EDLD 5352 Instructional Leadership-Week 4 Assignment

Week 4: Building Meaningful Professional Development

NELP Standard 4: Learning and Instruction

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the
capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and
commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports,
and assessment.
 NELP Component 4.1 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-
quality, technology-rich curricula programs and other supports for academic and non-academic student programs. (EDLD 5352 Week
2)
 NELP Component 4.2 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-
quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity,
digital literacy, and the school’s academic and non-academic systems.(EDLD 5352 Week 4)
 NELP Component 4.3 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement formal
and informal culturally responsive and accessible assessments that
support data-informed instructional improvement and student learning and well-being. (EDLD 5352 Week 3)
 NELP Component 4.4 Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and
implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and
systematic manner. (EDLD 5352 Week 1)

PSEL 4: Curriculum, Instruction, and Assessment

Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and
assessment to promote each student’s academic success and well-being.

Texas Principal Standards Pillar: Professional Development

Principal Domain and Competency
Domain II: Leading Learning
Competency 2
Domain II/Competency 4 A
Domain III: Human Capital
Competency 5
Domain III/Competency 5 C& D
Competency 6
Domain III/Competency 6 B
Domain V: Strategic Operations
Competency 9
Domain V/Competency 9 B

Course-level Objectives (CLOs):

EDLD 5352 Instructional Leadership Course Level Objectives (CLO):
By the end of this course the student will learn to:
1. Develop a fundamental understanding of instructional leadership. (Evaluating) (CLO1) TAC §149.2001.a, TAC
§149.2001.b.1.A.i.(I)
2. Analyze and evaluate data to drive instruction. (Analyzing) (CLO2) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(I),
TAC §149.2001.b.1.A.ii, TAC §149.2001.b.1.B.(iii)
3. Identify and interpret core elements of curriculum alignment used to improve student achievement (Knowledge &
Analyzing) (CLO3) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(II)(III)(IV), TAC §149.2001.b.1.B.(i)

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EDLD 5352 Instructional Leadership-Week 4 Assignment

4. Formulate a professional development plan applying data driven decision making. (Creating) (CLO4)
TAC §149.2001.a, TAC §149.2001.b.1.A.i.(I)(II)(III)(IV)(V), TAC §149.2001.b.1.A.ii, TAC §149.2001.b.1.B.(ii)
5. Exemplify requisite credentials and program requirements. (Understanding) (CLO5) TAC §149.2001.a, TAC
§149.2001.b.1.A.i.(V), TAC §241.15.c.1, ISTE Standard 5.d. Connected Learner

Week 4 Learning Objectives (W1LO):

Week 4 Level Objectives: Instructional Practices & Professional Development Plan: Formulate a professional development plan applying data
driven decision making. (Creating) (CLO4) TAC §149.2001.a, TAC §149.2001.b.1.A.i.(I)(II)(III)(IV)(V), TAC §149.2001.b.1.A.ii, TAC
§149.2001.b.1.B.(ii)
TAC §241.15.c.(1)(2)(4)(5)(7)(8)(9)(10), d.(7)(8)
1. W4LO1: (CLO1 & 4) Cultivate the importance of improving instruction in classrooms through professional
development that promotes student achievement on a campus.
2. W4LO2: (CLO2, 3, & 4) Formulate a 3-Day professional development plan to include the instructional core elements
of the student, content, and teacher using a fundamental understanding of an instructional leader.
3. W4LO3: (CLO4) Develop a 3-Day professional development plan as an instructional leader to address priorities of
need on a campus based on data-driven instruction and curriculum alignment.
4. W4LO4: (CLO5) Program Requirements: Complete Digital Abstract and Data Response
5. W4LO5: (CLO5) Program Requirements: Complete Field Experience Observation Video Submission

Overview:
In Week 1 of Instructional Leadership, you examined the framework of the Instructional Core. Aligning in
Week 2, you focused on the curriculum by examining both external and internal accountability when aligning
curriculum. Driving the data in Week 3, you focused on growing your understanding of the importance of
making data driven decisions about the instructional practices on your campus. Now in Week 4, your focus is
to provide students with academically challenging instruction in the classroom by developing teachers'
instructional practices. Providing teachers with need specific professional development will improve
instruction in the classroom and lead to improved student achievement. You will grow your knowledge, skills,
and mindset on providing professional development on areas of need from data to assist you in pinpointing the
skills needed to improve effective instruction in the classroom. Increasing teachers’ capacity to teach strong
lessons that are student-centered is a focus of continuous school improvement for Instructional Leaders of the
21st century.

