Competency 9
Instructional Management
a. Demonstrate an understanding of research of learning and instructional strategies
b. Describe and apply research and best practice in integrating curriculum and resources to all learners
c. Demonstrate the ability to utilize data for instruction decision-making
d. Demonstrate the ability to design appropriate assessment strategies for measuring learner outcomes
e. Demonstrate the ability to implement alternative instructional designs, curriculum, behavior management and assessment accommodations and modifications
f. Demonstrate the ability to appropriately use technology to support instruction
Reading Mentor Meetings 11-9-11.pdf (67,3 kB)
Instructional Management Reflection
After being given a tour and a key to their room, one of the first and most pressing questions a new teacher has is “what specific curriculum am I going to be teaching?” Even if buildings have leadership teams and/or mentors, ultimately it is the job of the administrator to ensure that all teachers have the proper curriculum and the knowledge to deliver it successfully. During the course of my field experience I had the opportunity to participate in a district wide training program as a reading curriculum mentor. Also, as our district summer school administrative intern it was my job to direct teachers and answer questions pertaining to what they would be expected to teach. With no summer school curriculum available I had to brainstorm ways to communicate expectations to staff. I feel these specific experiences have helped me acquire the necessary skills to be an effective instructional leader.
After nine years of using the same reading curriculum our district has adopted a new series. In an effort to help others lower anxiety and develop a level of comfort with the new curriculum I signed up to become a Reading Curriculum Mentor. This meant I was to take 24 hours of training which incorporated research based strategies. During the course of the training we were given time to meet with grade alike teachers from across the district. Collaboratively, we developed a three day training schedule for all other fourth grade teachers in the district. Though our agenda was easily filled with all of the content we thought would best fit the needs of everyone attending, we made sure to take the time to discuss specific needs and concerns several times throughout the course of the three days. When training the other teachers, we monitored and adjusted as needed. I am certain we were successful in helping the other teachers feel confident in their ability to teach the new curriculum. A new component to the curriculum was technology. Being comfortable with technology, I took that piece on solely and the teachers were appreciative of my patient, non-judgmental approach. Upon completion of the training we were personally thanked by several of the participants for tailoring the training to meet their specific needs.
Previously titled Targeted Services, our summer school program endured many changes this past summer. Having placed more emphasis on what our students would need to feel successful during the first few weeks of school, the program was renamed Summer Springboard. Hopefully with an added sense of confidence they would make leaps and bounds in the new school year. Along with the name change, the dates of attendance shifted from the beginning of the summer to the middle. The purpose was to give students a break from school so they would be ready to come back and approach summer school with a sense of excitement rather than dread. The dates were scheduled for the last two weeks in July and the first two weeks in August. Having knowledge of the purpose behind the changes, I felt it was important to address them and new expectations for instruction. With the help of our district intervention specialist, a list of skills was comprised at each grade level. On the list were skills that students would need to be familiar with in order to be successful in the first few weeks of the school year. Though there isn’t any hard data or evidence yet, I am convinced the new approach will have a very positive impact on the students who attended Summer Springboard.
Overall, I felt the program ran extremely well. The teachers were happy to have had curricular expectations a level of organization that has been absent in previous years. Each time I walked around the building, it was obvious that students were learning. The artifacts I chose to signify my growth in this area include: a copy of the list of skills given to the teachers for Summer Springboard, the agenda used for the three day reading training I facilitated, and a copy of the job description of a reading mentor.