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= WEEK 1 = According to Jennings and Rentner (October 2006)," Schools are paying much more attention to the alignment of curriculum and instruction and are analyzing test score data much more closely." Moreover, they conclude that this is an effect of the NCLB Act. Since I began my teaching career after the inception of this law, I can't support nor deny that this claim. However, I can affirm that the TAKS teachers on my campus have become very good at analyzing student test scores to guide their instruction. In fact, I've come to rely on this information dramatically. Knowing were my student's strengths and weaknesses helps me determine what action to take in helping them all meet student expectations. Just about one week ago, the fourth grade teachers made a decision to have our students take writing TAKS released test. I'm a bilingual teacher and half of my class is receiving instruction for the first time in English. So the information I received from test data helped me make the best use of the limited time we have left before the test, which is Wednesday. I used the data to decide which group of students needed tutoring and what skills my class needed to review as a whole. Without this information, I could be teaching students something they already know rather than something they still need to work on. I can't afford to make this type of mistake in the use of instructional time. Of course, sometimes the data gathered is not a true reflection of a student's abilities. Other factors such as stamina or motivation may contribute to this. This is where knowing your student’s abilities really help. For the most part, though, analyzing test score data is an extremely useful teaching tool.

On the other hand, Jennings, et. al., state that "Schools are spending more time on reading and math, sometimes at the expense of subjects not tested." Unfortunately, I must agree with this as a devastating negative effect of the NCLB Act. Because accountability of student performance is measured by results on a standardized test scores, the emphasis is placed on those areas that are tested when students are struggling in them. I would imagine that subjects like social studies, science and writing suffer more in lower income schools than in others. My campus is one other these schools. More students are below grade level. In order to meet the accountability standards, teachers must use more time in math and reading to try to pull up students to the appropriate level. Social studies is the subject that most suffers, because there are no standardized tests administered for it in elementary. However, since writing is only tested in the fourth grade, and science is only tested in fifth grade these subjects are almost ignored in other grade levels. This causes the teachers in that grade level to play a lot of "catch up." This in turn requires taking time from other subjects. It's just a vicious cycle. The NCLB Act has forced a change in our schools that may not be as good as it looks on paper.

The NCLB Act states that if a schools fails to meet AYP in the same subject for two or more consecutive years, parents can choose to transfer their child to a higher performing school or take advantage of tutoring services. Additionally, guidelines for school improvement are in place to help struggling schools meet AYP. They range from providing supplemental services to restructuring schools. The guidelines set in place by the NCLB Act are there to help all schools meet AYP, so that all students receive a quality education. This sounds great on paper, but it's not without "glitches." Above I discuss how my schools spend more time on subject areas that are tested and little time on other subjects. This is an unfortunate response by my campus to AYP demands. We have a new principal on our campus. She started right before Christmas break. Since then, I've noticed that our staff is much more at ease. In the teacher's lounge there is less complaining and more laughing. Tension between administration and staff has lessened. Overall, it's become a more pleasant place to work. I know that the climate change is completely due to the change in the administration in our school. The principal believes in us. She is very willing to listen to our ideas and has implemented many of them. Furthermore, she provides support as needed. For example, she has listened to our concerns about student discipline. We developed a plan and have recently implemented it. The plan includes a reward system for positive behavior. Once a class earns a reward, they choose from a menu of rewards. The principal ensures that pickles, popcorn, free dress, and extra recess are given to the classes that earn them. In the past, we've voiced this concern and have asked for rewards. The reason for not implementing always came down to insufficient funds to buy the rewards. Furthermore, when we've suggested extra recess that was an absolute no, no. From what I've seen, my school's climate has greatly improved with the new principal. = WEEK 2 = Each school is required by No Child Left Behind (NCLB) to hold a public meeting after receipt of the campus performance reports (AYP & AEIS). How does you school maximize attendance at this annual meeting to ensure that a cross section of the community you serve is well represented? Do you advertise? Do you hold an appealing event along with the informational meeting agenda? Share your strategies.