Resources:
Week 4 Readings: Be sure you are logged into Blackboard in order to access all of the readings from these
links.

 Bambrick-Santoyo, P. (2019). Driven by data 2.0.

 Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional
Schools. John Wiley & Sons.
 Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to
building stronger schools. John Wiley & Sons.
 EL Education Core Practices. (2017) (n.d.).

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EDLD 5352 Instructional Leadership-Week 4 Assignment

Week 4 Assignment Rubric:

NELP 4.1, 4.2, 4.3, 4.4
PSEL 4 Curriculum, Instruction, and Assessment
Principal Standards Pillar
Professional Development:
Data/Assessment
Curriculum Alignment
Data Driven Instructional Practices
Principal Domain and Competency
Domain II: Leading Learning
Competencies 4
Domain III: Human Capital
Competency 5 & 6
Domain V: Strategic Operations
Competency 9

Use the Rubric to guide your writing.

Tasks Level 1: Does not Level 2: Approaches Level 3: Meets Level 4: Meets
meet the minimum minimum criteria minimum criteria target criteria
criteria 3 points 6 points 8 points
0 points
1A Candidate demonstrates Candidate demonstrates Candidate Candidate
Part 1:
: no capacity to a vague capacity to demonstrates an demonstrates and
PD Initial Information collaborate, evaluate, collaborate, evaluate, emerging capacity to articulates with a great
develop, and implement develop, and implement collaborate, evaluate, depth of capacity to
Candidate evaluates data sets the initial information the initial information develop, and collaborate, evaluate,
with a collaborative team to for a 3-Day for a 3-Day implement the initial develop, and implement
identify trends, patterns, and Professional Professional information for a 3- the initial
themes from student work, Development in a Development in a Day Professional information for a 3-
TAPR, and teachers’ systematic manner. systematic manner. (S) Development in a Day Professional
professional development (S) systematic manner, Development in a
needs survey to develop the but may be missing systematic manner
Initial Information to specificity and with specificity and
implement a 3-Day clarity. (S) clarity. (S)
Professional Development.
NELP Component 4.4

PSEL 4

W4LO2: (CLO2, 3, & 4)

