Leadership and Instructional Services
SERENA LOWE
Cohesive School Team Framework: Created the
Cohesive School Team Framework that facilitated
the bonding of instructional support staff (CST, DSS,
Coaches, IST and Counselor) to utilize their
combined knowledge and expertise to impact
student achievement.
Instructional Rounds Revision Team:  Helped to
revise the “look fors” document for district to assist
administrators in focusing their TKES observations
when visiting the classrooms.
CCRPI Strategy Groups: Built capacity within the
school to drive efforts to implement meaningful
programs and initiatives for the goal of making
gains on the State report card or CCRPI score.
Administrative/Teacher Coaching: Implemented
tiered coaching cycles to increase leadership
capacity, teacher effectiveness and student
achievement. Presented “ Nothing But Net Coaching:
Coaching for Success: and “Coaching to Win:
Building Technical and Tactical Skill”.
Rigor Relevance Framework: Led efforts to
increase student achievement through rigor and
relevance in classroom instruction that resulted in
cluster and district recognition.
30% Data Plan: Designed a strategic plan to
increase the achievement of students scoring in the
school’s bottom 30%, thus increasing CCRPI score.  • State recognition for closing the achievement gap
MRS.
Professional Profile
Mrs. Serena Lowe earned an Ed.S. and M.Ed. from
West Georgia University. She has been a classroom
teacher, Instructional Liaison Specialist, Assistant
Principal, and Principal. As a principal, she has
been recognized with a 2016 Bronze Award by the
Governor’s Office, a 2015Award for Highest School
Report Card South Fulton County School District ,
and appearances in her local newspaper and T.V
station due to her extraordinary teacher
effectiveness results, despite high poverty. Mrs.
Lowe has a proven track record of teacher
effectiveness that results in student achievement.
AWARDS & RECOGNITION AT CONLEY
HILLS ELEMENTARY SCHOOL
• 2016 Bronze Award by the Governor’s Office of
Student Achievement MRS. SERENA LOWE
• 2015 Highest School Report Card Score in South
Fulton: 80.2
• Perfect Score (40/40) in  Progress Points on the
2015 CCRPI
• 11 Alive Feature for having an 80.2 CCRPI score
despite a 98% free and reduced lunch rate
• AJC Feature by Maureen Downey: “How One
Fulton  County School With High Poverty Is
Succeeding” “Coaching for Capacity
• Recognition for incremental gains with the in Leadership”
College and Career Ready Performance Index
by 37%
 Utilizing data driven instruction encourages the Teacher Proficiency Comparison
Instructional Leadership continued analysis of diagnostic, formative and 2015 and 2016
summative information to improve teaching. It is
essential that all pertinent school personnel with
Having served as the principal and instructional assessment literacy can gather information and set
leader in an urban elementary school of 700 immediate and long-term goals while adjusting in-
students, leader effectiveness, building teacher classroom instruction (Siegel and Wissehr 2011).
capacity and mandated requirements for student
learning, are the main goals Mrs. Lowe has
mastered. Research states that the instructional
leader is the foundation for student achievement
and goal attainment. When you develop Collaborating CUBS
proficient leadership, in return, you increase a COACHING CYCLE
teacher’s capacity, which subsequently will
improve student learning. The most exceptional
school leaders succeed by devoting their time to
what matters most, instructional leadership and
teacher development (Bambrick-Santoyo 2012).
As an instructional leader for over 3 decades, I
dedicated my efforts to producing and supporting
highly effective teachers utilizing the
“Collaborative Coaching Model” in the next panel.

Data Driven Instruction

Teachers are the primary factor that impacts

student learning. The assurance of data driven
instruction requires the on-going monitoring of
student learning, implementation of professional
development and is a critical responsibility of a
leader because it drives in-classroom
instruction(Mertler, 2009).