This internship experience mainly focused on ECLL Standard 1.1 and 1.2. I spent over 30 hours developing the building goals and the implementation plan for school improvement, specifically pertaining to increasing performance on STAR and SBA for all students (including high needs and students with chronic absenteeism). I worked primarily with the principal of one of Amity’s middle schools along with the assistant principal and the new reading implementation specialist. We additionally collaborated with the principal from the other middle school. My first task was to use the district goals along with last year’s building goals to determine which data should be analyzed and how to best organize it. Then, I presented the data to the principal,
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I knew it would based on the personality of the principal and past experience. Because the duration of the goal setting and improvement plan took so long, we did not get to present this information at the October faculty meeting as was originally planned. My experience as a teacher has taught me that a plan like this is better shared in a smaller group; teachers do not have their best listening hats on during a faculty meeting. I find that they often also are more likely to be defensive and/or gang up on the presenters during a faculty meeting. Moreover, a team meeting has a maximum of five teachers. Those five teachers all teach the same 100 students. Because we were in team meetings, the reading specialist and I were able to share very specific data with the students’ names. We were also able to speak specifically about curriculum and assessments (example: Math has common assessments that have constructed response where students have to state a …show more content…
I have only been out of the classroom for a few years, and I taught math, so teachers typically acknowledge that I have been in the trenches. The reading consultant was critiqued a bit because of her elementary background and that she only has had small groups of students. Teachers regularly murmur about the administrator’s lack of empathy and being out of touch with what the classroom is like in the world of SLOs. By having other building leaders who teach regular classes on the teams could add valuable input and also more buy-in from staff members. It could help improve school climate through collaboration and leadership
I knew it would based on the personality of the principal and past experience. Because the duration of the goal setting and improvement plan took so long, we did not get to present this information at the October faculty meeting as was originally planned. My experience as a teacher has taught me that a plan like this is better shared in a smaller group; teachers do not have their best listening hats on during a faculty meeting. I find that they often also are more likely to be defensive and/or gang up on the presenters during a faculty meeting. Moreover, a team meeting has a maximum of five teachers. Those five teachers all teach the same 100 students. Because we were in team meetings, the reading specialist and I were able to share very specific data with the students’ names. We were also able to speak specifically about curriculum and assessments (example: Math has common assessments that have constructed response where students have to state a …show more content…
I have only been out of the classroom for a few years, and I taught math, so teachers typically acknowledge that I have been in the trenches. The reading consultant was critiqued a bit because of her elementary background and that she only has had small groups of students. Teachers regularly murmur about the administrator’s lack of empathy and being out of touch with what the classroom is like in the world of SLOs. By having other building leaders who teach regular classes on the teams could add valuable input and also more buy-in from staff members. It could help improve school climate through collaboration and leadership