5352 Instructional Leadership

Instructional
Leadership
Lamar University - EDLD 5352
Ann Okafor
[Date]
Week 1: Exploring Instructional Leadership through the Instructional Core and Self-Assessments
City, Elmore, Fiarman, and Teitel (2009), explained the Instructional Core as being comprised of three
parts: the teacher, the student, and the content. It is the relationship between the three components that should be
the focus of school improvement. Each core serves an important role and should be taken into consideration when
making educational changes. Teachers should be provided with support to better guide and deepen the knowledge
of the change for students. (Amy Overton, 2015) So Students, and their parents, should be informed about the
changes. And any changes to the content should be reflected to the goals of the school. So, when we think about
instructional task, it should not be limited to what we think the student should be doing, but what tasks are the
students doing (City et al., 2009).
The instructional core can be further explained in seven principles (City et al., 2009). The first principle
focuses on improving the student learning. There are only three ways to do this and if any of these are missing,
then leader is not helping to improve student achievement. First, the teacher needs to increase the level of
knowledge and skill in their everyday instructional practice. Next, is to increase the rigor in the classroom by
adding another level of complexity in the student’s assignments. That means steering away from just worksheets
because it is safe. Lastly, we need to flip the role of the student in the classroom (City et al., 2009). Students
should be actively participants in the learning process, not passive onlookers. The second principle is
remembering that there are three core components to instructional core, and if one is changed, the rest need to be
modified as well (City et al., 2009). For example, imagine a district has decided to revamp the science curriculum
and the administrators expect all secondary teachers to implement the changes immediately. If there is no
investment in the teacher’s knowledge and skills and the classroom work is still the same, despite how well
throughout the new science curriculum is, it is reasonable to expect that there will be little changes to student
outcome and achievement. The third principle is very simple; if you cannot see it there it is probably not there
(City et al., 2009). Specifically, the actual work that students are doing. It is easy for teachers to mistake
engagement for student learning. A teacher should be checking for understanding by activating prior knowledge,
making connections to the previous lesson, asking higher level thinking questions, and modeling expectations of
the tasks. If a student cannot explain what he or she is doing, it is not there. The fourth principle is about predicting
performance though task (City et al., 2009). If a student knows that there are being held accountable for a
particular task, they will usually take it seriously. Students should be made aware what they are expected to and
how they are expected to complete it. They also should know what knowledge and skills they need to succeed in
their assignment. We cannot just assume that they will just know all of this, even if all of this is written on the
board. The fifth principle is the internal accountability (City et al., 2009). The way I see this is intrinsic versus
extrinsic. Before a school can looking at performance data, they first need to examine the instructional culture
and see if it being modeled in each classroom. Administrators should know what an instructional core looks like
in the classroom before making changes. The sixth principle states that we learn best by doing the work (City et
al., 2009). Instead of hiring outside consultants to fix our problems, we should instead have instructional rounds.
According to the article, we should mimic what they do in the medical field. The staff should be divided into
groups and they observe on another and share the learning experience together. This strategy has proven to be
successful in countries such as Japan. Known as Kounaikenshuu, teachers are expected to engage in lesson study
or Jugyou kenkyuu to plan, practice, and revise their lessons. (Elmore, 2010) The positive consequence of this
was less content and more deepening of knowledge. The seventh principle states that there should be description
before analysis, analysis before prediction, and prediction before evaluation (City et al., 2009). It is urgent that
schools created a common culture of instruction in where teachers and administers develop a language that is
agreed by all. Once the language has been defined, people should then identify and group categories or strategies
and judge how these categories relate to one another. After the categories have been analyzed, the staff can now
make predictions. The staff will use evidence to make arguments about student learning. Being a teacher today
demands more knowledge and skill than in the past and sometimes might be too much for new administrators.
According to the article, the best thing for new leaders to do is the listen first and to ask genuine questions later
(City et al., 2009).

Reference:
City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education (p. 30).
Cambridge, MA: Harvard Education Press.
Elmore, R. (2010). Leading the instructional core. In Conversation, 11(3), 1–12. Retrieved from
http://www.edu.gov.on.ca/eng/policyfunding/leadership/summer2010.pdf
Overton, A. (2015, July 18). The instructional core [Video]. YouTube.
https://www.youtube.com/watch?v=eFXBuTbM3rc
School Leader Self-Assessment Tool
The School Leader Self-Assessment Tool revealed one area for development I needed to address was
working with staff to identify and prioritize their professional learning needs based on any gaps between the
requirements of their roles and their current knowledge, understanding and skills (“School Leader Self-
Assessment Tool,” n.d.). I like to think that teachers learn knowledge and skills similarly to students. If I expect
my followers to use best instructional practices in the classroom, then I need to be actively involving them process
of developing these skills. By providing necessary professional development, this should in hope encourage more
teachers to involve themselves in the learning process. Another area for development is building partnerships
with the local community and external stakeholders so they are aware of the vision and values of the school and
can contribute to its success. Since I am not administrator, this was one for sure going to be a weakness of mine,
but I understand the importance of building relations with key stakeholders, including the community. Even the
creation of our yearly strategic plan involves members of the community and local businesses. Everyone benefits
when schools and the local community come together to improve student achievement. I have personally seen the
positive impact is has had on my students when I involve their parents or family members in the learning process.
When parents and family members feel like they can help their child when they are not at school, my students
typically do better than my students with parents who ignore my phone calls or emails.
The School Leader Self-Assessment Tool revealed one area for strength which was
in leading improvement, innovation, and change (“School Leader Self-Assessment Tool,” n.d.). I was very
pleased when I scored high on this trait. This skill is very essential to be a leader in today’s ever-changing world.
Too often I see my coworkers get too comfortable in position. As a future leader, I want to challenge the status
quo and look for ways to increase student achievement. That means asking questions and find way I can become
a more effective leader. Just like teachers are expected to build their level of knowledge and skill, I will need to
do the same as well. The biggest challenge to innovation and improvement is change. It will be critical that reduce
the resistance that change will bring and I how plan to navigate the consequences of it.
Educational Leadership Profile
The Educational Leadership Profile revealed one of my weakness areas was in instructional leadership
(“Educational Leadership Profile,” n.d.). While I am a lot more familiar with transformational leadership and why
it has become the preferred leadership style for many leaders, instructional leadership is a new one for me. Based
on the articles that were assigned for this week, a common opinion about this leadership style is only works best
in elementary schools. For instance, one article states that there has not been enough research done about
instructional leadership at the secondary level due to the sizes, natures, and politics of high schools (Suh, 2019).
The school that I teach at (Elsik High School) is consistently ranked in the top ten largest high schools in state.
However, there are a few things I agree with about instructional leadership. First, I agree that all leaders should
focus their attention towards improving teaching (Suh, 2019) The purpose of this is to increase student outcomes.
Second, this requires leaders to be up to date on current developments in education and model these expectations
to teachers. Lastly, a leader needs to create a school culture that promotes collective learning. Again, an effective
leader needs to model this for their followers to see.
The Educational Leadership Profile revealed one of my strength areas was in visionary leadership
(“Educational Leadership Profile,” n.d.). According to the self-assessment, a visionary leader fosters a shared
vision among staff and stakeholders and integrates them into the process of creating that vision. When making
decisions, I try to keep the vision and mission in mind. Our focus for the past several years at my campus has
been on making our students 21st century ready. When building my lessons, I look for ways to incorporate the
communication, creativity, collaboration, and critical thinking. I look for steps on how to achieve this goal and
reflect after each lesson on what was could have done it better. As a future leader, I realize that important decisions
are driven by this vision. Just like I currently do now with my students, I will make sure to hold all staff
accountably for following the shared vision. This means having high expectations for all them. Creates and holds
expectations for everyone. Continuously communicates expectations. I will try to model my expectations in what
I want to see in the classroom and continue to reinforce it throughout the year.
Reference:
On-Line Survey Page/School Leader Self-Assessment Tool. (n.d.). Retrieved from
https://www.aitsl.edu.au/tools-resources/resource/school-leadership-self-assessment-tool
On-Line Surveys Page / Educational Leadership Profile (ELP). (n.d.). Retrieved from
https://www.ndcel.org/Page/389
Suh, R. (2019). Instructional leadership. Salem Press Encyclopedia. Retrieved from
https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=
89164275&site=eds-live
The Seven Levers for Quality Instruction and Culture
Instructional Levers Cultural Levers