W4LO3: (CLO5)
Part 2:
Data-Drive Instruction:
Student Achievement
Element for Professional
Development
Candidates use informal and
formal culturally responsive
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2A Candidate offers no Candidate offers little
Candidate provides Candidate provides
: evidence of resources evidence of resources
evidence of comprehensive
or instruction that or instruction that
resources or evidence of resources
ensures the use of ensures the use of
instruction that or data (such as:
informal and formal informal and formal
ensures use of “best practices” or
culturally responsive culturally responsive
informal and formal evidence-based
data exploration to data exploration to
culturally strategies) that
identify school-level identify school-level
responsive data ensures the use of
EDLD 5352 Instructional Leadership-Week 4 Assignment
data exploration to identify
school-level needs, to
provide effective
professional development
that is culturally responsive,
and will lead to data-
informed instructional
improvements for students to
experience deeper learning.
NELP Component 4.3
PSEL 4
W4LO3: (CLO5)
Part 3:
Curriculum Alignment:
Content Element for
Professional Development
Candidate prepares a
comprehensive synthesis of
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need. (S) need. (S)
exploration to informal and formal
identify school-level culturally responsive
need. (S) data exploration to
identify school-level
need. (S)
2B: Candidate cannot Candidate provides few Candidate provides Candidate articulates
describe examples, descriptive examples, descriptive a depth of knowledge
develop a schedule, or partial schedule, or examples and and prepares a
plan activities for irrelevant activities for develops a schedule, comprehensive
teachers’ professional teachers’ professional or activities for schedule and
development that are development that are teachers’ activities for
focused on identifying focused on identifying professional teachers’
needs and improving needs and improving development that professional
the learning process the learning process are focused on development that is
through data through data identifying needs focused on
exploration. (S) exploration. (S) and improving the identifying needs and
learning process improving the
through data learning process
exploration. (S) through data
exploration. (S)
2C Candidate provides no Candidate provides an Candidate provides Candidate articulates
: focused objective idea of the focused a developed focused a depth of knowledge
about the data process objective about the data objective about the and prepares a
that improves process that improves data process that comprehensive
assessments assessments improves focused objective
and student learning. and student learning. assessments about the data
(S) (S) and student process that improves
learning. assessments
(S) and student
learning.
(S)
2D Candidate has no Candidate has little Candidate has some Candidate has
: capacity to develop capacity to develop capacity to develop capacity to develop
resources for ongoing resources for ongoing resources for comprehensive
follow-up to measure follow-up to measure ongoing follow-up resources for ongoing
progress from the progress from the to measure progress follow-up to measure
professional professional from the progress from the
development through development through professional professional
benchmark review of benchmark review of development development through
the data, or the data, or assessments through benchmark benchmark review of
assessments to check to check for deeper review of the data, the data, or
for deeper learning or learning or student or assessments to assessments to check
student achievement. achievement. (S) check for deeper for deeper learning or
(S) learning or student student achievement.
achievement. (S) (S)
3A Candidate offers no Candidate offers little Candidate provides Candidate provides a
: synthesis of evidence synthesis of evidence synthesis of comprehensive
for resources or for resources or evidence for synthesis of evidence
curriculum materials curriculum materials to resources or for resources
to implement high- implement high-quality curriculum evidence of resources
quality content and content and assessment. materials to or curriculum
assessment. (S) (S) implement high- materials to
EDLD 5352 Instructional Leadership-Week 4 Assignment
evidence for resources or
curriculum materials to
implement high-quality
content and assessment
professional development
plan focused on academically
challenging content to ensure
the campus level curricula
programs engage students in
a rigorous process of deep
learning outcomes and
assessment.
NELP Component 4.1
PSEL 4
W4LO3: (CLO5)
Part 4:
Instructional Practices:
Teacher Element for
Professional Development
Candidates prepares a
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quality content and implement
assessment and curriculum activities
require students to and materials which
apply knowledge. include high-quality
(S) content and require
students to apply
their knowledge. (S)
3B: Candidate cannot Candidate points out Candidate points Candidate articulates
point out examples of few examples of a out examples of a a depth of knowledge
a schedule and schedule and schedule and and prepares a
technology-rich technology-rich technology-rich comprehensive
activities for teachers’ activities for teachers’ activities for schedule and
professional professional teachers’ technology-rich
development that are development that are professional activities for
academically academically development that teachers’
challenging, and challenging, and are academically professional
content focused to content focused to challenging, and development that are
improve student rigor. improve student rigor. content focused toacademically
(S) (S) improve student challenging, and
rigor. (S) content focused to
improve student
rigor. (S)
3C Candidate provides no Candidate provides Candidate provides Candidate articulates
: capacity to evaluate some capacity to a developed a depth of knowledge
objectives about evaluate objectives capacity to evaluate and prepares a
curriculum alignment about curriculum objectives about comprehensive
for the professional alignment for the curriculum evaluation of
development plan. (S) professional alignment for the objectives about
development plan. (S) professional curriculum alignment
development plan. for the professional
(S) development plan.
(S)
3D Candidate has no Candidate has little Candidate has some Candidate has
: capacity to develop capacity to develop capacity to develop capacity to develop
resources for ongoing resources for ongoing resources for comprehensive
follow-up to measure follow-up to measure ongoing follow-up resources for ongoing
progress from the progress from the to measure progress follow-up to measure
professional professional from the progress from the
development through development through professional professional
benchmark review of benchmark review of development development through
the curriculum, the curriculum, through benchmark benchmark review of
assessments to check assessments to check if review of the the curriculum,
if students engage in students engage in curriculum, assessments to check
higher levels of higher levels of assessments to if students engage in
learning, and learning, and check if students higher levels of
evaluation of rigorous evaluation of rigorous engage in higher learning, and
instruction. (S) instruction. (S) levels of learning, evaluation of
and evaluation of rigorous instruction.
rigorous instruction. (S)
(S)
4A Candidate offers no Candidate offers little Candidate provides Candidate provides
: evidence of resources evidence of resources evidence of comprehensive
or instructional or instructional resources or evidence of resources
materials to materials to implement instructional or instructional
implement high- high-quality materials to materials to
quality instructional instructional practices. implement high- implement high-
EDLD 5352 Instructional Leadership-Week 4 Assignment
professional development
plan to implement high-
quality instructional practices
with technology-rich
activities, focused task to
improve instructional
practices, and provide for
ongoing follow-up to
measure progress to improve
teaching and learning.
NELP Component 4.2
PSEL 4
W4LO1: (CLO1 & 4)
Part 5:
Reflection: Evidence on the
Impact of K-12 Student
Learning
Candidate articulates
evidence on the impact of K-
12 student learning in regard
to providing effective
professional development.
NELP Component 4.4
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practices. (S) (S) quality instructional quality instructional
practices but may practices
not require teachers and require teachers
to apply knowledge. to apply their
(S) knowledge. (S)
4B: Candidate cannot Candidate provides few Candidate provides Candidate articulates
provide examples or examples and the examples and a depth of knowledge
develop a schedule for development of a develops a schedule and prepares a
teachers’ professional schedule for teachers’ for teachers’ comprehensive
development that professional professional schedule for
guide instructional development that guide development that teachers’
practices and improve instructional practices guide instructional professional
student learning. (S) and improve student practices and development that
learning. (S) improve student guide instructional
learning. (S) practices and
improve student
learning. (S)
4C Candidate provides no Candidate provides Candidate provides Candidate articulates
: capacity to evaluate some capacity to a developed a depth of knowledge
tasks that address evaluate tasks that capacity to evaluate and prepares a
improving address improving tasks that address comprehensive
instructional practices instructional practices improving evaluation of tasks
for the professional for the professional instructional that address
development plan. (S) development plan. (S) practices for the improving
professional instructional
development plan. practices for the
(S) professional
development plan.
(S)
4D Candidate has no Candidate has little Candidate has some Candidate has
: capacity to develop capacity to develop capacity to develop capacity to develop
resources for ongoing resources for ongoing resources for comprehensive
follow-up to measure follow-up to measure ongoing follow-up resources for ongoing
progress from the progress from the to measure progress follow-up to measure
professional professional from the progress from the
development through development through professional professional
benchmark review to benchmark review to development development through
check if students are check if students are through benchmark benchmark review to
engaged in higher engaged in higher review to check if check if students are
levels of learning. (S) levels of learning. (S) students are engaged in higher
engaged in higher levels of learning. (S)
levels of learning.
(S)
5A
Candidate articulates Candidate articulates Candidate Candidate articulates
:
no supporting little supporting articulates general comprehensive
evidence from the evidence from the data, supporting evidence evidence from the
data, findings, findings, research, from the data, data, findings,
research, readings, or readings, or previous findings, research, research, readings, or
previous campus campus practices in the readings, or previous campus
practices in the reflection on the impact previous campus practices in the
reflection on the of K-12 student practices in the reflection on the
impact of K-12 learning in regard to reflection on the impact of K-12
student learning in providing effective impact of K-12 student learning in
regard to providing professional student learning in regard to providing
effective professional development. (S) regard to providing effective professional
EDLD 5352 Instructional Leadership-Week 4 Assignment

