Areas of Concern Needs Assessment Action Plan Evaluation Competencies

Addressed
This action research was conducted to Inform teachers of all the Are instructional coaches 002
authenticate teachers pure thoughts, roles and myths of the essential, thought of as a 003
values, and sentiments whether they responsibilities of threat, spend too much time 004
Success of feel instructional leads - coaches, team instructional coaches. completing data and 005
Instructional Leads of leads, etc. are important, valuable, or Conduct an evaluation via managerial duties, meet 006
Content Teams in even necessary in schools. For district a Likert scale survey regularly with teachers, even 011
High School officials to push instructional coaches, I analysis. necessary, critical to
desired to see how teachers who must Assess ramifications curriculum, assessment and
work with instructional coaches felt Assess the implications instruction?
about their content leads. Monitor Results
Campus leaders newly adopted Conduct informal Synthesize an observation tool 003
instructional coaching practices. It was observation based on first informal 004
highly encouraged to see how effective Conduct a pre-conference, observation 005
instructional coaching techniques design observation tool, Complete Action Research 006
worked with teachers. From the role of post-conference, and Paper
skills specialist data management, follow-up Develop a Case Study
Most Appropriate
student accountability, curriculum, Assess data/findings Evaluative Tool
Supervisory Style of
instruction, and assessment are still Complete Action Research Review Supervisory Styles
Teachers
vital instructional coaching from collected data Collaborate on best practices
assisting teachers to become better Complete a Case study on of supervision and
became the new area of focus in the the best supervisory style partnerships with a one-year
district. approach for a one-year teacher and brand new teacher
teacher and a first year with the instructional coach.
teacher Assess findings
There was no program established that Action research on Accountability ratings and 001
would address all learning strands of differentiated instruction targets 002
science in our accountability area in a More action research on SWOT analysis 004
short period of time. Nimitz Sr. High closing achievement gaps Accountability Data 005
Intervention
School has students who are highly being index three was our scrutinized, sorted by cohorts 007
Implementation of
mobile, transient, and at-risk. main concern students into different levels 008
Various Forms of
Enrollment and withdrawal rates were Meticulous SWOT analysis of severity of needs 008
Abbreviated Curricula
frequent, and solutions to solidify to rectify low test scores Research-based instructional 010
and their affect in our
curriculum for students who enroll late with students who have strategy practices designed
Biology Accountability
in the school-year was critical. high mobility. Assess effective with tracking
Area considering our
Moreover, establishing strategies for Designed tailored, concise, system, checkpoint formative
Highly Mobile,
intervention practices was paramount in and succinct curricula for assessments, and state report
Transient, and at-Risk
order for Nimitz Sr. High School to intervention with tracking card indices.
Learning
come out of improvement requires systems that are ever
Environment.
status by the state of Texas. rotating to accommodate
high transiency
Checkpoints for
instructional alignment