1. Data-driven 2. Instructional 3. Observation 4. Professional 5. Student 6. Staff 7. Managing
Instruction Planning and Feedback Development Culture Culture School
Leadership
Teams
Define: Define: Define: Define: Define: Define: Define:
Define the road Plan backwards Coach teachers Strengthen Create a Build and Train
map for rigor to guarantee to improve the culture and strong support the instructional
and adapt strong lessons learning instruction with culture right team leaders to
teaching to (Brambrick- (Brambrick- hands-on where (Brambrick- expand your
meet students’ Santoyo, p.8) Santoyo, p.8) training that learning can Santoyo, p.8) impact across
needs sticks thrive the school
(Brambrick- (Brambrick- (Brambrick- (Brambrick-
Santoyo, p.8) Santoyo, p.8) Santoyo, p.8) Santoyo, p.8)
Example: Example: Example: Example: Example: Example: Example:
At the Each Tuesday, Several times a A two session The vision The vision An
beginning of the world history semester, an PD that will for a campus for a high administrator
the year, the team will meet administrator, help teachers to is improving school is will create a
world history to reflect on social studies meet the needs student increasing team of
team will meet lessons from the specialist, and of all students achievement student instructional
to plan a road previous week. team leader with through achievement coaches to
map based on Teachers will with observe differentiation positive by having observe
the Campus look at the the world strategies. The interactions. students be teachers on a
Common lessons to see history team. At first session To increase creative, weekly basis.
Assessment. what went well the end of each will focus on student communicat The
This road map and what could observation, making more culture, the e, administrator
will be used to be improved. evaluators must teachers feel school will collaborate, will set their
align the Also, to see if leave effective comfortable roll out a and think schedule on
instruction the lessons met feedback. What with program that critically. who they will
across the three the 4 Cs, that means is implementing it allows We want the observe, train
high schools in communication, that we must in their teachers to staff to them on to
our district. The collaboration, leave “Glows” classrooms. We reward good implement effectively
purpose of this critical thinking which are will first define behaving these more evaluate
is to better and, creativity. things that they what is students by into their teachers, and
assess student did well on and differentiation sending them daily lesson provide them
scores on the “Grows” which and then on to the plans. with a
District are things they how to apply it principal Administrato reference
Common can improve on. in the office to rs will model guide. The
Assessment. classroom. receive a what team will
Teachers will reward and exemplar continuously
discover how to thank you. lesson plans monitor the
differentiate The look like. school, even
lessons across administrator Teachers after the
any content s will will observation.
areas using a monitor collaborate All leadership
variety of student with team
strategies based behavior for members of meetings will
proven the next their team focus on
strategies from several create instructional
teachers and months to weekly leadership.
specialists from see if this lesson plans
the country. For will cause a and
the second decrease in specialists
session, student will review it
teachers will referrals and to make sure
then meet again an increase it matches
using examples in student the school’s
from what they engagement visions.
did with their in the Administrato
students. We classroom. rs will have
will critique weekly
each example walkthrough
and provide and provide
tools how to effective
improve next feedback for
time. improvement
. The key
will be to
make sure
teachers are
actively
involved in
this lesson
plan process.
Element for Professional Development:
School-Level
3-Day
Professional Development Plan
Template
Professional Development Initial Information
Focus of Topic: Algebra I
Objective: Increasing student achievement and performance in mathematics through
effective instructional strategies
School Name: Cardinal High School
Instructional Leader Ann Okafor
Professional Development Cardinal High’s Assistant Principal of Instruction, District’s Math

Committee Members:
Supervisor, Cardinal High’s Math Curriculum Specialist, Cardinal High’s
Math Department Head, Cardinal High’s Algebra Team Leader
Date plan was created: March 2020
Dates plan will be March 3-5 2020

conducted:
Dates plan will be in effect: September 1, 2020 through June 1, 2021
Date by which time plan July 1, 2020