PSEL 4
development. (S) effective development. (S)
professional
W4LO1: (CLO1 & 4) development. (S)
W4LO3: (CLO5)
W: Candidate had Candidate had few Candidate had no Candidate had no
Writing Elements:
numerous spelling, spelling, grammar, or spelling, grammar, spelling, grammar, or
W4LO2: (CLO2, 3, & 4) grammar, or technical technical writing errors or technical writing technical writing
writing errors or was or was somewhat errors as well as errors as well as all
not formatted for formatted for some formatting for formatting was
professional professional professional professionally
publication. publication. publication with developed for
0-points errors. publication
6-points 8-points 13-points

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EDLD 5352 Instructional Leadership-Week 4 Assignment

Comprehensive School-Level 3-Day Professional Development Plan

Directions: The final signature assessment in this course is to write a comprehensive, school-level
instructional leadership professional development plan. This plan includes multiple elements in which
you have been working on throughout the weeks. This week you will focus on building your final 3-Day
Professional Development Plan including your fourth element called Teacher: Improving Teachers’
Instructional Practices.

Each week throughout the course you prepared and submitted a draft of three out of the four elements of
the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more
comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making
improvements to your 3-Day Professional Development Plan. We should see growth from your previous
draft submissions. You will submit this plan as your Signature Assessment for this course.

