Skrine PGES Collaborative Leadership Plan 4
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School
University of the Cumberlands *
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Course
699
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
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Uploaded by emaleigh919
University of the Cumberlands
Collaborative Leadership Plan
Name: Emily Skrine-McGlasson
Date:
(10/11/23)
Initial Planning
Discuss with your University Supervisor possible ways you could become actively involved in collaborative leadership efforts to improve student learning and/or the environment in the school.
After discussing with Mr.Glass the new curriculum(IM) used in JCPS for math, we discussed how it does not wor
with our population and needs to be modified to work for our students. After talking with Mr. Glass, we talked about how I can create a modified curriculum guide for the IM program and how this can be adjusted each year based on the needs of the students.
Identification of Collaborative Leadership Effort
Based on the discussion with your University Supervisor, identify the collaborative effort you would like to be involved Provide a brief description of the collective leadership effort you have selected and identify the collaborative partne
including you, who will be working on this collaborative leadership effort. These efforts could be either established o
going efforts in the school or new efforts that would be initiated during the school year.
My leadership project will focus on improving students' overall scores in Algebra 1 with the new curriculum be
used. I will focus on modifying the already planned material for them to use higher-level thinking. This will allow to expose my students to multiple ways to test and see what works best for each population. Doing this will also all
me to gauge my students' understanding and see how they respond to what is being taught.
To complete this, I will work with my Algebra 1 PLC and other ECE math teachers to gain different insights i
how we can differentiate.
I chose this project because I know what a struggle math can be to the general education population, let alone to special education population. Most of our students will shut down when presented with something they do understand. However, creating this guide will benefit our students and allow them to gain confidence to impr
their overall Algebra 1 grades.
Collaborative Leadership Plan
This plan must be approved by your University Supervisor before implementation
.
Goals of the Collaborative Effort
Working with your collaborative partners, identify the goals(s) of the collaborative effort in terms of its impact on studen
learning and/or the environment of the school.
My goal is to ensure that my students have the confidence to succeed in their Algebra 1 course. Assessment
How will you and your partners determine the impact of your efforts on student learning and/or the school environment?
(What supporting documentation will you use to show that the goals have been achieved?)
Every week, my students will be assessed by a quiz covering the material we covered that week. Students will have
1-5 questions that will be a variety of either word problems, short answers, or show your work. I will then record all students' grades to see how well they grasp the content. Students must complete bell ringers and exit slips to monitor their progress. The final assessment will be an MCT Master Culminating Task that will combine everything they have learned in the Unit for a final grade.
A total of 6 weeks is needed for this project.
Sequence of Specific Actions Needed to Achieve Identified Goals
Timeline for Specific Collaborative Partners and Their Contributions To Specific Actions
University of the Cumberlands
Actions
Bellringer daily
Quiz is given weekly.
It will be completed five days a week to review what has been retained from the previous day.
Will be given every four days with 1-5 questions
each time given
Southern Algebra 1 PLC
Southern Academic Instructional Coach
Southern Algebra 1 Chair
classroom,
Discussing data
Implement modification and accommodation
Using data to determine proper interventions
Exit Slips Meaningful Culminating Task
Will be completed
every other day to
see what concepts
students grasp from the lesson taught that day
Students will use all the information
they have learned over the six weeks
to complete a project and present it to the class.
Algebra PLC
Algebra Chair
AIC
Classroom Implement modification and accommodations
Use data to determine proper interventions
NOTE
: Your University Supervisor will evaluate your collaborative leadership based on your involvement in the collaborative effort and your contributions to the specific actions needed to achieve the goal(s) of your plan.
Final Reflection
Reflect on the progress you and your collaborative partners made in achieving your plan’s goals. What did you learn from
your collaborative leadership experience – what worked, what did not work, and why?
After meeting with my PLC and AIC team members, we looked at the modified curriculum and determined what
worked and what had not worked for the students. We decided the students could improve their assessment score
using the modified curriculum. Before this change, the students needed help to meet the standards within Algebra
and required interventions to be successful. I could gauge what areas needed to be re-taught based on the bell ringers and exit slips and then could go back and re-teach these learning targets accordingly. Students must score
65% or higher on their Meaningful Culminating Task to pass.
University of the Cumberlands
Reflecting on this project, I see how important it is to ensure that our curriculum is modified for all learners. Working with special education population shows us that a one-and-done curriculum will not work and that we need to ensure that we are reaching all populations, not just the general. My special education students improved their overall knowledge, and the results of having a 90% pass rate on their MCT were gratifying. I teach in a resource setting and have two classes of 10 students each. In the first class, I had an 80% passing rate failed due to attendance), and in the second class I had a 100% passing rate.
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