will be updated and revised
for upcoming school year:
Resources to purchase: Books
CD
Printouts
Cost: $350-600
Week 2: Curriculum Alignment and Planning as an Instructional Leader
State Standards:
The Texas Education Agency (2017) explained the state standard of Essential Knowledge and Skills must
include a foundation curriculum that offers English language arts, math, science, and social studies. A district’s
curriculum must also offer enrichment that includes foreign languages, health and wellness, physical education,
arts, career and technology (CTE), technology, religious literature, and financial literacy (Texas Education
Agency, 2018). These districts must follow the essential knowledge and skills (TEKS) that have been outlined by
the Texas Education Agency in paragraphs 1-13 in the Texas Administrative Code.
The Texas Education Agency (2017) explained the state standard of Description of a Required Elementary
Curriculum must be provided by a district that offers kindergarten through the fifth-grade literacy (Texas
Education Agency, 2018). These teachers must be given sustainable amount of time to teach and for students to
learn the required curriculum that has been outlined by the Texas Education Agency, such as English language
arts, reading, math, science, social studies, the arts, wellness and health, physical education, technology, and
foreign languages. The Texas Education Agency does allow districts to provide different modes of instruction,
including letting students of different ages to learn together for developmentally appropriate instruction.
According to Chapter 117, Grade 6 that is housed in elementary must provide the same instruction that is given
to a Grade 6 that is a part of middle school. That is art, dance, music, and theatre.
The Texas Education Agency (2017) explained the state standard of Description of a Required Secondary
Curriculum must be provided by a district that offers Middle Grades 6-8 and Secondary Grades 9-12 literacy
(Texas Education Agency, 2018). For Grades 6-8, the district must give teachers sustainable amount of time to
teach and for students to learn the required curriculum that has been outlined by the Texas Education Agency,
such as English language arts, reading, math, science, social studies, wellness and health, physical education,
technology, and foreign languages. They must also offer at least one of the following: art, dance, music, or theatre.
As for Grades 9-12, the district must allow teachers sustainable amount of time to teach and for students to learn
the required curriculum that has been outlined by the Texas Education Agency. English language arts courses that
must be offered include, English I, II, III and IV. They must also provide at least one additional advance course
for advance students. Required courses for math include, Algebra I, Algebra II, Geometry, Precalculus, and
Mathematical Models with Application. Grades 9-12 must provide a variety of science courses, including
Integrated Physics and Chemistry (IPC), Biology, Chemistry, and Physics. The district with enrollment of 500
students or more must have at least two additional science courses for students to select from, including Aquatic
Science, Astronomy, Earth and Space Science, Environmental Systems, Advanced Animal Science, Advanced
Biotechnology, Advanced Plant and Soil Science, Anatomy and Physiology, Engineering Design and Problem
Solving, Food Science, Forensic Science, Medical Microbiology, Pathophysiology, Scientific Research and
Design, and Principles of Engineering. A school district may be exempt from the two additional science courses
if they have an enrollment of less than 500 students. These districts can instead just offer one additional science
course for their students. For social studies, a district must provide United States History since 1877, World
History, United States Government, World Geography, Financial Literacy, and Economics. For Physical
Education, a district must offer two courses from Foundations of Personal Fitness, Adventure/Outdoor Education,
Aerobic Activities, or Sports. For the arts, the district should provide at least two of the four from arts, music,
theatre, and dance. For CTE, a district must offer courses from at least three of the sixteen career categories. Some
of these categories include, agriculture, audio and video technology, education, health science, and business
management and administration. A district must provide foreign languages besides English with levels.
Communication Applications, also known as speech, must be provided at all 9-12 campuses. For technology, the
district must offer Computer Science. The district must also offer at least two courses, such as Digital Art and
Animation, Game Programming and Design, Robotics Programming and Design, and Web Game Development.
For Grade 6-8 and Grades 9-12, the district must not only offer all these courses, but also maintain detailed
evidence that each student had the opportunity to take these courses. The district must also let students from
Grades 9-12 about courses that will only be offered once every two years due to the graduation requirements.
The Texas Education Agency (2017) explained the state standard of English Language Proficiency
Standards must be provided by all grade levels. The different English proficiency levels include beginning,
intermediate, advance, and advance high (Texas Education Agency, 2018). The English language proficiency
standards must be implemented within curriculum and along the (TEKS) for each subject. For English Language
Learners (ELLs) to be successful, they need daily social interactions and be able to think critically in an English
academic setting. In order to ELLs to achieve their academic potential, it is critical that students receive effective
classroom instruction that integrates listening, speaking, reading, and writing with quality content area instruction.
It is the school’s responsibility to identify each student’s English language proficiency levels based on the
proficiency level descriptors. ELLs must still be provided instruction according to the TEKS but with
accommodations that matches their English language proficiency level. Students that are classified as beginner
or intermediate ELLs from Grades 3 or higher must be provided instruction that focuses on the foundation of the
English language, including vocabulary, grammar, syntax, and English mechanics. ELLs should receive cross-
curricular instructional learning strategies with emphasis on second language acquisition. Students are expected
to use strategies, such as activating prior knowledge, concept mapping, non-verbal cues, and looking for patterns
in language. For listening, the student is expected to distinguish sounds and intonation patterns in English, learn
the language structures and expressions, understand the main points and meaning of unfamiliar topics, and
demonstrate listening comprehension by following directions or responding to questions. For speaking, students
are expected to practice producing sounds of newly acquired English words, speak using a variety of grammatical
structures and sentence lengths, express opinions, ideas, and feelings in a variety of social and academic topics,
and also be able to describe and explain with better proficiency as more English is acquired. For reading, students
are expected to learn relationships between sounds and letters of the English language, develop basic sight
vocabulary used in the classroom, use visual and contextual support, and distinguishing main ideas from details.
The Texas Education Agency (2017) explained the state standard of Academic Achievement Record
(Transcript) must use the coding system for recoding academic achievement that has been provided by the
commissioner. All academic transcripts must include, student demographics, school and student data, and record
of courses and credits earned by teach student (Texas Education Agency, 2018). Each district must maintain
transcripts permanently and they must make sure that all copies of the transcripts are available for student
transfers. Any credit, whether earned or not, must be recorded on the transcript. A transcript must receive a seal
approved by the SBOE if the student completes their high school graduation requirements. A student who
completes the requirements for an endorsement, earns a performance acknowledgment, or earns the distinguished
level of achievement shall have that clearly indicated on their transcript. A student who completes the required
instruction in cardiopulmonary resuscitation (CPR) or proper interaction with peace officers shall have that clearly
indicated on their transcript. A student who successfully completes a dual language immersion program at an
elementary school shall have the credit clearly indicated on the transcript. And a student who completes all
graduation requirements except for the EOC may be issued a certificate of coursework completion as long as the
transcript includes a date when the certificate was issued to the student.
The Texas Education Agency (2017), explained the state standard of College and Career Readiness and
Texas Essential Knowledge and Skills Alignment must be approved by the commissioner of education and the
Texas Higher Education Coordinating Board into the essential knowledge and skills. The rule includes five figures
in this subsection and identifies the alignment of the College and Career Readiness Standards for math, science,
social studies, cross-disciplinary studies, and English language arts with the essential knowledge and skills (Texas
Education Agency, 2018).
District Policy
The Alief Independent School District’s curriculum policy is not as comprehensive as others, such as
neighboring school districts (Fort Bend Independent School District, 2019; Houston Independent School District,
2019). It does, however, align with rule 74.1 set by the Texas Education Agency (2018). The pacing guide, which
is not publicly available anymore on the district’s website, is made for every course taught in our district, including
both foundation and enrichment curriculum (Alief Independent School District, 2019). Besides the pacing guide,
each content has a year at a glance that includes a recommended teaching order for that curriculum. The district,
however, does not provide documents that have a brief outline of the TEKS. Evidence of the vertical alignment
between curriculums is also missing from the district’s website. Houston ISD’s website not only provides the
scope and sequence, but also the pacing calendar, and vertical alignment matrix for each course in the district
(Houston Independent School District, 2019). Houston’s ISD scope and sequence is very comprehensive. Not
only does it how when it will be taught and for how long, but also includes unit questions, the focus, vocabulary,
TEKS, and student expectations. Their pacing calendar also includes days for extend a topic, review, assess, or
reteach.
Alief Independent School District does abide by rule 74.1. It provides instruction in the TEKS for
kindergarten to Grade 12 in the foundation and enrichment curriculum as specified in the Texas Education Agency
(2018). Each course has a pacing guide that aligns with the appropriate TEKS for that curriculum (Alief
Independent School District, 2019). The TEKS are grouped together to create a unit of study. The pacing guide
is then used to create a year at a glance to help teachers and specialists plan lessons and assessments surrounding
those TEKS. Our pacing guide must be revised each time the Texas Education Agency updates the TEKS. On the
district’s website, the community can view and read in detail about the courses offered at Alief ISD and can see
that it does meet the requirements for rules for 74.2 and 74.3, Description of a Required Elementary and Secondary
Curriculum. Alief also meets rule 74.4, English Language Proficiency Standards, by offering ESL courses for
pre-kindergarten through Grade 12 for ELLs who do not speak. The focus of the ESL program at Alief is to enable
English language learners (ELLs) to become competent in listening, speaking, reading, and writing in the English
language through the content by integrating second language instructional strategies. For rule 74.5, the district’s
website does offer a detailed HB 5 high school graduation requirement plan that include endorsements and
performance acknowledgements.
Alief Independent School District does make specific requirements about student achievement,
particularly at the high school level. The student course selection not only list and describes the different courses
they can take, but also recommended courses for different career clusters (Alief Independent School District,
2017). At the elementary level, each curriculum has created a vision that focuses on student achievement. For
example, the math program wants to develop each student's competency in the TEKS and help them apply
problem-solving skills to new situations. The district’s curriculum for math emphasizes the balance of math
activities, by having a daily review that is not part of instruction and making sure every day counts by giving
students an opportunity to identify key mathematical concepts and vocabulary. This process allows students to
make connections between the key concepts and use that vocabulary to communicate their understandings. I
would, however, recommend making more of their district policy available online for teachers and the community.
I noticed that Houston Independent District had a Scope and Sequence, something I have never heard of before
(Houston Independent School District, 2019). I like the idea of having a scope and sequence document that mirrors
the pacing guide. The scope and sequence document will be designed and reflected specifically for that school
year and grading period. Alief should also provide a vertical alignment document. As a part of the World History
team, I have worked with the US History team a lot over the years to try to align our courses together. It would
be nice to see this and what other teams have done in a publicly available document on the district’s website.
Once this is all available, I can make a better judgement about student achievement by curriculum.
Reference:
Alief Independent School District. (2017). Course selection. Retrieved March 8, 2020, from
https://www.aliefisd.net/Page/8129
Alief Independent School District. (2019). Curriculum & instruction. Retrieved March 8, 2020, from
https://www.aliefisd.net/instruction
Fort Bend Independent School District. (2019) Teaching and learning. Retrieved March 8, 2020, from
https://www.fortbendisd.com/Page/179
Houston Independent School District. (2019). 2019-2020 Scope and sequence. Retrieved March 8, 2020, from
https://www.houstonisd.org/Page/71104
Texas Education Agency. (2018). Texas Administrative Code. Retrieved March 8, 2020, from
http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=74&sch=A&rl
=Y
Organizing a Crosswalk: Building for Curriculum Alignment
Curriculum Crosswalk for Alignment