Typically my campus sends out a flyer in English and Spanish to notify the parents of the meeting. The meeting information is also posted on the marquee. This meeting is usually combined with the PTA meeting and a grade level performance. Unfortunately, not many parents or community members participate. One of the problems is a language barrier. Most or all of the information is presented in English only, therefore making it incomprehensible to our large population of Spanish only speaking parents. Therefore parents receiving the flyer in Spanish regarding the meeting don’t show, because they know they will not understand it anyway. Another issue is that our campus is limited to how we can advertise the meeting information. Many other districts post pertinent information on the web and send out emails to parents. At my campus, many households do not have computers or the know- how to use them. This is status quo for most of the district. Discuss how the Student Success Initiative (SSI) works at your school to increase student success for at-risk students. Since my campus had a change in administration, I was not able to get information from her. However, based on my knowledge and the knowledge of 3rd and 5th grade teachers whose students have been affected by SSI in the past, the process begins at the beginning of the year. In fact it includes all students and teachers. The purpose of SSI is to ensure that all students are learning on grade level so as to minimize the retentions required through SSI in grades 3 and 5. In fact, as of this year, retention for failure to pass standardized tests affects 5th graders only. Each year begins with an assessment that measures strengths and weaknesses for all children. These assessments, along with others such as prior TAKS data, Dibels, and TPRI are used to make decisions about students that will need intervention. These students begin receiving intervention services within the first nine weeks, typically by the 3rd week. Students that are placed in the intervention groups are also being monitored through the Response To Intervention (RTI) process. As the year proceeds students are moved in and out of the intervention groups as needed. However those that still require intervention begin receiving after-school tutoring. All students in grades 3 through 5 will take a TAKS test. According to SSI students in grade 5 must pass both the math and reading TAKS test to be promoted to the 6th grade. They are provided with 3 opportunities to pass. However after the 1st failed attempt, intense tutoring is provided to those students. After a 2nd failed attempt the Grade Placement Committee (GPC) sets forth a plan that usually includes summer school. After the 3rd failed attempt, the student is retained.

Share the approach your campus has taken to train the staff in effective data use, or explain how you manage this challenge.