1. Four elements of the comprehensive professional development plan, include:

1. Initial Information: Professional Development

- Include topic, audience, date, time, resources, cost, and collaborative team that assisted
in identifying the area(s) of need etc.,

2. Student Achievement: Evaluation of data sets that impact and identify the needs for content
specific professional development and monitors professional improvement in the teaching and
learning process.

- Goals: Statement of goals for school-sponsored and/or school-supported data to identify

needs and drive instruction.
3. Content: Components of professional development plan that are content specific and address
needs based on student needs information. Using curriculum alignment strategies, goals,
curriculum mapping, research, and best practices. (e.g., using data to guide instructional
content, curriculum alignment, facilitating implementation of rigorous content, content-based
learning and assessment, evidence-based content to improve teaching and learning).

- Objectives: Statement of objectives for school-sponsored and/or school-supported

content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher: Implementation of collaborative structures, professional learning communities,
professional development processes, and use of tools and applications to facilitate and support
teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction
to curriculum, facilitating implementation of rigorous instruction, instructional based learning
and assessment, evidence-based strategies to improve teaching and learning).

- Focus of Topic: Description of focus that will be undertaken to achieve the professional
development goals and objectives that address instructional improvement and promote
student achievement.

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EDLD 5352 Instructional Leadership-Week 4 Assignment

Part 1, 2, 3, 4: 3-Day Professional Development Plan:

Directions:

A. Complete the table. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your
text.

School-Level
3-Day
Professional Development Plan
Professional Development Initial Information
Focus of Topic: Algebra
Objective: To improve student achievement through data exploration to identify
targeted areas of improvement. We will incorporate a collaborative planning process to
ensure the alignment of the taught and tested curriculum. Collaborative planning will
provide research based instructional strategies that will endure the growth of all
students.
Rational to support Objective:
 Report card grades are not aligned to state test grades.
 Report cards all show of needs improvement in Algebra (i.e. showing of work ,
completion of homework
 Teacher survey states that teachers need the most help with helping students think
critically
 Only 1 subpopulation are not performing at grade level expectancy
 Only 53% of the campus passed the Algebra I test.
School Name: Cardinal High school

Instructional Stephanie Presuitti

Leader
Professional Assistant Principals, Instructional Coach, Curriculum Specialist, Department Heads,
Development Leadership Team and Teachers from the department listed in the focus of topic
Committee
Members:
Date plan was August 2021
created:
Dates plan August 9-11 2021
will be

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EDLD 5352 Instructional Leadership-Week 4 Assignment

conducted:
Dates plan August 16, 2021 through June 1, 2021
will be in
effect:
Date by which July 1, 2022
time plan will be
updated and
revised for
upcoming school
year:
Resources to Books
purchase: Laptops
PowerPoints
Small group tools
Lunch for staff
Cost $600
Student Achievement:
Exploring the Data to Improve the
Student Learning Process
Professional Development: Day 1: Data to Drive Instruction
Goal:
Resources: Data Sets (Collected Data Points):
o Student Achievement Benchmarks (campus and district)
o TAPR
o Survey Professional Development Needs Assessment (sent to campus faculty)
o Student Intervention Data Reports (MClass & Renaissance)
o Teacher Evaluations (T-TESS)
o Teacher Peer Observation
Schedule & 8:30am -9:00am-(Introduction Activity)
Activities: Teachers will begin the day with writing on a post it note the following reflection
questions:
 What does data mean to me?
 What are different data pieces that they utilize to
 How do they use data to support instruction?
Teachers will have 10 minutes to answer the questions.
Then they will share and discuss with a partner.
Then the partner will share a summary of their partner’s reflection whole group.

9:00am-10:30 am- (See It)

 Jigsaw Activity- As a whole group, teachers will read an article on data-
driven instruction. Each group will have a section to focus on. Then all
groups will share out their findings from the reading.
http://www.dreambox.com/wp-content/uploads/2016/02/wp0030-white-
paper-gregory-firn-how-to-use-data-driven-instruction-to-reach-math-
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EDLD 5352 Instructional Leadership-Week 4 Assignment

achievement-goals-02-19-2016.pdf

Teachers will watching a video clip of a school analyzing data in PLC’s .

