Standard+2

__**Instructional Leadership**__ //School executives set high standards for the professional practice of 21st century instruction and assessment that result in a no nonsense accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work, and the sharing of this work throughout the professional community.//

 **2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment** The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for student.

**__Experiences__**
 * **Internship:** Collaboratively created professional development for South Johnston faculty on Common Core across all contents, fall 2011.
 * **Internship:** Completed 11 full evaluation cycles, fall 2011.
 * **Internship:** Presented to DPI, central office staff and school administrators and teachers across the state about South Johnston's RtI process (see Prezi presentations below). Spring 2012.
 * **Internship:** 3 day district training on Response to Intervention, fall 2011.
 * **Internship:** 4 day specialized training on research-based instructional strategies to 1) incorporate literacy strategies across the curriculum and 2) teach literacy strategies for at-risk students, fall 2011.
 * **Internship:** Problem of Practice included the incorporation and support of research based practices into Freshman Academy classrooms. Fall 2011—Spring 2012.
 * **Internship:** Organized deployment for 1:1 laptop initiative at South Johnston (including processes for contracts, insurance, delivering to students, and troubleshooting problems), fall 2011.
 * **Internship:** Arranged targeted opportunities for ongoing professional development and coaching with Xtreme Reading teachers through Kansas University, fall 2011.
 * **Internship:** Collaboratively created formative assessments with Earth Science PLC, fall 2011.
 * <span style="font-family: Georgia,serif;">**Internship:** Contributed in district-arranged collaborative planning session with Benson Middle about aligning interventions across grade levels, fall 2011.

<span style="color: #cc3e3e; font-family: Georgia,serif; font-size: 130%;">__**Course Work**__
 * <span style="font-family: Georgia,serif;">**Specialized Training:** ASSISTment evaluation system, fall 2011.
 * <span style="font-family: Georgia,serif;">**Leadership Courses:** Reading, discussion and presentation on formative assessment and selections from //Assessment for Educational Leaders// (Popham, 2011)
 * <span style="font-family: Georgia,serif;">**Specialized Training:** Training on 21st Century Skills, by DPI, February 2011
 * <span style="font-family: Georgia,serif;">**Leadership Course:** Reading and discussing articles in Ed Leadership magazine, including but not limited to: //Seven Essentials for Project Based Learning// (January, 2011), //Teaching the iGeneration// (February, 2011) and //Building the Common Core// (March, 2011)
 * <span style="font-family: Georgia,serif;">**Specialized Training:** Math Common Core, fall 2011
 * <span style="font-family: Georgia,serif;">** Leadership Course: ** Creation of developmentally appropriate practice for elementary aged children driven by Meece & Daniels (2009), September-May, 2011.

<span style="color: #cc3e3e; font-family: Georgia,serif; font-size: 130%;">**__Related Readings__**


 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 110%; text-decoration: none; vertical-align: baseline;">//Tinkering toward utopia: A century of public school reform, (Tyack & Cuban).//
 * <span style="font-family: Georgia,serif; font-size: 110%;">Hollowing out the middle: The rural brain drain and what it means for America//,// //Carr, P.J., & Kefalas, M. (2010).//
 * <span style="font-family: Georgia,serif; font-size: 110%;">//How it's being done (Chenoweth)//.
 * <span style="font-family: Georgia,serif; font-size: 110%;">C//hild and adolescent development for educators (Meece & Daniels).//
 * <span style="font-family: Georgia,serif; font-size: 110%;">//The rise of the creative class: And how it's transforming work, leisure, community and everyday life (Florida).//
 * <span style="font-family: Georgia,serif; font-size: 110%;">//The world is flat: A brief history of the twenty-first century (Friedman).//

<span style="color: #cc3e3e; font-family: Georgia,serif;">__ **Example Artifacts** __ <span style="font-family: Georgia,serif;">//Professional Development Agenda created for Math with Kelley Johnson, fall 2011.//Example Artifacts: <span style="font-family: Georgia,serif;">media type="custom" key="12739552" <span style="font-family: Georgia,serif;">//Professional Development Agenda created for specific subjects with Kelley Johnson, fall 2011. PD was differentiated for teachers to "dig into" standards that applied to them.// <span style="font-family: Georgia,serif;">media type="custom" key="12739568"

<span style="font-family: Georgia,serif;">//Prezi created for presenting to educators across the state on South's RtI Process, fall 2011// <span style="font-family: Georgia,serif;">media type="custom" key="15391196" <span style="font-family: Georgia,serif;">//Prezi created for presenting to educators across the state about South's turnaround, spring 2012// <span style="font-family: Georgia,serif;">media type="custom" key="15391216"

<span style="background-color: #ffffff; color: #cc3e3e; display: block; font-family: 'Courier New',Courier,monospace; font-size: 16px; text-align: center;">**2b. Focus on Instructional Time** <span style="background-color: #ffffff; color: #483232; font-family: 'Courier New',Courier,monospace; font-size: 14px;">The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.

