Instructional Leadership Training

1. Introduction and Article Discussion

3. Fundamental 5 in Action

Q2: Walkthroughs

• Stop and Jot! Write your answer on the space provided. Don't pick your pencil up for the entire 3 minutes.
• What is the purpose of doing walkthroughs?
• What is the purpose of doing walkthroughs?
• How effective are you at using this data to improve instruction? Justify with reasons.

Let's Practice: Analyzing Walkthrough Videos

• For each video/set of photos, complete the walkthrough form provided to the best of your ability
• If you are unable to view one area, mark "N/A"

For each teacher, write:

• One GLOW: on a GREEN sticky note
• One GROW: on a pink sticky note

Exit Ticket

• What are three ways you will make walkthroughs more meaningful on your campus to improve instruction?

Q2: List them!

• Prompt: What are a few reasons our students don’t fully engage in their RMA learning environment?
• List as many as possible and be prepared for a prize!

7. Creating Centers & Personalized Learning

Think, Pair & Share

• What’s the main difference between elementary, middle and HS learning?

Centers in Elementary School

Centers in High School

Centers in Virtual Classes

Directors Create Centers

• What centers do we need in each subject?
• For each subject, determine the centers and materials needed and put on chart paper.
• Complete a gallery walk.

Exit Ticket

• What training do staff need to implement centers in their classrooms?
• What materials are needed?
• What underlying mindsets might need to be shifted?

Developing Teammates to Teach like Champions

Q2:
Match each strategy with an explanation!

Identify those TLAC strategies

Whiteboard Stop and Jot!

TLAC: Ms. White

Charades TLAC Pepper

TLAC Mrs. Janssen

Exit Ticket

• Which strategies are in your "Top 10" to implement at your school?
• List in any order and *STAR* your top 5!

Canvas Deep Dive

Q2: Canvas Literacy

Three Tiers

The Three Tiers

• Contextual Learning
• Project Based Learning (PBL)
• Edgenuity

Objective: RMA will be able to provide real student choice and investment in learning.

1. Contextualized Learning (CTL)

• Embedded in Canvas
• Emphasis on video/audio elements
• Alignment of TEKS, Objectives, Assessments & all lesson elements
• Increased creation of center-based, hands-on learning
• Shares: TEKS, INB, Q2/Exit Tickets, CBAs

2. Project Based Learning

• Essential question/ problem to be solved
• Inquiry based research & learning
• Student voice & choice
• Reflection, critique
• Public product
• Share: INB, Q2/Exit Tickets, CBAs, TEKS

2. Project Based Learning

• Essential question/ problem to be solved
• Inquiry based research & learning
• Student voice & choice
• Reflection, critique
• Public product
• Share: INB, Q2/Exit Tickets, CBAs, TEKS

3. Edgenuity

• Student chosen/ students entering classes throughout quarter
• Self-driven with teacher monitoring and check-in
• Shares: Q2/Exit Ticket, CBAs and INB, TEKS

Similarities?

Differences?

So, what does this look like?

Directors Do!

Exit Ticket

Student Feedback, Recognition & Reinforcement

Q2: One whiteboard, write one piece of feedback

Give precise praise to a teammate!

How can Canvas help?

• Comments
• Auto-grades
• Messages
• *Let's look!

What other ways can we give feedback?

Untitled Slide

Exit Ticket: Notecard Knockout

Interactive Notebooks (INB)

Q2: Create a pitch

• With your appointed partner, create a 1-2 minute advertisement pitch as to WHY we should have INBs at RMA.
• You must convince your "buyers" who will either choose to "buy" or "not buy" your argument.

Show/Tell: Rate on a scale of 1-10 student/ teacher investment in INBs this year.

INB Stations

• 7 minutes at each station
• Passport must be stamped to earn credit
• Raise green notecard when station is complete

Ms. Blakesley Reflection

Mr. Haseloff Reflection

Exit Ticket: What should be included on feedback form in the back of INBs.