External Internal Accountability:
Accountability:
How well are we What are we doing?
doing?
1. State Standards 2. District Curriculum 3. Campus Curriculum 4. Teachers 5. Student Achievement
& Instruction Alignment Instruction or
Assessment
Research: Gather the resources you will need to build a Curriculum Crosswalk for Alignment.
TEKS Chapter Scope & Sequence Year in Brief or Scope Instructional Grid or Assessments, Student Work
& Sequence Lesson Plans Assignments, Benchmark
https://tea.texas.gov/curriculum/ https://www.houstonis http://ahhs.ahisd.net/sta http://shmp.info/high- https://www.basic-

teks/ d.org/site/handlers/file ff/teacher_resources/sc school-mathematics- mathematics.com/algebra-practice-
download.ashx?modul ope_and_sequence lesson-plan- test.html
einstanceid=117961& template/high-school-
dataid=65731&FileNa mathematics-lesson-
me=ScopeAndSequen plan-template-math-
ce_HS_MTH_ALG1. lesson-high-
pdf school197537-
myscres-templates/
Planning: How will you get the Curriculum to Align?
§111.39. Algebra I Adopted District Scope & Campus Scope and Instructional 9-Week Summative Assessment
2012 (One Credit). Sequence Sequence
Unit 16: Solutions of
Cycle 5-first 9-weeks, Quadratic Equations Solve each equation with the
Cycle 5-first 9-weeks, quadratic formula.
8(A) solve quadratic equations 29 Days Students solve
29 Days
having real solutions by quadratic equations
factoring, taking square roots, using various 1) h2 + h - 20 = 0
4 class periods (90-
completing the square, and methods.
minutes each) or 8 class
applying the quadratic formula; 2) 12h2 + 30h + 12 = 0
periods (45-minutes
Algebra End of Course (EOC)
each)
exam
Accountability: Where are these items archived for accountability, stakeholders, and transparency?
State Agency URL Admin Office, URL to Principal Office, Principal, Department Teacher, Data Points
Scope & Sequence or Department Chair, Chair, Online Lesson
DIP, URL to Scope & Plans, Teacher
Sequence or CIP,
http://ritter.tea.state.tx.us/rules/t Central office or Principal Office or Teacher copy or Student work, 6-week exams,
ac/chapter111/index.html https://www.cfisd.net/ https://www.cfisd.net/d reflections, online data, summative
https://www.chalk.co
en/about/know-your- ownload_file/22917/48 assessments, formative assessments,
m/planboard/
district/district- 7/ and EOC
improvement-plan/
Element for Professional Development: Comprehensive School-Level Instructional Leadership 3-Day
Content:
Providing Academically Challenging Content
Professional Development: Curriculum Alignment
Resources: State, District, and Campus Standards:
(8) Quadratic functions and equations. The student applies the mathematical process standards
to solve, with and without technology, quadratic equations and evaluate the reasonableness of
their solutions. The student formulates statistical relationships and evaluates their
reasonableness based on real-world data. The student is expected to:
o (A) solve quadratic equations having real solutions by factoring, taking square roots,
completing the square, and applying the quadratic formula; and
o (B) write, using technology, quadratic functions that provide a reasonable fit to data
to estimate solutions and make predictions for real-world problems.
Schedule & Activities: Schedule & Activities to be conducted: (Describe in depth the activities)
o 9:00am-10:00am- Map it Out
o Participants will discuss the standards, along with the knowledge and skills,
and student expectations for this unit.
o Participants will review the placing guide and the sequence and scope for the
unit.
o Participants will review the lesson plans for this unit to see what they need
to teach.
o Participants will discuss what objectives need more time due to student
misunderstandings or which objectives need to be reduced due to student
mastery or to save time.
o 10:00am-12:00pm- See it
o Participants will review past successes from this unit using the examples
submitted by the team.
 “Why did this example match the expected student outcome as
stated by the TEKS?”
 “What made this lesson particularly challenging?”
 “What did the teacher do during the lesson about applying the
quadratic formula?”
o Review the unit assessment and questions from the released Algebra I EOC.
 “Let us look more closely at 8(A) and see why this TEKS is very
challenging for our students. What are our students expected to do
to master this TEK?”
 “How is this TEKS worded in the Algebra I EOC compared to the
district common assessment and campus common assessment?”
 “What part of this TEK do we see more of our students struggling
with?”
 “Do our current lessons align with the rigor seen on the Algebra I
EOC?”
o Participants will exam an exemplar unit plan with emphasis on 8(A).
 “What part of this plan do you think teacher’s struggle in
teaching?”
 “What are some characteristics about this unit plan that make it
effective?”
o 12:00pm-1:00pm- Lunch
o Participants are expected to be back by 1pm.
o 1:00pm-2:00pm-Name it
o Think-Pair-Share: Participants will be given time to reflect on the first two
hours of this session.
 Participants will share their thoughts with the members at their
table. They will then be expected to share what their group
members thought with the whole group.
 “What is the purpose?”
 “Why is that important?”
 “Why do you think teachers do that?”
 “Is there another way we can do that?”
o 2:00pm-3:00pm-Do it
o Participants will get into groups to review their own campus unit plan and
create a lesson plan.
 Give the participants time to review and script the activity before
practice. Let them work with their table mates.
 Remind them to use the exemplar unit plan that was discussed
earlier in this session. Participants are encouraged to give each
other feedback before we transition into practice.
 Those in the audience should be listening and be prepared to asking
questions and provide feedback.
o Participants will practice reducing the gap by writing a lesson plan.
 Participants work on instructional strategies that match the TEKS
and student outcome.
 Presenter will monitor the room and watch out for errors
o Provide each group with feedback
 After each group presents their lesson plans, each group will
provide each other with feedback
 If there is still some confusion or common errors, the presenter will
model again what an exemplar unit plan is.
 If time permits, the presenter should allow each group to do it again
until each participant feels comfortable teaching this TEK.
o Allow time for reflection at the end.
 Pass out a reflection sheet for each participant.
 Give each participant 2 minutes to complete the reflection sheet.
The reflection should focus on key takeaways from the session.
 Allow about three minutes for the whole group to share their
reflection.
Content: Professional Development Objective:

Algebra 1 Curriculum Alignment
Evaluation/Follow-up • Updated Unit Plan
Methods: Choose a • Unit Lesson Plans
“best practices” or
• Learning Objectives
evidence-based
strategies to be used to • Instructional Strategies
measure progress: • Implementation Tools
• Walk Throughs
• 3-Week Progress Report
• Student Weekly Assignment Logs
Week 3: Data to Drive Instruction
Data-driven Instructional Framework Summary
Bambrick-Santoyo (2018), explained the Data-driven Instruction as knowing where our students’ needs
are and helping them achieve those needs through the use of data. According to the author, data-driven instruction
is the most effective use of an educational leader’s time and the best way for schools to see positive results
(Bambrick-Santoyo, 2018). The instructional core includes not only the curriculum and teachers, but also
students. So, it is important for teachers and leaders to know that is not only about whether the topic was taught,
but whether the student learned it. This is where data comes in. To implement data-driven instruction, there are
three phases to: assess, analyze, and act. Since teaching and learning never stops, these phases are part of an
ongoing cycle.
The first part of the cycle is the assessment. Before can decide how to teach the curriculum, we must first
know what the students need to learn. Teachers and leaders must first figure how what standards must be covered
and how to properly access it. There are different keys for effective assessment, including common assessments,
transparency, interim assessments, college-ready alignment, and cumulative. Common assessments ensure that
all grades are reaching for the same target and level of rigor. Teachers and leaders need to be able to see the
assessment (transparent) so that they know exactly what to focus on. Interim assessments should be given so four
to six times a year to allow teachers to evaluate and make changes to their instruction while also not overburdening
the students with exams. Assessments must also be aligned with state tests and college ready, with the latter being
the main goal. College-ready aligned assessment includes the Advance Placement exam and the SAT. For students
not yet in high school, teachers can try integrating college-aligned courses into their curriculum or increasing the
rigor in the classroom. The assessments need to also be aligned with the curriculum. At the end of the unit, the
curriculum should teach the standards that will appear on that test. To assess what the student has learned for the
unit, there needs to be a cumulative assessment. This material needs to be revisited several times throughout the
year in order to students to retain it.
The next part of the cycle is analysis. Analysis allows teachers and leaders to see what their students need
(Bambrick-Santoyo, 2018). Student assessment should be reviewed and analyzed immediately. The data report
that will be analyzed must be clear and concise. The report should show question level, standard or skill level,
student level, and whole-class level. With the data report, teachers should look for patterns at the standards level.
Once a pattern has been found, teachers should look for gaps in learning at the question level.
The third part of the cycle is action. After the data has been analyzed, the teacher can see what areas need
to be retaught for mastery (Bambrick-Santoyo, 2018). There are different ways to reteach, with pros and cons for
each. This part will greatly affect the teacher and student part of the instructional core. A common teaching
method is modeling because it is easier to plan, and students can see how to do it. However, modeling can become
too procedural and the students may not understand the thought process behind it. The other way to reteach is
guided discourse. Guided discourse encourages rigorous dialogue and deep thoughts among students. This is often
more sticker with students since they are active participants in this activity versus passively watching a teacher
model it for them. However, this usually requires more planning and effective questioning. In order to ensure all
students will engage, students should be given time to write their thoughts down first before sharing. Students
should be able to turn and talk about their thoughts, which increases engagement. The teacher should then use
effective questioning to elicit thoughtful responses and to check for understanding. Lastly, the student work needs
to be monitored continuously to see if the student learned what the teacher taught them.
Before the data-driven meeting, the leader should review the data, identify any gaps, and a reteaching plan
to address the gaps (Bambrick-Santoyo, 2018). The meeting should begin by discussing the team’s success and
looking at exemplars with a set of prompts. Teachers can the compare the exemplar to the student response to see
the gap. Next, the meeting should focus on how they plan on reteaching this standard. Teachers should do this
independently and then provide feedback on how they can improve their reteaching plans. Next, teachers should
practice their reteaching by role playing with each other. At the end, there needs to be a follow up to identity
strengths and areas of improvement from the reteaching.

