WK4Assgn_Glass_T

Teanna Glass Doctor of Education, Walden University EDDD-8050: Curriculum, Instruction, and Assessment: A Systems Perspective Dr. Michael W. Vinella September 22, 2023 © 2015 Laureate Education, Inc. Page 1 of 10

The system I am evaluating is Grand City. Grand City has many opportunities that can be rectified with the assistance of six smart goals over the next 30 days to a year. By completing these objectives in stages, it will significantly lessen the unfavorable implications surrounding Grand City. Short- Term Goal Timeframe Rationale To educate scholars, the instructional staff will implement three distinct approaches by utilizing various learning styles during a lesson review before the end of the module exam. 15 Days This is of utmost importance because many educators use the same methods to teach, resulting in the same outcomes. To achieve a different result, a new approach must be implemented. After each main module, peer reviews will occur amongst department staff to provide feedback on best practices. 30 Days Currently in the city of Grand, evaluations remain incomplete due to several factors; however, given that a significant portion of the staff interacts with the same students, this will contribute to a more integrated approach to instruction. Host parent- teacher conferences on a quarterly basis. 30 Days Many parents are not involved in the school due to their lack of influence in decision-making. By organizing these meetings, it will enhance the collaboration for participation within the student's academic achievement. Long- Term Goal Timeframe Rationale The school staff and leadership will implement opportunities within the classrooms where parents can assist. 60 Days The present parental volunteers do not perceive themselves to be esteemed and possess the capacity to contribute further to the educational institution than completing copies. The engaged parental figures in the educational setting shall demonstrate to the learners that the faculty and parents function as a cohesive unit. At the end of each quarter, leadership staff will complete teacher evaluations. 90 Days Now, the evaluations are not completed because the school leaders have other commitments. Through the utilization of resources from the community to hire specialized staff, the administrators will have the ability to carry out evaluations on a quarterly basis. The school tests every student each semester with the same standardized test in basic subject areas so that each student’s year-to-year progress can be tracked 120 Days Acquiring metrics to compare each quarter will assist in the consolidation of departmental and academic aspirations to progress with implementation. © 2015 Laureate Education, Inc. Page 2 of 10

Status Score 1, 2, or 3 Priority Score 1, 2, or 3 Opportunity Score 1, 2, or 3 Indistar® Indicators (Rapid Improvement & Turnaround Principles)—School Level Strong Leadership—Team Structure Action Required for their operation. each department will collaborate on how to best combat strengths and opportunities. 3 2 3 All teams operate with work plans for the year and specific work products to produce. This action is already a part of their daily role and will require collaboration with departments. 3 1 3 All teams prepare agendas for their meetings. There is not any implementation that needs to occur. This is a part of meeting standards and protocol. 3 1 3 All teams maintain official minutes of their meetings. There is not any implementation that needs to occur. This is a part of meeting standards and protocol. 3 1 3 The principal maintains a file of the agendas, work products, and minutes of all teams. There is not any implementation that needs to occur. This is a part of meeting standards and protocol. Typically, a task of the principal’s administrative assistant. 2 2 3 A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting). Ensure representation from all departments. Ensure votes for best dates and times for all parties. 2 2 3 The Leadership Team serves as a conduit of communication to the faculty and staff. Ensure all forms of communication is best suitable for the school culture. 2 3 2 The school’s Leadership Team regularly looks at school performance data (disaggregated by subgroups) and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs. Compile data in a SharePoint file for easy access and review for year over year. 2 2 3 Teachers are organized into grade-level, grade-level cluster, or subject-area Instructional Teams. Continue to organize the instructional staff by grade level and departments. 2 2 2 Instructional Teams meet for blocks of time (4- to 6-hour Compile a vote for best dates and © 2015 Laureate Education, Inc. Page 4 of 10

Status Score 1, 2, or 3 Priority Score 1, 2, or 3 Opportunity Score 1, 2, or 3 Indistar® Indicators (Rapid Improvement & Turnaround Principles)—School Level Strong Leadership—Team Structure Action Required blocks, once a month; whole days before and after the school year) sufficient to develop and refine units of instruction and review student learning data. times for all parties to be present. Status Score 1, 2, or 3 Priority Score 1, 2, or 3 Opportunity Score 1, 2, or 3 Staff Evaluation and Professional Development Action Required 3 3 1 The principal compiles reports from classroom observations, showing aggregate areas of strength and areas that need improvement without revealing the identity of individual teachers. The leadership of the school would need to speak to the district regarding hiring new staff to help with behavioral issues to complete observations. 3 3 2 The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development. Create a digital platform for easy review. 3 3 2 Professional development for teachers includes observations by the principal related to indicators of effective teaching and classroom management. Create a digital platform for easy review. 3 3 1 Professional development for teachers includes non- evaluative observations by peers related to indicators of effective teaching and classroom management. Create a digital platform for easy review. 3 2 3 Professional development for teachers includes self- assessment related to indicators of effective teaching and classroom management. Research virtual opportunities for teachers to attend to help reduce out of class time. 3 2 3 Teachers are required to make individual professional development plans based on classroom observations. Research virtual opportunities for teachers to attend to help reduce out of class time. 3 2 3 Professional development of individual teachers includes an emphasis on indicators of effective teaching. Research budget cost and if district can afford or if the staff will have to pay out of pocket. © 2015 Laureate Education, Inc. Page 5 of 10