Before the video teachers will have guiding questions to, As the instructional
leader I will give the teachers as set of guiding questions to answer while
watching the video
 What is the focus of the data being analyzed?
 What was the focus of the teachers?
 What did I see that I would keep? Change?
 What instructional strategies does the data analysis lead to?
10:0am-12:00pm- (Do it )
 As the instructional leader, I will begin the meeting by highlighting the
department’s success based on the data. Teachers will be given handout
that provides clear steps and prompts to analyze the given data. I will
review the data resources that can be used. Each teacher will be given a
folder with the overall department’s benchmark scores, state scores,
discipline, and attendance data.
 They will also have a copy of their individual teacher data with
homeroom breakdown

 Teachers will utilize the collected data points to identify noticing and
wonderings. They will write their noticing wonderings on stick notes
(pink-wondering/blue-notices) and post them on the appropriate anchor
charts posted around the room.
 We will collectively collaborate and review the findings. Using different
types of data to make the best instructional decisions for our campus,
department, and students.

 Teachers will identify the most significant findings from their own
STAAR data, and determine the lowest TEKS, and subpopulation.

12:00pm-1:00pm- Lunch

1:00pm-2:00pm-Prioritize, Root Cause, and Next Steps

 After analyzing and documenting the lowest TEKS, we will use the
Lead4ward Frequency Distribution by Student Expectation to prioritize
target TEKS for intervention
 Teachers will work as a department to determine root/cause and document
on shared document.
 Teachers will form their intervention groups based on the data depicting
lowest TEKS and target subpopulation.
2:00pm-3:00pm-Build S.M.A.R.T. Goals
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EDLD 5352 Instructional Leadership-Week 4 Assignment

 Teachers will write one measurable S.M.A.R.T. goal.

 As a leader, I will model the process of writing an S.M.A.R.T. Goal; we

will use the campus data and write one collectively for the department as a
department.

 Once teaches have prioritize the TEKS that they will focus on
during their intervention groups, they will create SMART
Goals based on the identifiable needs from data.

 The department instructional leader will discuss the tracking and

monitoring of smart goals.
 The teachers will share their individual smart goal with the group for
feedback.
Student Professional Development Goal:
Achievement: Data to Drive Instruction=Set S.M.A.R.T Goal
Evaluation/Follow  Lead 4-Ward
-up Methods:  Assessment Data
Choose a “best  Smart-Goals
 Root Cause Analysis
practices” or
 T-TESS Evaluations
evidence-based
 Walk Troughs
strategies to be  3, 6- or 9-Week Check-ups-for progress monitor
used to measure  Observations
progress:
Content:
Providing Academically Challenging Content
Professional Development: Day 2: Curriculum Alignment
Objective: : Teachers will use all Algebra 1 data to and create an aligned instructional practices
for intervention lessons
Resources: State, District, and Campus Standards:
o TEKS
o - Data Set 1-6
o -Eduphoria
o Data breakdown percentages overall by all students,
o TEK breakdown percentages by teacher,
o Item analysis-student scores and individual responses,
o -Lead4ward resources-field guide, , snapshot, instructional strategies, Guiding
Questions
o -Aldine Scope and Sequence Algebra 1
- Books
- student book and teacher edition
-Engaging Mathematics Algebra One II, ESC 4
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EDLD 5352 Instructional Leadership-Week 4 Assignment

o -Root/cause analysis sheet

o –Teks Study

Schedule & “Map it Out”, “See it, Name it” “Do it” (Leverage Leadership 2.0)
Activities:
8:30am -9:00am-(Introduction Activity)
 Teachers will get in groups of 4-6 and create a word web of what words
come to mind when they hear “differentiation.” They will make a list of
what it looks like in their classroom. Then each group will present their
information. I will ask guiding questions such as:
o What information did the groups have in common?
o What information differed?
o What take always to do have from all the groups that you can
implement in your classroom?

9:00am-10:00am- (Map it Out)

 Teachers will use all planning documents such as Scope and Sequence
Algebra Curriculum, Lead4ward instructional strategies and Field Guides,
Algebra One, McGraw-Hill student book and teacher edition, Engaging
Mathematics Algebra One II, ESC 4 to map out the curriculum instruction
for interventions day by day.
 It is important for teachers to understand the TEKS and standards for
Algebra.

o What are the key carryover standards and activities from previous
week?
o What background knowledge are students coming in from previous
week or grade level?
o What are key concepts or lessons that we need to include based on
our data analysis plan and our intervention plan?
o What skills require more time?