Our campus has taken a “learn as you go” approach to teaching staff how to effectively look at data, but has failed so far to teach us how to effectively use data. After every benchmark, grade level meetings are held to review the results of the testing. We are given highlighters and told what to highlight. We are then asked to look at the lowest scoring TEKS and read them. We then are told to post the information on chart paper next to our grade level so that all staff can view it. First of all, many teachers feel offended in the entire process. Teachers are treated and talked to as if we were children. They assume we can’t look at data to determine low versus high scores. When we try to tell them that we’ve already done this prior to the meeting, the CIC (Curriculum Instruction Coordinator) tells us to do it again. The only thing that we have been taught to do with the process is how to look at the data. We have yet to be trained on how to use it. Each teacher uses it the way she chooses. Some don’t use it at all. So highlighting and posting data at grade level meetings becomes a great waste of time. I’ve spent mucho my own time disaggregating my class data into subgroups so that I can make decisions about my teaching. I’ve learned this to be invaluable in targeting instruction, especially when my time is so limited. On the other hand, I find the grade-level meetings to be completely useless most of the time. = WEEK 3 = Review the article, “How to Survive Data Overload,” by R.S. Thomas in this week’s readings. What do you think of the tool titled, ”Team Dialogue Guide: Moving From Data to Classroom Instructional Improvement” and the “Reflection Guide” Included in the article? As the principal, how might you introduce these tools and use them with your teachers? I would use these guides in grade-level or staff meetings, or maybe even during a staff development day. However, I would model the use of the Team Dialogue Guide step by step. I would involve the staff through questioning. The questions would come from the planning section of the Reflection Guide that I have not yet introduced to the staff. I’d ensure that all of the staff was familiar with the data source I was using to model the completion of this guide. Next, I’d introduce the Refection Guides first section for planning only. I would then provide an opportunity for the teachers to collaborate within their grade-levels to complete the guide on a different subject area. I’d move about the room supporting and monitoring the groups through questioning. Once the activity was complete, I would share my observations of the collaborative groups with the entire staff. I would also provide opportunities for groups to share their findings as well. I’d finalize this first session by asking teachers to implement what they have planned. I’d provide them with a grade-level reflection sheet with the questions from the “…beginning of instruction…” section of the reflection guide. Their reflections would be shared with me at a grade level meeting. Following this session, I would then provide the reflection questions for the “…during instruction…” part of the guide to be shared and reviewed at the next grade-level meeting. I continue chunking the use of this guide until every part is complete. At that time, I would present the Reflection Guide as a whole. I’d ensure that my staff knew that I was there to support them through modeling, observation feedback, etc. Chunking the use of this both of these guides as a tool, makes it less overwhelming and maintains the focus on one section at a time. Review the article, “Perceptions of Professional Learning Communities, “ by Jane Huffman and Arminta Jacobson in this week’s readings. What does this study say to you about the style of leadership that is most conducive to developing learning communities? What implications does this study have on your personal philosophy of leadership? According to research by Jane Huffman and Arminta Jacobson, the style of leadership that is the most conducive to developing learning communities incorporates the following core processes. They key terms for each step of the process have been highlighted. Leadership, like teaching, is changing. In order for a leader to be successful, he or she needs to act like a facilitator rather than a dictator. As a facilitator, the leader must find ways to involve the community and staff members in the decision making process as much as possible. In doing so, stakeholders become much more invested in the success of all students. Additionally, leaders can create an environment where stakeholders become members of one unified team, rather than separate groups. As independent groups it is much easier for finger pointing to occur when student learning is not achieved at the desired level. As a team, however, the responsibility for student learning lies on all the stakeholders’ shoulders. As such, a team will work together to problem solve, rather than spend waste precious time on finger pointing **WEEK 4** Discuss the role of learning communities as a professional development tool to move teachers from knowledge to action in using formative assessments to improve student performance. What implications might this information have for the professional development portion of the campus action plan that you develop in the Week 4 Application assignment? Before I provide my formal answer to the discussion question, I needed to summarize the article by Dylan Wiliam,//Changing Classroom Practice.// According to Dylan Wiliam (2007), “When implemented well, formative assessment can effectively double the speed of learning.” Furthermore, the author found that “…Teacher learning communities appear to be the most effective, practical method for changing day-to-day classroom practice.” This includes teachers learning how to effectively use formative assessment to improve student achievement. The most effective teacher learning community, according to Wiliam (2007), includes the following: > Establish building-based groups > Have each member make their own detailed action plan for changes they wish to change > Each group should have a facilitator to help keep things running smooth, but not to act as the one in charge Once the learning communities are set, monthly meetings could follow the format described below.
 * Capability refers to the capacity for dialogue in an organization.
 * Mutual commitment in a community of learners builds when people are an active part of the experience of creating something they value together.
 * In healthy communities opportunities for diversity of contributions are clear.
 * Continuity is essential for survival of a community. Community members must learn how to build bridges linking the past with the present.
 * Collaboration supports interdependence by creating a web of multiple constituencies and stakeholders who are working to achieve a shared vision.
 * A democratic organization is guided by a positive conscience that embodies common principles, ethics and values.
 * Learning communities should last for at least two years
 * Start with volunteers
 * Meet monthly for a minimum of 1 hour and 15 minutes
 * Groups should have between 8-10 members
 * Group teachers with similar assignments

1. Introduction (5-10 minutes) 2. How’s It Going? (30-50 minutes) 3. New Learning about Formative Assessment (25-40 minutes) 4. Personal Action Planning (10-15 minutes) 5.Review of the Meeting (5 minutes)

I found this article extremely helpful in understanding learning communities. I know our campus makes an attempt at this, but not with the desired outcomes. Much of the reason for this is the format of the meetings, the lack of follow through in action plans, and lack of teacher buy-in with regard to the formative assessment as an effective tool. Many teachers view formal assessments as a waste of teaching time. This is due to the lack of leadership. Let me explain. We sit at grade-level meetings and review benchmark data. We prepare action plans that are usually rushed. In one 45 minute grade-level meeting we review data and prepare an action plan. Most of the time the action plan includes the ideas and strategies of one person that I is not a classroom teacher. Once the plan is completed, we are released to follow it. However, there is no follow-up meeting to discuss progress or to modify the plan as needed. As a matter of fact, it is never discussed again. When assessment results come in months later, we are asked what happened if the grade-level rating is less than recognized. All the blame is placed on the teacher. We are asked if the action plan was followed, which is something they should know. I also agree with Dylan that we need to start with volunteers. When a group gets together on their own free will, they are more willing to work together towards a common goal. During the professional development, it would be wise for my campus to begin with motivating teachers by listening and supporting their ideas. This would be the first step toward establishing learning communities.

