment by
the end of
third grade.

49
Marzano’s 9
Research-
based
strategies
Summative
results
(Composite)
increased from
34.2% to 39.2%
Higher Student
Achievement in
Reading and
Math ( Mid-
term student
growth)
Highly Engaged
students in the
classrooms
Objectives
(mid-term
student growth)
Meet Annual
Measurable
Objectives
(student/teacher
growth)
Empower
teachers with
staff
development in
Marzano’s 9,
Blooms’
Taxonomy,
Common Core
Interventions,
and
Differentiated
Instruction and
PLCs (mid-term
teacher growth)
Administer
school
created
Common
Core pre-
assessment
and mid-
year
assessment
September
2013-
Februrary
2014
Teachers &
Elementary
Curriculum
Specialist will
administer
assessments to
prepare for the
EOG.
Open Court
Resources
EnVision
Math
Resources
STAR
Benchmarks
Nine Week
Benchmarks
ClassScape
PLC agendas
Open Court
Assessments
EnVision
Math
Assessments
Star
Benchmarks
Nine Week
Benchmarks
ClassScape
Common
Core
Summative
Assessment
SMART Goal:
Students’
overall End of
Grade Reading
Summative
results
(Composite)
increased from
26.1% to 31.1%
Increase
Students’
overall EOG
Math
Summative
results
(Composite)
At least 55%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 55%
of all third
grade students
will read at or
above level P

50
Minutes
Thinking
Maps
FCRR
Interventions
from 42.3% to
47.3
Students’
overall End of
Grade
Summative
results
(Composite)
increased from
34.2% to 39.2%
Students make
Expected
Growth on
Summative
Assessment
(mid-term
student growth)
Meet Annual
Measurable
Objectives
(mid-term
student growth)
on the District
Reading
Assessment by
the end of
third grade.
Share
strategies
learned at
Summer
Institute
September
2013-
October
2013
Lead Teachers Open Court
Resources
EnVision
Math
Resources
Thinking
Maps
Marzano’s
Nine
research-
based
strategies
Open Court
Assessments
EnVision
Math
Assessments
Star
Benchmarks
Nine Week
Benchmarks
ClassScape
Common
Core
Summative
Assessment
Students’
overall End of
Grade Reading
Summative
results
(Composite)
increased from
26.1% to 31.1%
Increase
Students’
overall EOG
Math
Summative
results
(Composite)
from 42.3% to
47.3
Students’
overall End of
Grade
Summative
results
(Composite)
increased from
34.2% to 39.2%
Higher Student
Achievement in
Reading and
Math
(mid-term
student growth)
Students make
At least 55%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 55%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment by
the end of
third grade.

51
Expected
Growth on
Summative
Assessment
(mid-term
student growth)
Meet Annual
Measurable
Objectives
Specific
Activity
Timeline Persons
Responsible
Resources Formative
Assessment
Method
Summative
Assessment
Method
Goal Indicator of
Success
Modify
previous
year’s
activities to
meet need
of
individual
students
August
2014-June
2015
Lead Teachers
Administrators
Teachers
Open Court
Resources
EnVision
Math
Resources
Thinking
Maps
Marzano’s
Nine
research-
based
strategies
FCRR
Interventions
Open Court
Assessments
EnVision
Math
Assessments
Star
Benchmarks
Nine Week
Benchmarks
ClassScape
Common
Core
Summative
Assessment
SMART Goal
Students’
overall
Reading End
of Grade
Summative
Assessment
results increase
from
31.1 % to
36.1%
Students’
overall Math
End-of-Grade
Summative
Assessments
results increase
from 47.3% to
52.3%
Students’
overall End of
Grade
Summative
results
(Composite)
increased from
39.2% to
44.2%
Objectives:
Evidence of
teacher
empowerment
(long-term
teacher
At least 60%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 60%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment by
the end of third
grade.

52
growth)
Highly
Engaged
students
evident within
classrooms
(long-term
student
growth)
Administer
mock
Common
Core
pre-
assessment
and mid-
year
Assessment
September
2014-
February
2015
Lead Teachers
Teachers
Administrators
Open Court
Resources
EnVision
Math
Resources
Thinking
Maps
Marzano’s
Nine
research-
based
strategies
FCRR
Interventions
Open Court
Assessments
EnVision
Math
Assessments
Star
Benchmarks
Nine Week
Benchmarks
ClassScape
Common
Core
Summative
Assessment
SMART Goal
Students’
overall
Reading End
of Grade
Summative
Assessment
results increase
from
31.1 % to
36.1%
Students’
overall Math
End-of-Grade
Summative
Assessments
results increase
from 47.3% to
52.3%
Students’
overall End of
Grade
Summative
results
(Composite)
increased from
39.2% to
44.2%
Objectives:
Evidence of
teacher
empowerment
(Long term
teacher
growth)
Higher Student
Achievement
in Reading and
Math (Long-
term student
growth)
At least 60%
of all third-
fourth graders
will make a
Level III or a
Level IV on
the NC
READY End-
of-Grade
Reading/Math
Assessments.
At least 60%
of all third
grade students
will read at or
above level P
on the District
Reading
Assessment by
the end of third
grade.

53
References

54
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world. (1st
ed.). San Francisco, CA: Jossey-Bass.
DuFour, R., & Marzano, R. (2011). Leaders of learning: How district, school, and classroom
leaders improve student achievement. Bloomington, IN: Solution Tree Press.
Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and teach
all learners. (Updated anniversary ed.). Minneapolis, MN: Free Spirit.
Hyerle, D. N., & Alper, L. (2011). Student successes with thinking maps®, school-based
research, results, and models for achievement using visual tools. (2 ed.). Thousand Oaks:
Corwin Press. DOI: www. corwin.com
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