Reference:
Bambrick-Santoyo, P. (2018). Leverage leadership 2.0: A practical guide to building exceptional schools. John
Wiley & Sons. 25-87.

Data Points
James-War and Abuyen (2015), explained data-driven instruction as the use of hard and soft data by
educations leaders to improve student achievement. Of the 21 leadership responsibilities that have been identified
by researchers from McREL to influence student achievement, 9 of those responsibilities deal with data to
improve classroom instruction (James-War and Abuyen, 2015). Those nine include: Change Agent, Culture,
Input, Knowledge of Curriculum, Instruction, and Assessment, Resources, Monitoring/Evaluating, Outreach,
Discipline, and Flexibility. Data is divided into hard data and soft data, both equally important. Hard data is
quantitative, and it answers the who, what, and when questions. Examples include, student assessments,
demographics, referrals and suspensions rates, attendance data, and school nurse records. Soft data, however, is
qualitative, and it done best in words and pictures instead of numbers. This means talking to students and
stakeholders, observations, and surveys. Unlike hard data, the purpose of soft data is to learn what is happening
in the classroom, see how curriculum is being delivered, get sense of the classroom environment, see if the
classroom support current and past instruction by looking at writing samples and student artifacts. This also allows
teachers, administrators, and other stakeholders to share ideas, debrief, and receive feedback from one another.
Effective education leaders should have the ability to analyze these data across different data points to establish
a positive school culture.
Looking at the case study’s hard data, there is a noticeable decline in student achievement for Algebra 1,
particularly in the fourth ninth week report cards. Some students showed regression in math, while another student
may have to repeat the course. For the overall attendance, two of the students had absences greater than 5 during
the fourth term. The data from the Texas Academic Performance Report also shows that students preformed below
district and state in the Algebra 1 STAAR EOC for the 2017-18 academic school year. Only 65% of students at
Cardinal High approached grade level or above in the Algebra 1 STAAR EOC compared to the district’s 70%
and the state’s 83%. The data was even worse for economically disadvantage students (64%) and English
Language Learners (58%). For the soft data, teachers at Cardinal High completed a survey over which areas they
need additional professional development support from. Almost half of teachers (47.1) just want their students to
make sense of the math problems and to help them persevere in solving them. Another 45.7% of teachers want to
help their students apply these math problems in real-world contexts. When it comes to instruction, teachers often
find themselves working alone. Only 25% of teachers were able collaborate with other teachers on lesson planning
and instruction for more than 60 minutes compared to 75% teachers who had less time to collaborate or none.
These figures are alarming, and it shows that students are not receiving the best instructional practices to
support student achievement. It also shows that teachers are not receiving enough support from administrators to
improve their classroom instruction and they are not being given enough time, if at all, to collaborate with other
teachers particularly with different lessons. For my three-day professional development plan, my topic is going
to be on Algebra I with the objective of increasing student achievement and performance in mathematics through
effective instructional strategies. The focus will be mainly on the fourth quarter since that appears to be where
most students appear to be struggling with.

Reference:
James-Ward, C., & Abuyen, J. (2015) McREL leadership responsibilities through the lens of data: The critical
nine. Global Education Review, 2(3), 82-93. Retrieved from
https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN
=EJ1074111&site=eds-live
Scavenger Hunt for Data Points & Reflection
Data Location: Data Provided: Frequency:

Points: (Ex. Website, URL, Office, or Instructor)
1. TAPR https://tea.texas.gov/perfreport/tapr/inde Performance is shown disaggregated by

student groups, including ethnicity and
Throughout Year
x.html socioeconomic status.
2. http://ritter.tea.state.tx.us/rules/tac/chapt The standards and knowledge that every Throughout Year

student should learn in their curriculum
Algebra 1 er111/ch111c.html
TEKS
3. Scope https://www.houstonisd.org/Page/93862 Provides a brief outline of the standards and a Throughout Year
recommended teaching order for a
and course/grade-level.
Sequence
4. Student https://www.houstonisd.org/Page/38532 Provides the number and rate of student Throughout Year
disciplinary action reasons that occurred in
Discipline the district.
Reports
5. College https://www.houstonisd.org/Page/38527 Provide a brief synopsis of students’ End of the Year
Bound participation in and
Report performance on the administrations of
the PSAT/NMSQT, SAT, ACT,
Advanced Placement (AP), and
International Baccalaureate (IB) exams.
Bambrick-Santoyo (2018), described the importance of data-driven instruction as knowing where our
students’ needs are and helping them achieve those needs with the use data points. Data-driven instruction can
help improve student achievement dramatically if implemented effectively by teachers and leaders. Data-driven
instruction involves changing a school’s focus from what the teacher needs to teach to but what the student needs
to learn to be success. I liked that the book outlined how teachers and leaders can create a data-driven culture and
included best practices from other schools that have made the shift to data-driven instruction. Assess, analyze,
and act are the three phases to data-driven instruction and is an ongoing cycle throughout the school year.
Previously my perspective on this was just looking at common assessment’s reports from DMAC with my
team during PLC and discussing questions our students did well on and the ones that they did not understand. We
would then look at the standard and change the question to a much easier one so that student would do better on
it next year. I can see know that my team and I have been doing this wrong. What we should have been doing is
looking at the test first to see what the students needed to know before we started teaching. Each week we should
have been looking over student work to access their understanding and look for any patterns and gaps that should
be of concern. At end of the unit, we should not just change the question to make that standard easier, but instead
go back and reteach that standard either using modeling or guided discussion. Changing the question does nothing
for the student but lower the target and rigor.
Going forward I want to grow this mindset by creating a culture at my campus that is data driven. Now
that I know the purpose of data-driven instruction, I have a better understanding of why PLC is done every week
and why my campus puts so much emphasis on it. Instead of waiting until the test to review the questions, this
should be done before we teach the curriculum. As a future leader, I will work the different teams to make sure
the assessments were aligned with the standards and are college ready (Bambrick-Santoyo, 2018). At the meeting,
teachers will analyze the data report and look for trends and patterns in the standards and look for gaps in the
question level. I will give teachers time to create their own reteaching plan to address this gap and have them
collaborate with each other to provide feedback. It is critical that teachers create an action plan or the whole
professional development would be a waste. Once the action plan is implemented, I need to follow up with each
teacher to hold them accountable. If there is an interim assessment, I will look to see if it matches the lessons and
assessment for that unit. To get teachers to buy in, I would need to create a calendar for the implementation
process. The calendar must include all parts of the process, including when students will take the assessment,
when teachers will analyze the assessment, and when teachers will reteach the lesson. The calendar also needs to
include days for state assessments and time for professional development. Providing effective professional
development is crucial if I want to build a data-driven culture at my campus.

Reference:
Wiley & Sons. p.1-21, 89-125.

