Author: admin

You are the principal of a school. You can decide if this is an elementary school, middle school, or high school. Identify the grade levels on your Monthly Map and Weekly Calendar. Your assignment is to complete the Monthly Map and Weekly Calendar with designations for the levers are Data-Driven Instruction, Student Culture, and Observation and Feedback. These levers should be color-coded. Identify the information by color coding with the font on the Monthly Map and either the font or the background fill on the Weekly Calendar for a typical month. For data-driven Instruction (assessments and data meetings)=Red, Student Culture=Blue, Observation and Feedback for Growth=Green; Observation and Feedback for Evaluation/Appraisal=Purple. For Data Driven Instruction, you will enter the state assessments and benchmark assessments on the Monthly Map and identify those as well as data meetings you will attend on the Weekly Calendar. For Student Culture, indicate the PD and daily activities’ you will do to promote a positive school culture on the Weekly Calendar and, if applicable, major activities related to student culture on the Monthly Map. For Observation and Feedback, you have worked with other leaders of the school to divide the numbers of teachers to observe. You are responsible for regularly observing and providing feedback for growth not evaluation to 14 teachers. Other leaders in your school will be observing the other teachers, and you have all worked together to make sure you have the same expectations. You are also the appraiser for all of these 14 teachers. However, only 10 of them require the full T-TESS observation process (pre-conference, observation, and feedback conference). All 14 of these teachers must have the T-TESS goal setting conference at the beginning of the year and the final conference at the end of the year. In this assignment, we are using the T-TESS evaluation processes, but you can use ones used in your district/school. If you are not using T-TESS, provide a brief explanation of the appraisal system used by your district/school, telling how observation and feedback take place. Identify the teachers by a number 1-14 and the first 10 are the participants in the full T-TESS process. You will do your best to observe and give feedback to all 14 of the teachers for growth at least once every three weeks, in addition to the T-TESS observations. Earlier in the course, you did some preliminary steps on the Monthly Map and the Weekly Calendar. This assignment includes the following: MONTHLY MAP for the year: Use the examples in Chapter 8. Use this Monthly Map Template (Word). Include the following on the Monthly Map: DATA-DRIVEN INSTRUCTION: Fill in state assessments and interim assessments. Use your own district’s calendar for assessments that apply to your school: state testing, Advanced Placement testing, interim assessments, etc. If your district does not have interim assessments, identify when you would schedule them. In addition, show how you would analyze and use the data. STUDENT CULTURE: Place the activities you will do to accomplish a positive student culture: PD sessions, areas of emphasis, etc. You will place many of your activities to monitor student culture on your Weekly Calendar. OBSERVATION AND FEEDBACK: You will place most of your observations and feedback for growth on your Weekly Calendar. However, for appraisal/evaluation, assume you will do a goal-setting conference at the beginning of the year and a closing conference at the end of the year. Note the weeks when you will do these conferences. on your Monthly Map. WEEKLY CALENDAR/SCHEDULE: Use the examples in Chapter 8 and the Weekly Calendar Template (for one typical month Download Weekly Calendar Template (for one typical month) Include these on the Weekly Schedule DATA-DRIVEN INSTRUCTION: Include weekly Data Meetings (WDM). You can use the PLC format if you are analyzing data in the PLC. Identify which WDMs or PLCs you will be regularly attending. . You have chosen to attend regularly for 4 of the departments or grade levels, and the teachers you are observing are in those departments or grade levels. Other leaders will be attending the other grade levels or departments, but you attend other grade levels/departments when possible. STUDENT CULTURE: Insert the times you will be involved in weekly monitoring of student culture and the focus areas for Student Culture. See example schedules/calendars. Also include some time when you will do Culture Walkthroughs of the school OBSERVATION AND FEEDBACK: You are regularly observing and providing feedback to 14 teachers. There are more teachers in your school, but you are responsible for regular observation and feedback for these 14 teachers. (Use the Examples in our textbook and, on your calendar, number the teachers #1-#14. You are also responsible for their appraisal/evaluation, but only 1-10 require the full appraisal sequence. You use the T-TESS system and include the full observation sequence: Pre-conference, observation, and post (feedback) conference. You can divide the weeks available in the school year to see how many of the teachers you would need to observe and give feedback to in a typical week and provide that in your Weekly Calendar. Also include some time when you will do Walkthrough observations of the whole school If you are able to discuss time use with your principal, you can find out days when Principal Meetings occur, when the diagnostician is likely to schedule ARDS, etc. In a real-school setting, you will need to work around these things to create a monthly and weekly schedule and provide time to establish and monitor student culture, lead data meetings, and do frequent short observations and follow-up feedback meetings. Remember, you should schedule a feedback meeting at the same time or before you do the observation so you have it on your schedule from the beginning. IMPORTANT: For this Assignment. you will submit the following: 1) Monthly Map, completed; and 2) Weekly Calendar for a typical month.

I have chosen two course readings which will be used to write an essay that will be reviewed by multiple professors so it has to be original. I have full turnitin access to check btw. Using the easy to read indigenous action plan, you will critically analyse it utilizing Bacchi’s WPR approach (uploaded), I can give you the questions that are directly related to the professor’s prompt once you accept that will make it even easier to comprehend. I have already created the headings that are attached to the prompt, so the road map is already there for you. I will give you what I have written, which is around 4500 words which will aid in your completion of the document.