Status Score 1, 2, or 3 Priority Score 1, 2, or 3 Opportunity Score 1, 2, or 3 Staff Recruitment, Evaluation, Reward, and Replacement Action Required voluntary departure of those unwilling or unable to meet new goals or address identified problems). the exit points and how to avoid them. 2 3 3 The school communicates clear goals and measures for employees’ performance that reflect the established evaluation system and provide targeted training or assistance for an employee receiving an unsatisfactory evaluation or warning. Create monthly newsletters with best methods for meeting goals. Create multiple communication platforms for receiving information (text, e-mail, robot calls). 2 3 3 The principal regularly evaluates a range of teacher skills and knowledge using a variety of valid and reliable tools. Complete each month for specific departments to allow for feedback to be received and applied. Status Score 1, 2, or 3 Priority Score 1, 2, or 3 Opportunity Score 1, 2, or 3 Expanded Time for Student Learning and Teacher Collaboration Action Required 2 3 3 The school provides opportunities for members of the school community to meet for purposes related to students' learning. Include community members in monthly meetings regarding school goals and updates. 2 3 3 The school creates and sustains partnerships to support extended learning. Partner with district leadership to ensure partnership guidelines and procedures. 2 2 3 The school ensures that teachers use extra time effectively when extended learning is implemented within the regular school program by providing targeted professional development. Have teachers document how they are using the extra time each day and compile data at the end of each week/month. 2 2 3 The school monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications. Compile data and compare to test scores to test effectiveness. Status Score 1, 2, or 3 Priority Score 1, 2, or 3 Opportunity Score 1, 2, or 3 Assessing and Monitoring Student Mastery Action Required © 2015 Laureate Education, Inc. Page 7 of 10

Status Score 1, 2, or 3 Priority Score 1, 2, or 3 Opportunity Score 1, 2, or 3 Assessing and Monitoring Student Mastery Action Required 2 2 3 Unit pre-tests and post-tests are administered to all students in the grade level and subject covered by the unit of instruction. Review scores and propose best methods for instruction. 2 2 3 Unit pre-test and post-test results are reviewed by the Instructional Team. Review scores and propose best methods for instruction. 2 3 3 Teachers individualize instruction based on pre-test results to provide support for some students and enhanced learning opportunities for others. Review scores and propose best methods for instruction. 2 3 3 All teachers re-teach based on post-test results. Implement activities for all learning types and include technology. Record results. Status Score 1, 2, or 3 Priority Score 1, 2, or 3 Opportunity Score 1, 2, or 3 School and Classroom Culture Action Required 2 2 3 All school staff demonstrate an understanding of community cultures, customs, and values and model respect for them. Complete surveys to compile data to understand gaps. 2 2 3 All teachers acquire an understanding of each student's background and interests as a way to increase motivation to learn. Create training for diversity and inclusions and motivating factors for learners. 2 2 3 All teachers include social and emotional learning objectives in their instructional plans. Partner with department chair or instructional development team for assistance. 2 2 3 All teachers model, teach, and reinforce social and emotional competencies. Partner with department chair or instructional development team for assistance. 2 2 3 Transitions between instructional modes are brief and orderly. Ensure there are knowledge checks at the end of each lesson to close any gaps or misconceptions. 2 2 3 Students raise hands or otherwise signal before speaking. Create and establish the best method with learners. © 2015 Laureate Education, Inc. Page 8 of 10

Status Score 1, 2, or 3 Priority Score 1, 2, or 3 Opportunity Score 1, 2, or 3 Family and Community Engagement Action Required 2 2 3 The school regularly communicates with parents/families about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning). Creation of newsletters (paper and e-mail form) or text messages to be sent on a weekly/monthly basis for best practices. 2 2 3 The school's website has a parent/family section that includes information on home support for learning, announcements, parent activities/resources, and procedures on how families may post items. Ensure all information is up to date and is useful for current learner’s family. 2 2 3 Professional development programs for teachers include assistance in working effectively with parents (families and communities). Ensure surveys are compiled from parents regarding their feedback prior to development programs being implemented. 2 2 3 The school provides parents/families with practical guidance to maintain regular and supportive verbal interactions with their children. Continue to provide until parents voice it is not needed. 2 2 3 The school provides parents/families with practical guidance to establish a quiet place for children’s studying at home and consistent discipline for studying at home. Continue to provide until parents voice it is not needed. 2 2 3 The school provides parents/families with practical guidance to encourage their children’s regular reading habits at home. Continue to provide until parents voice it is not needed. 2 2 3 The school provides parents/families with practical guidance to model and encourage respectful and responsible behaviors. Continue to provide until parents voice it is not needed. © 2015 Laureate Education, Inc. Page 10 of 10