Comprehensive School-Level Instructional Leadership 3-Day Professional Development Plan
Student Achievement:
Exploring the Data to Improve the
Student Learning Process
Professional Development: Data to Drive Instruction
Resources: Data Sets (Collected Data Points):
• TAPR
• Teacher Professional Development Needs Survey
• Student Log of Weekly Grades
• Student Academic Progress Fourth 9-week Quarter
• Student Algebra 1 Fourth 9-week Benchmarks and Item Analysis
• Student Attendance Fourth 9-week
• Student Discipline Reports
• Student Data Folders (Student Learning Objectives)
9:00am-10:00am:
• Let us begin this meeting by reviewing the following data sets:
o TAPR
o Teacher Professional Development Needs Survey
o Student Log of Weekly Grades
o Student Academic Progress Fourth 9-week Quarter
o Student Algebra 1 Fourth 9-week Benchmarks and Item Analysis
o Student Attendance Fourth 9-week
o Student Discipline Reports
o Student Data Folders (Student Learning Objectives)
• Today, I want to dive into 8(A) solve quadratic equations having real
solutions by factoring, taking square roots, and the following assessment
item.
o In your own words, what should a student know or be able to do
to show mastery?
o Does the benchmark define the standard that will be reached?
o Does our instruction meet the standard?
o Does the benchmark re-assess previously taught standards?
o Are the data folders keeping track of student progress as they
learn the concepts?
10:00am-12:00pm:
• Analyze the Fourth 9-week Benchmark, report cards, student work, and
data folders for trends, patterns, and themes:
o How well did the class do as a whole?
o How were the results in the different question types (multiple
choice vs. open-ended, reading vs. writing)?
o Did students all choose the same wrong answer? Why or why
not?
o Did students do similarly on each question within the standard?
Why?
o Are there questions that separate proficient and nonproficient
students?
o Are there any anomalies occurring with certain students?
o What misunderstandings are revealed in the data?
o Why do you think students failed to reach mastery?
o What gaps in the instruction of the standard contributed to these
misunderstandings?
o Who are the strong and weak students?
o What will you do to help students achieve mastery?
12:00pm-1:00pm: Lunch
1:00pm-2:00pm:
• Discuss what action should be taken to address student strengths and
weaknesses:
o What part needs to be retaught to the whole class?
o Why did the students not learn it?
o What techniques will you use to address this issue?
2:00pm-3:00pm:
• Plan the SMART goal:
o What will be accomplished?
o What actions will you take?
o What data will measure the goal? (How much? How many? How
well?)
o Is the goal achievable?
o Do you have the necessary skills and resources?
o How does the goal align with broader goals?
o Why is the result important?
o What is the time frame for accomplishing the goal?
Student Achievement: Professional Development Goal:

• Data to Drive Instruction – Create a SMART objective
Evaluation/Follow-up • Weekly data meetings

Methods: Choose a • Lesson Plan meetings
• Posted lesson plans
evidence-based
strategies to be used to • Teacher reflections
measure progress: • Walkthroughs (learning walks, ghost walks, and instructional rounds)
• Observation trackers
• Monthly maps
Week 4: Building Meaningful Professional Development
Comprehensive School-Level 3-Day Professional Development Plan
School-Level
3-Day
Professional Development Initial Information
Focus of Topic: Algebra I
Objective: Increasing student achievement and performance in mathematics
through effective instructional strategies by the end of the 4th 9-Weeks.
School Name: Cardinal High School
Instructional Leader Ann Okafor

Professional Cardinal High’s Assistant Principal of Instruction, District’s Math Supervisor, Cardinal
Development High’s Math Curriculum Specialist, Cardinal High’s Math Department Head, Cardinal
Committee Members: High’s Algebra Team Leader
Date plan was created: March 2020
Dates plan will be July 29-31, 2020
conducted:
Dates plan will be in August 10, 2020 through June 1, 2021
effect:
Date by which time August 8, 2020
plan will be updated
and revised for
upcoming school year:
Resources to purchase: Books
CD
Printouts
Cost $350-600
Student Achievement:
Exploring the Data to Improve the
Student Learning Process
Professional Development: Day 1- Data to Drive Instruction
Goal: Creating a SMART objective using data analysis
Resources: Data Sets (Collected Data Points):
• TAPR
• Teacher Professional Development Needs Survey
• Student Log of Weekly Grades
• Student Academic Progress Fourth 9-week Quarter
• Student Algebra 1 Fourth 9-week Benchmarks and Item Analysis
• Student Attendance Fourth 9-week
• Student Discipline Reports
• Student Data Folders (Student Learning Objectives)
• Teacher Lesson Plans
• Curriculum and Unit Plans
9:00am-10:00am – Map it Out
• “Let us begin this meeting by reviewing the following data sets:
o TAPR
o Teacher Professional Development Needs Survey
o Student Log of Weekly Grades
o Student Academic Progress Fourth 9-week Quarter
o Student Algebra 1 Fourth 9-week Benchmarks and Item Analysis
o Student Attendance Fourth 9-week
o Student Discipline Reports
o Student Data Folders (Student Learning Objectives)
o Teacher Lesson Plans
o Curriculum and Unit Plans”
• “Today, I want to dive into 8(A) solve quadratic equations having real
item.”
o “In your own words, what should a student know or be able to do
to show mastery?”
o “Does the benchmark define the standard that will be reached?”
o “Does our instruction meet the standard?”
o “Does the benchmark re-assess previously taught standards?”
o “Are the data folders keeping track of student progress as they
learn the concepts?”
10:00am-12:00pm – See It
• Analyze the Fourth 9-week Benchmark, report cards, student work, and
data folders for trends, patterns, and themes:
o “How well did the class do as a whole?”
o “How were the results in the different question types (multiple
choice vs. open-ended, reading vs. writing)?”
o “Did students all choose the same wrong answer? Why or why
not?”
o “Did students do similarly on each question within the standard?
Why?”
o “Are there questions that separate proficient and nonproficient
students?”
o “Are there any anomalies occurring with certain students?”
o “What misunderstandings are revealed in the data?”
o “Why do you think students failed to reach mastery?”
o “What gaps in the instruction of the standard contributed to these
misunderstandings?”
o “Who are the strong and weak students?”
o “What will you do to help students achieve mastery?”
12:00pm-1:00pm – Lunch
1:00pm-2:00pm – Name It
• Have participants discuss with their table what action should be taken to
address student strengths and weaknesses:
o “What part needs to be retaught to the whole class?”
o “Why did the students not learn it?”
o ‘What techniques will you use to address this issue?”
2:00pm-3:00pm – Do It
• Participants will use the last hour plan a SMART goal:
o “What will be accomplished?”
o “What actions will you take?”
o “What data will measure the goal?” (How much? How many?
How well?)
o “Is the goal achievable?”
o “Do you have the necessary skills and resources?”
o “How does the goal align with broader goals?”
o “Why is the result important?”
o “What is the time frame for accomplishing the goal?”
• Participants will partner with another person to share their SMART goal.
o Discuss what went well and what needs to be improved.
• Participants will fill out a reflection slip about their takeaway from Day 1.
Student Achievement: Professional Development Goal:

