R Lozar Mod 5 Leadership Self Reflection
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American College of Education *
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5023
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Arts Humanities
Date
Feb 20, 2024
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docx
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6
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Leadership Self-Reflection
Roxann Lozar
American College for Educators
EL5023: Instructional Leadership
Dave Schmittou, Ed.D.
September 24, 2023
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The proposed professional development of scaffolding instruction is crafted to address a critical need in the realm of English Language Arts (ELA) instruction—closing the proficiency gap
among students. This need is underpinned by a comprehensive data analysis spanning multiple years, from 2018-2019 to 2022-2023, which documents the fluctuations in ELA proficiency rates in both 8th and 10th grades. These fluctuations highlight the pressing urgency for consistent and effective improvement strategies in our educational system. This reflection discusses the role scaffolding instruction plays, and how it has the potential to improve ELA instruction through data-driven approaches.
The data analysis reveals the fluctuations in ELA proficiency rates, providing critical context for the importance of professional development in scaffolding instruction. In the 2018-
2019 school year, we observed 8th Grade ELA proficiency at 36% and 10th Grade at 41%. Subsequently, there were significant fluctuations, with 8th Grade dropping to 21% and 10th Grade rising to 52% in the 2020-2021 school year. The following year saw 8th Grade improve to 26%, while 10th Grade declined to 30%. In the most recent data (2022-2023), 8th Grade proficiency rebounded to 41%, while 10th Grade stabilized at 40%. This data emphasizes the need to address proficiency gaps.
Professional development in scaffolding instruction is crucial for closing proficiency gaps in English Language Arts (ELA) by accommodating diverse learners and ensuring tailored instruction to individual student needs. This approach empowers teachers to support struggling learners while challenging high achievers, breaking down complex concepts, and fostering engagement (Larkin, 2002). The gradual release of responsibility helps students develop a deep understanding of ELA concepts, with formative assessments enabling timely interventions.
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These efforts, informed by the disparities observed in the data, point out the compelling need to address the proficiency gap and prepare students for broader academic challenges. The core focus on scaffolded instruction within our professional development aligns with the data's clear indication of the necessity for consistent improvement in ELA instruction, ultimately aiming to bridge the proficiency gap and provide students with a high-quality education for success.
The interview illustrated the importance of tailoring instructional strategies to meet the diverse needs of students. The Director of Scholar Intervention and Data emphasis on targeted intervention and data-driven instruction resonated with the principles of effective scaffolding instruction.
Scaffolding requires educators to assess where students need support and adapt their instruction accordingly (
Instructional Scaffolding to Improve Learning | Center for Innovative Teaching and Learning | Northern Illinois University
, n.d.-b)
. Recognizing the need to adapt teaching methods based on individual student needs has underscored the importance of scaffolding as an instructional strategy to address proficiency gaps comprehensively.
Furthermore, the interview highlighted the importance of setting clear goals and objectives. The disparities in proficiency rates discussed during the interview reinforced the need of our goal to achieve a 10% increase in overall student proficiency in English Language Arts
. The strategies presented by the director, including data-driven decision-making and professional development, offer practical approaches to implement our objectives effectively, emphasizing the importance of using data to inform instructional decisions and providing educators with the necessary tools to enhance their teaching practices.
Data analysis and collection are pivotal to the educational context, according to the interview. Aligning with the director’s commitment to data-driven practices, I have come to
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appreciate the indispensable role of data in guiding instructional decisions, which is a core principle of effective scaffolding. By using data comprehensively to inform strategies and interventions, educators can better adapt their teaching approaches to bridge proficiency gaps and support students effectively in their learning journey (Hoque, 2011)
.
Based on the insights from the data analysis and interview with the Director of Scholar Intervention and Data, I would ask participants the following questions prior to our professional development on scaffolding instruction. These questions would serve as starting points for discussions with participants, encouraging them to think critically about the challenges identified.
How can we tailor our instructional strategies to address the persistent proficiency gap, ensuring that all students have the opportunity to meet or exceed state ELA standards?
What specific techniques or approaches do you think might be effective in helping students bridge this gap, especially considering the data highlighting the discrepancy between our students' performance and the state average?
What steps can we take to address the observed challenges in student engagement, participation, and their level of involvement in class discussions?
In conclusion, this paper has shed light on the need for professional development in scaffolding instruction, emphasizing its role in closing the proficiency gap in English Language Arts (ELA) education. The analysis of multi-year data trends has provided context, illustrating the fluctuating ELA proficiency rates in 8th and 10th grades, and underscoring the urgency of our mission. The interview with the Director of Scholar Intervention and Data has further enriched my understanding of the importance of tailoring instructional strategies, setting clear
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goals, and leveraging data to inform teaching practices—all of which align seamlessly with the principles of effective scaffolding instruction. As we embark on this journey to enhance ELA education and foster academic success, the commitment to data-driven practices and the implementation of targeted professional development on scaffolding instruction will undoubtedly be the cornerstones of our endeavor.
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References Instructional Scaffolding to Improve Learning | Center for Innovative Teaching and Learning | Northern Illinois University
. (n.d.-b). Northern Illinois University. https://www.niu.edu/citl/resources/guides/instructional-guide/instructional-
scaffolding-to-improve-learning.shtml
Hoque, M. E. (2011b). Teaching reading Explicit: an instructional approach. ResearchGate
. https://www.researchgate.net/publication/316738522_Teaching_Reading_Explicit_An_I
nstructional_Approach
Larkin, M. (2002). Using Scaffolded Instruction To Optimize Learning. ERIC Digest
, ED474301.
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