10:00am-10:15- (Break)

10:15-11:45am- (See it)

 Teachers will see the end goal by targeting characteristics of an effective
intervention lesson to address the needs of the students.
 Teachers will see a model by watching a video clip of a small group
intervention lesson. The video clip will include an actual lesson with
students. The video clip will also address tips for implementing math small
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group interventions. The video will also address before the lesson, during
the lesson, after the lesson, and next steps.
 Before the video teachers will have guiding questions to target their focus.
o What does the teacher do or say during the lesson?
o What materials are utilized during the lesson?
o How does the teacher tailor the instruction to match the students’
needs?

10:15-12:00pm- (Reflection)
Before teachers break off for lunch, they will write on a post-it note any take
always, changes, or new information that they are learning. Presenter will read off a
couple and discuss after lunch.

12:00pm-1:00pm- (Lunch)

1:00pm-2:00pm-(Name it)
 During a Think-Pair-Share activity, teachers will continue to reflect on their
own intervention activities and lessons based on the key elements of the
video model. They will share with a partner their reflection from video, and
share their reflection with all teachers. The teacher will share their thoughts
collectively as a group
o What happened at the beginning, during, and end of the video
lesson?
o Why is that action important for meeting the needs of all her
students?
o What are the plans for their own classroom?
 Teachers will collaborate practice performing an intervention with a partner
for constructive feedback.
2:00pm-3:00pm-(Do it)

 Teachers will give a lesson plan template

 The teachers will be given the opportunity to write an intervention lesson
plan based off the data from the last assessment showing the inclusion of
different instructional strategies into their intervention lessons. Teachers
will volunteer to share their lesson with the group and explain how they
targeted instructions and instructional strategies utilized.
o What framework will work most effectively for this lesson? (guide
practice, modeling)
o Where and how will you check for understanding during the lesson?
o What adjustments can you make to the activities to help minimize

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the misunderstanding?
 Teachers will provide answer survey and feedback to presenters.

Content: Intervention lesson plans and documentation

Data from progress monitoring
T-TESS Evaluations
Walk Troughs
Peer Observations
3 week campus common assessments
9 weeks DCA’s

Evaluation/Follo State, District, and Campus Standards:

w-up Methods: o TEKS
Choose a “best o - Data Set 1-6
practices” or o -Eduphoria
evidence-based o Data breakdown percentages overall by all students,
strategies to be o TEK breakdown percentages by teacher,
used to measure o Item analysis-student scores and individual responses,
progress: o -Lead4ward resources-field guide, , snapshot, instructional strategies, Guiding
Questions
o -Aldine Scope and Sequence Algebra 1
- Books
- student book and teacher edition
-Engaging Mathematics Algebra One II, ESC 4
o -Root/cause analysis sheet
o –Teks Study

Teacher:
Improving Teachers’ Instructional Practices
Professional Development: Day 3: Instructional Practices
Task:
Resources: Instructional Support:
Lesson plan template
o Collaboration
o Lead4ward Instructional Strategies
o Peer to Peer Instructional Observations
o Best Practices
o Classroom Checklist
o Strategies
o Evidence Based Approaches
o Research
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Schedule & Schedule & Activities to be conducted: (Describe in depth the activities)
Activities:  “Prepare”, “See it”, “Name it”, “Do it”, reteaching: Guided and Modeling.
(Leverage Leadership 2.0)
9:00am-10:00am- Prepare Lesson Plans
 Instructional Coaches will review the lesson cycle and the lesson plan cycle.
Also, review the expectations.
 We will review the data from the algebra TEK.
 We will look the different stimuli’s of how the TEK can be assessed, and
determine the why’s
10:00am-12:00pm-See it & Name it
 The teachers will receive a card depicting different instructional strategies
o file:///C:/Users/svdaughtery/Downloads/Lead4Ward%20Instructional
%20Strategies%20(1).pdf
 The teachers will read about each instructional strategies and then present the
strategy to the group based on their learning.
 The teacher will watch a video of a teacher utilizing different instructional
strategies o teach the Algebra lesson.
 As the instructional leader I will provide the teachers with guiding questions
to direct their focus:
o What does the teacher do or say during the lesson?
o What materials are the instructional strategies utilized during the
lesson?
o How does the teacher tailor the instruction to match the students’
needs?