Data to Drive Instruction – Create a SMART objective
Evaluation/Follow-up • Weekly data meetings
Methods: Choose a “best
practices” or evidence-based • Lesson Plan meetings
strategies to be used to • Posted lesson plans
measure progress: • Teacher reflections
• Walkthroughs (learning walks, ghost walks, and instructional rounds)
• Observation trackers
• Monthly maps
Content:
Providing Academically Challenging Content
Professional Development: Day 2 - Curriculum Alignment
(Objective)
Resources: State, District, and Campus Standards:
(8) Quadratic functions and equations. The student applies the mathematical process
standards to solve, with and without technology, quadratic equations and evaluate the
reasonableness of their solutions. The student formulates statistical relationships and
evaluates their reasonableness based on real-world data. The student is expected to:
(A) solve quadratic equations having real solutions by factoring, taking square
roots, completing the square, and applying the quadratic formula; and
(B) write, using technology, quadratic functions that provide a reasonable fit to
data to estimate solutions and make predictions for real-world problems.
o 9:00am-10:00am – Map it Out
o Participants will discuss the standards, along with the knowledge and
skills, and student expectations for this unit.
o Participants will review the placing guide and the sequence and scope
for the unit.
o Participants will review the lesson plans for this unit to see what they
need to teach.
o Participants will discuss what objectives need more time due to student
misunderstandings or which objectives need to be reduced due to
student mastery or to save time.
o 10:00am-12:00pm – See It
o Participants will review past successes from this unit using the
examples submitted by the team.
 “Why did this example match the expected student outcome
as stated by the TEKS?”
 “What made this lesson particularly challenging?”
 “What did the teacher do during the lesson about applying the
quadratic formula?”
o Review the unit assessment and questions from the released Algebra I
EOC.
 “Let us look more closely at 8(A) and see why this TEKS is
very challenging for our students. What are our students
expected to do to master this TEK?”
 “How is this TEKS worded in the Algebra I EOC compared
to the district common assessment and campus common
assessment?”
 “What part of this TEK do we see more of our students
struggling with?”
 “Do our current lessons align with the rigor seen on the
Algebra I EOC?”
o Participants will exam an exemplar unit plan with emphasis on 8(A).
 “What part of this plan do you think teacher’s struggle in
teaching?”
 “What are some characteristics about this unit plan that make
it effective?”
o 12:00pm-1:00pm – Lunch
o 1:00pm-2:00pm – Name It
o Think-Pair-Share: Participants will be given time to reflect on the first
two hours of this session.
o Participants will share their thoughts with the members at their table.
They will then be expected to share what their group members thought
with the whole group.
 “What is the purpose?”
 “Why is that important?”
 “Why do you think teachers do that?”
 “Is there another way we can do that?”
o 2:00pm-3:00pm – Do It
o Participants will get into groups to review their own campus unit plan
and create a lesson plan.
 Give the participants time to review and script the activity
before practice. Let them work with their table mates.
 Remind them to use the exemplar unit plan that was discussed
earlier in this session. Participants are encouraged to give
each other feedback before we transition into practice.
 Those in the audience should be listening and be prepared to
asking questions and provide feedback.
o Participants will practice reducing the gap by writing a lesson plan.
 Participants work on instructional strategies that match the
TEKS and student outcome.
 Presenter will monitor the room and watch out for errors
o Provide each group with feedback
 After each group presents their lesson plans, each group will
provide each other with feedback
 If there is still some confusion or common errors, the
presenter will model again what an exemplar unit plan is.
 If time permits, the presenter should allow each group to do it
again until each participant feels comfortable teaching this
TEKS.
o Allow time for reflection at the end.
 Pass out a reflection sheet for each participant.
 Give each participant 2 minutes to complete the reflection
sheet. The reflection should focus on key takeaways from the
session.
 Allow about three minutes for the whole group to share their
reflection.
Content: Professional Development Objective:

Algebra 1 Curriculum Alignment
Evaluation/Follow-up • Updated Unit Plan
Methods: Choose a • Unit Lesson Plans
• Learning Objectives
evidence-based
strategies to be used to • Instructional Strategies
measure progress: • Implementation Tools
• Walk Throughs
• 3-Week Progress Report
• Student Weekly Assignment Logs
Teacher:
Improving Teachers’ Instructional Practices
Professional Development: Day 3- Instructional Practices
(Focus or Task)
Resources: Instructional Support:
• Collaboration
• Observations
• Department and Team meetings
• Evidence-based Feedback
• Research-based Resources
• Best Practices
• Multiple Learning Styles
• Professional Development content
9:00am-10:00am – Map it Out
• Prepare Reteach Lesson Plans
o Let us look closely at 8(A) solve quadratic equations having real
item.
o Based on the curriculum and unit assessment, what do we need to
include in the lessons?
o For students to be able to master quadratic equations, what lessons will
we need to teach?
10:00am-12:00pm – See It
• Participants will review the unit assessment.
o Review the data from the previous PD day.
o “Let us look at the upcoming unit assessment questions and assignments
that are related to 8(A).”
o “What are all the things students need to be able to do to master the unit
assessment?”
o “What do we want our students to be able to do by the end of this
lesson?”
o “What would you want our students to say to know if they understood
the lessons?”
12:00pm-1:00pm – Lunch
1:00pm-2:00pm – Name It
• Participants will create an Exit Ticket.
o “How can we want to check to see if they have mastered the objective?”
o “Does this Exit Ticket match the rigor of the unit assessment?”
o Discuss what the exemplar response to the Exit Ticket should look like
and create one.
o “Does this Exit Ticket align with 8(A)?”
o “What possible changes could we make to align it further to 8(A)?”
2:00pm-3:00pm – Do It
• Participants will now plan the activities for reteaching.
o Let us look at possible activities that will most help our students master
the exit ticket.
o Some possible options included:
• Guided discourse
• Modeling (I do-we do-you do)
o Decide what prompts will you use.
o What technology will be used?
• Calculators?
• Mobile devices?
o Where and how will you check for understanding during the lesson?
o Make a list of questions that you would like to ask to check for
understanding.
o What misunderstandings are likely to occur for the students?
o What adjustments can we make to the activities to help minimize the
misunderstanding?
o What scaffolded questions could we ask in the moment of
misunderstanding?
• Participants will practice creating an assignment and how they would implement
it.
o Create the assignment and exit ticket.
o Participants will get up and practice implementing the plan with
members from a different table.
o After the first round, have teachers reflect using the following questions:
• “What went well?”
• “What changes still need to be made?”
• “Does this assignment match the objective?”
• Participants will complete a reflection slip about their takeaway from the
professional development.
Teacher: Professional Development Focus or Task:

Target quadratic equations to improve instructional impact on student achievement.
Evaluation/Follow-up • Create a timeline for completing lesson plans
Methods: Choose a • Remind participants to bring student exit tickets, independent work, and the unit
“best practices” or assessment.
evidence-based
strategies to be used to
measure progress:
Evidence on the Impact of K-12 Student Learning
The creation of this 3-Day Professional Development Plan revealed one area of impact on K-12 student
learning that needed to be addressed and improved. What was previously practiced created a negative impact on
student Algebra 1 scores due to weak curriculum alignment. According to the report cards, students were not
doing well in Algebra I during the fourth 9-weeks. Teachers noted in the Teacher Professional Development
Needs Survey that they wanted to help students make sense of the math problems and to help them apply it in
real-world. My goal of this professional development is to increase student achievement and performance in
solving quadratic equations through effective instructional strategies.
So, what needs to be done to improve curriculum alignment is for my team of education leaders to design
a curriculum that is aligned with standards-based content and allows students to create meaningful, high quality
work (EL Education Core Practices, 2017). This means reviewing the scope and sequence, pacing guide, lesson
plans, etc. to measure whether the curriculum meets the state standards. Lesson plans should address the gaps in
student learning by including instructional strategies that match the standards and student outcome.
Moving forwards, I would want to meet frequently with teachers and instructional leaders in professional
learning communities to assess the curriculum to ensure that it is meeting the state standards. The curriculum map
should have appropriate pacing and it should address the state standards (Desravines et al, 2016). Learning gaps
in the curriculum should be identified and addressed. It is also important to build the teacher’s capacity to analyze
and align the standards to the curriculum. The curriculum should include opportunities for students to ask
questions and solve complex problems. To improve instruction and student achievement, teachers should write
better assessments, where formal or informal, that accesses critical thinking and reasoning (Lunenburg, 2017).
Lesson plans should provide plenty of opportunities for teachers to model critical thinking skills, including during
instruction, assignments, and unit assessments. At the end, teachers and instructional leaders should assess the
curriculum to make sure it is aligned to college readiness standards (Desravines et al, 2016). This will encourage
teachers to aim higher than the state standards to reach levels of learning that will help students succeed in college
and the workforce.