<span style="color: #cc3e3e; font-family: 'Courier New',Courier,monospace; font-size: 130%;">__**Experiences**__
 * <span style="font-family: Georgia,serif;">**Internship:** Investigated a variety of scheduling models to tweak the POWER lunch at South Johnston, maximizing planning time for teachers to PLC, fall—spring 2011.
 * <span style="font-family: Georgia,serif;">**Internship:** Created schedules for training and professional development during the school day while protecting instructional time, fall 2011.
 * <span style="font-family: Georgia,serif;">**Internship:** Worked with School Improvement Team to implement methods of making announcements that did not disrupt instructional time, fall 2011.
 * <span style="font-family: Georgia,serif;">**Leadership Course:** Reading and numerous written discussion of The 90/90/90 Schools case study (Reeves, 2000), including topics of purposeful schedule making April 2011
 * <span style="font-family: Georgia,serif;">**Specialized Training:** Certified training by Ruby Payne: //Raising Achievement with 9 Systemic Processes//, included methods of increasing both the time and productivity of teachers planning, such as roaming subs and outcomes based faculty meetings, March 2011

<span style="color: #cc3e3e; font-family: Georgia,serif; font-size: 130%;">**__Coursework__**
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Aspiring Leader Self-Assessments
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Internship Project / Problem of Practice
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Distinguished Leadership in Practice assignments: 2
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">High School Turnaround Case Study
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Weekly Internship Logs

<span style="color: #cc3e3e; font-family: Georgia,serif; font-size: 130%;">__**Specialized Training**__
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Schooling by Design

<span style="color: #cc3e3e; font-family: Georgia,serif; font-size: 18px;">**__Related Readings__**
 * <span style="font-family: Georgia,serif; font-size: 110%;">Lane, K.E. (2005). //The Principal's legal handbook//. Dayton, Ohio: Education Law Association.
 * <span style="font-family: Georgia,serif; font-size: 110%;">North Carolina General Statutes, Chapter 115
 * <span style="font-family: Georgia,serif; font-size: 110%;">Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Georgia,serif; font-size: 110%;">Schooling by design: Mission, action, and achievement, (Wiggins, G. P., & McTighe, J.)
 * <span style="font-family: Georgia,serif; font-size: 110%;">Analysis and application of principles learned from "The 90/90/90 Schools: A Case Study" from //Accountability in Action//(Reeves, 2005)
 * <span style="font-family: Georgia,serif; font-size: 110%;">Analysis and application of principles learned from "Tipping Point Leadership" from the //Harvard Business Review// (Kim and Mauborgne, 2003)

<span style="color: #cc3e3e; font-family: Georgia,serif; font-size: 17px;">__**Example Artifacts**__ <span style="font-family: Georgia,serif;">

//Schedule for Michigan Survey// media type="custom" key="15411812" //Reflection on collaboratively creating a Master Schedule with South Johnston teacher leaders and administration. Written for colleague at South Johnston.// media type="custom" key="15411974"

<span style="color: #cc3e3e; display: block; font-family: 'Courier New',Courier,monospace; font-size: 130%; text-align: center;">**Gap Analysis of Growth over Time** <span style="color: #483232; font-family: Georgia,serif; font-size: 120%;">**2a:** I can safely say there’s no area of greater improvement for myself this semester than a focus on learning and teaching, curriculum, instruction and assessment. As Mr. Price told me the night we met, the Freshman Academy is about changing the way South Johnston does business, starting with the way we plan, teach and reflect. Becoming the “de facto” F.A. administrator and having an internship project that focuses around pedagogical practice has been enlightening. What’s more, the example set by Mr. Price is invaluable. In weekly reflections, I have slowly developed a new and better understanding of how and why improved education does and does not happen.

<span style="color: #483232; font-family: Georgia,serif; font-size: 120%;"> **2b**: While I have seen a couple of different scheduling models, I still have not researched, experienced or discussed the logistics and comparative value behind them. I plan to discuss scheduling models at site visits and collaborate with South’s admin team on next year’s schedule. This has already started to happen with my SIT work, where fundamental changes to the POWER Block schedule will almost certainly lead to changes in the class schedule.