Source Cited: William, D. (2007-2008). Changing classroom practice. //Educational Leadership, 65//(4), 36-41. = WEEK 5 = What should schools do when they get stuck? “Stuckness” typically happens when people feel like they are doing their best work and it’s not paying off in visible evidence of improved student performance. Have you or has your school found itself in that position? What are some things that can be done at that point to gain forward momentum? I know what getting stuck feels like. When I first began teaching a TAKS grade, I felt very little guidance. I worked very late hours for very poor student results. I began feeling discouraged and felt I had nowhere to turn. Although I’d ask for help, everyone was simply too busy. My love for children and their learning was the only thing that would pull me up when I was feeling down. So, I began attending more workshops and speaking to retired teachers. I began looking at data and seeking out new ways to teach skills my students struggle with. Paying attention to my student’s motivation and engagement when I was teaching particular lessons also shed light on what I needed to work on. Now years later, I feel more confident about my teaching skills. However, I understand why many new teachers leave the profession within the first 5 years. In order to gain momentum, we must ensure that all teachers are supported based on their individual needs so that they are rewarded for their hard work with great student results. Administrators need to listen to their cries and do what it takes to help. When I was stuck, I felt alone and helpless. If I’d had someone to turn to for the help I needed, I would not have felt discouraged. Even after 7 years of teaching, I still feel this way sometimes. In the past when the student benchmark results were less than great, teachers had to answer questions like, “Why did that happen? What are you doing in your classrooms?” Nothing is more discouraging than investing 12-14 hours a day, getting inadequate results, no assistance, and getting scolded on top of it. What is the value of consensus building in the school improvement process, and how does you school go about the process of consensus building? According to Martha K. Richardson, “Consensus is defined as an agreement that is mutually acceptable and integrates the interests of all parties.” My school has a Campus Leadership Team or CLT that includes at least one teacher from every grade level and specialty, two students, on parent, and administration. The job of this team is to communicate, problem solve, and make decisions that affect the campus and its community. In the past, the CLT was run more as a dictatorship. Therefore, no one chose to share, voice concerns, or even want to be a member of this team. In fact the principal used to have to convince teachers to join. I’ve been at this campus since 2004.In this short period, my campus has had 3 principals. During the term of the first two principals the CLT meetings were run in the same dictatorial fashion. However, the current principal seeks input from everyone. She takes notes and talks to everyone in the meeting. She makes certain to provide an opportunity for all members to speak if they so desire. The attitudes on campus are much more positive and less stressful. As a principal, I would invite community members to join our CLT.The meetings would have a bit more structure. Richardson mentions that she gives each member 3 minutes to voice anything they want, while someone takes notes. Although my new principal provides us with this opportunity, the same members do all of the talking. Addressing each member in a systematic timed way, rather than randomly, might encourage all members to share. Review this week’s reading, “Making the Most of Professional Learning Communities,” in which researcher Jay McTighe suggests several ways to use professional learning communities (PLCs) to improve student performance. How has your school used PLCs, or how would you, as the principal, use PLCs to improve student performance? McTighe captured the attitude of many teachers in my school in a few simple words, “…Let me close my door and do my thing.” In fact, I’ve heard teachers give one another this advice on many occasions. However after reading the entire article, I realized that my campus is using some of the professional learning communities activities mentioned in the article. For example, we have spent many staff development meetings reading research-based articles as McTighe mentions is crucial for developing continuous learners. We are given an article to read and share out, sometimes in form of a jigsaw activity. Our campus is also involved in disaggregating data. However, most of the teachers involved in this activity are TAKS teachers. As a principal of my school, I’d involve the entire staff in this activity. Moreover, I would provide the primary grade teachers the opportunity to look at their own assessments, such as TPRI. Furthermore, I’d have them relate this data to TAKS data. I may also reverse this same activity for TAKS teachers. Once this routine was established, I’d add vertical planning to all of the teachers’ agendas and provide them the time needed to accomplish this task.

Resources Cited: McTighe, J. (2008). Making the most of professional learning communities. //The Learning Principal, 3//(8), 1, 4-8. Richardson, M. (2005). Consensus leadership, Principal Leadership, 6(4), 32-35.