12:00pm-1:00pm- Lunch
1:00pm-2:00pm-Do it
 The teachers will create their own intervention lesson utilizing the
instructional strategies to ensure to meet the needs of all students.
 We will build a binder of lessons that all teachers can utilize to do their
intervention lesson
2:00pm-3:00pm-Reteaching: Guided and Modeling
 The teachers will model the lesson and Instructional leadership team will give
feedback while teachers are practicing. If it is necessary, the training will
pause and I will clear any common errors or misconceptions. The teachers will
model and below are prompting questions, as teachers will utilize to perform
peer observations.
o What instructional strategy will work most effectively for this lesson?
(guide practice, modeling)
o How is the teacher checking for understanding during the lesson?
o What adjustments can you make to the activities to help minimize the
misunderstanding?
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 In the last 10 minutes the teacher will reflect, and close with an exit ticket
o What was most beneficial about this professional development?
o What could we do to improve?

Teacher: Professional Development Focus or Task:

Teachers will apply different instructional strategies to teaching students to solve
quadratic equations having real solutions by factoring, taking square roots,
completing the square, and applying the quadratic formula to improve instructional
impact on student learning.

Evaluation/Fol Applications
low-up Strategies
Methods:
Classroom Checklist
Choose a
“best Peer Observations
practices” or Implementation Tools
evidence- T-TESS Evaluations
based Walk Troughs
strategies to
be used to 3, 6- or 9-Week Check-ups-for progress monitor
measure Year-long calendar to document improvement from previous year
progress: Benchmark Data

Part 5: Reflection: Evidence on the Impact of K-12 Student Learning

Directions:
A. Reflections W4LO1:(CLO1 & 4), W4LO3: (CLO5): Complete the following reflection to articulate
and provide evidence on the impact of effective professional development on K-12 student learning.
Identify an area to focus on by choosing one of the following: Data to Drive Instruction or Curriculum
Alignment or Instructional Practice. Use the Reflective Model of What? So What? Now What? found
in the Resource section of your course.

B. Cite any sources and/or readings used as evidence to support your statements in APA format.

Directions: Compose a 1-2 paragraph (200-word) reflection using the What? So

Evidence on K-
What? Now What? Reflective Model to articulate and provide evidence you have
12 Student
revealed or expect to find for K-12 student learning using effective Professional
Learning:
Development practices. Choose one of the three areas to focus on: Data to Drive
Instruction, Curriculum Alignment, or Instructional Practice.
The Instructional
Leader moves the The development of the 3-Day instructional Professional plan was a very
campus forward by tedious task; however, it was very informative and beneficial. The focus of each
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professionally
developing the day was on one of the following: Data to Drive Instruction, Curriculum
faculty to improve Alignment, or Instructional Practice. The research and planning of this 3-Day
student learning on Professional Development Plan revealed one area of impact on K-12 student
K-12 campuses. As learning that needed to be addressed and improved; the area of improvement was
an administrator
using the data to drive instruction. If you do not understand the trends and
you must provide
evidence on the patterns, you cannot address changes that need to be made in order to not
impact of student continuously see these negative patterns and trends. What was previously
learning. Identify practiced created a negative impact on student Algebra scores due to lack of
the strengths and adjustment in the curriculum and instructional strategies, because the campus is
opportunities for not adequately analyzing data therefore it was evident by the continuously decline
development as
you cover What in Algebra scores that data driven instruction was not taking place.
was previously It is very essential that schools periodically analyze data and implement
done, So What did
you learn needs to
plans to ensure that they are achieving the schools vision. All stakeholders must
be done, and Now be knowledgeable of the data, but also able to disaggregate it in order to make the
What will you do best-informed decisions (Desravines, Aquino, & Fenton, 2016). In order to
moving forward to improve this it was imperative to provide professional development in order to see
provide evidence the benefits of analyzing data, and to understand the proper way. As a leader it
on the impact of K-
12 student learning
imperative to provide feedback, progress monitoring, and evaluation. In the
in regards to future, we will set scheduled data meetings to for the addition of instructional
providing effective strategies to provide better data driven instruction.
professional
development.
Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-
by-step guide to building stronger schools. John Wiley & Sons.

Reference
Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools
(p.365-366). John Wiley & Sons.

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