Reference:
Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building
stronger schools (pp. 51-67).
EL Education Core Practices. (2017). EL education core practices (pp.1-16). Retrieved from
https://eleducation.org/resources/core-practices-beta-version-2017
Lunenburg, F. C. (2010). The principal as instructional leader. National FORUM of Educational Administration
and Supervision Journal, 27, 4–5. Retrieved from
http://www.nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fred%20C.%20The
%20Principal%20as%20Instructional%20Leader%20NFEASJ%20V27%20N4%202010.pdf
Week 5: Ongoing Follow-up after Professional Development and Constructed Response
Ongoing Follow-up after Professional Development
Ongoing Follow-up after Professional Development
Principal as Instructional Leader Monthly Map

Year-At-a-Glance
Month: Designated Focus: Action:
Personnel:
June Assistant New Teachers, 1 – Develop Interim Assessment Calendar (IAs, analysis, reteach, PD)
Principals Assessments, 2 – Acquire/revise/develop interim assessments
(1,2) Data 3–
4 – Use the DDI implementation rubric to identify where the school stands and where you
Principal (4) need to be before the school year begins
July Principal, Teachers, 1 – Revise curriculum scope & sequences to match interim assessments that will be used
Assistant Specialists, (or vice versa)
Principals Curriculum 2 – Identify who will help you complete the assessment/curriculum adjustment process to
(1,2) be ready for launch by the beginning of the school year
3–
4–
August Principal (1) Teachers, Data 1 – Present DDI PD session to staff (use Driven by Data for PD agenda, materials)
2 – First Week of School
3–
4–
September Principal, Teachers, 1–
Assistant Students, 2 – Teachers preview upcoming IA so that they can plan for mastery
Principals Assessments, 2 – Review lesson plans: is there evidence of implementation of teacher action plans from
(2,3) Data the assessment analysis meeting?
2 – Observe classes: is there evidence of implementation of teacher action plans &
changed teaching practices?
3 – Have teachers predict performance on interim assessment #1
• Mark each question: “confident” (sure that the students will get it right), “not
sure,” and “no way” (students will get it wrong)
3 – Develop plan to determine how test scoring and analysis will be completed
4 – Interim Assessment #1
October Principal, Teachers, 1 – Teacher data sheet, Analysis & Action Plan templates are in place
Assistant Students, 1 – Teachers complete Assessment Analysis Instructional Plans
Principals Assessments, 1 – Instructional Leaders run test-in-hand Analysis Meetings with Teachers
(1,2,3) Data • Compare performance to what the teacher predicted: highlight areas of
discrepancy (i.e., teacher over/under predicted how well the students were going
to do on certain test questions)
• Follow one-pager: Leading Effective Analysis Meetings
1 – Principal observes analysis meetings, giving feedback to instructional leaders about
their facilitation
2 – Staff PD:
• Run Results Meeting to plan to re-teach challenging standards
• Have teachers add rigor to their lessons using “Data-driven Best Practices for
Increasing Rigor”
3 – Teachers preview upcoming IA so that they can plan for mastery
3 – Review lesson plans: is there evidence of implementation of teacher action plans from
the assessment analysis meeting?
November Principal, Teachers, 1–
Assistant Students, 2 – Interim Assessment #2
Principals Assessments, 2 – Teacher data sheet, Analysis & Action Plan templates are in place
(2,3) Data 3 – Teachers complete Assessment Analysis Instructional Plans
3 – Instructional Leaders run test-in-hand Analysis Meetings with Teachers
• Compare performance to what the teacher predicted: highlight areas of
their facilitation
4 – Thanksgiving Break
December Principal, Teachers, Data 1 – Staff PD:
Assistant • Run Results Meeting to plan to re-teach challenging standards
Principals • Have teachers add rigor to their lessons using “Data-driven Best Practices for
(1) Increasing Rigor”
2–
3 – Fall Final Exams
4 – Winter Break
January Principal, Teachers, 1 – Teachers preview upcoming IA so that they can plan for mastery
Assistant Students, 1 – Review lesson plans: is there evidence of implementation of teacher action plans from
Principals Assessments, the assessment analysis meeting?
(1,2,3,4) Data 1 – Observe classes: is there evidence of implementation of teacher action plans &
3 – Interim Assessment #3
3 – Teacher data sheet, Analysis & Action Plan templates are in place
4 – Teachers complete Assessment Analysis Instructional Plans
their facilitation
February Principal, Teachers, 1 – Staff PD:

Assistant Students, • Run Results Meeting to plan to re-teach challenging standards
Principals Assessments, • Have teachers add rigor to their lessons using “Data-driven Best Practices for
(1,2,3) Data Increasing Rigor”
2 – Teachers preview upcoming IA so that they can plan for mastery
2 – Review lesson plans: is there evidence of implementation of teacher action plans from
the assessment analysis meeting?
4–
March Principal, Teachers, 1 – TELPAS
Assistant Students, 1 – Interim Assessment #4
Principals Assessments, 1 – Teacher data sheet, Analysis & Action Plan templates are in place
(1,2,3,4) Data 2 – Teachers complete Assessment Analysis Instructional Plans
their facilitation
3 – Spring Break
4 – Staff PD:
• Run Results Meeting to plan to re-teach challenging standards
• Have teachers add rigor to their lessons using “Data-driven Best Practices for
Increasing Rigor”
April Principal, Students, 1 – STAAR Grades 8, Algebra I, Biology, U.S. History
Assistant Assessments 2 – STAAR Grades 3-7
Principals, 3–
Teachers 4–
(1,2)
May Principal, Students, 1 – AP Testing

Assistant Assessments 2 – AP Testing
Principals, 3–
Teachers 4 – Spring Final Exams
(1,2,4) 4 – Last week of School
Reference:
Wiley & Sons. pp.335-345

Constructed Response as an Instructional Leader
R & A: To improve the teacher's instructional practice in the classroom, Mrs. Smith needs to develop effective
instructional strategies according to her coaching plan. Mrs. Smith should include differentiation strategies into
her instructional practices to help activate background knowledge, meet the linguist needs of her English
Language Learners (ELLs), and to increase the overall student engagement in her classroom.
C: According to the principal’s observational notes, Mr. Long noted that the students appeared distracted, not
fully engaged, and the lesson to be boring. While giving out instructions, Mrs. Smith did little to retrieve
background knowledge from her students before having them move on to the practice work. The students also
appeared to not fully understand the instructions of the assignment and were lost on what to do next. As for
Mrs. Smith, Mr. Long noted that she lacked instructional motivation and direction. Despite acknowledging her
students specific learning needs in the Teacher Instructional Practice Survey, Mrs. Smith still failed to give
differentiated instruction during the lesson and relied only the textbook for direct instruction. Looking at the 6-
week Math Benchmark Results, her students averaged 69% which is below the campus average of 81%. Her
ELLs performed even worse at 59%. These results also confirm what Mr. Long had noted in his observation
that Mrs. Smith had struggled to meet the linguist needs of ELLs. At the end of the lesson, students were given
an exit ticket to complete before the end of the class, but Mrs. Smith missed an opportunity to provide a closure
to clarify any misunderstandings or offer additional support.
As an instruction leader, I would collaborate with Mrs. Smith with the following action steps:
Action Step #1: Provide Mrs. Smith with a coaching plan to help build her capacity as an educator.
a) Professional development for best instructional practice
b) Mentoring on a weekly basis to provide constant feedback

c) Provide additional resources requested by Mrs. Smith to help improve student achievement in her
classroom
E: Mrs. Smith admitted in the Teacher Instructional Practice Survey that she preferred to use textbook
instruction for instructional practices. Despite being in her third-year teaching, she still did not feel comfortable
implemented new ideas into her instruction. To improve her confidence, her coaching plan will involve best
instructional practices and meaningful support to ensure that this plan matches her teaching abilities. As an
instructional leader, I will spend more time in her classroom to observe when and how she implements these
strategies and provide her with meaningful feedback that she can reflect on. I will also support Mrs. Smith by
using student data to provide her necessary materials that will improve student learning in her classroom.
C: Action Step #2: Improve student learning environment by providing differentiated instruction throughout
the lesson.
a) Provide clear content and language objectives on the board
b) Set expectations at the beginning of class
c) Activate student background knowledge with audio and visual supports
d) Deliver the lesson in chunks
e) Provide students multiple opportunities to reinforce key concepts and vocabulary
f) For struggling learners, meet with them to reteach the skills and allow them more time to complete a
task
g) For advanced learners, extend the skills or have them pursue the lesson in greater depth
h) Increase engagement by having students think-pair-share the following questions for their closure
activity: 1. What did we learn today? 2. Why is this information relevant or important? 3. How does this
fit into what we are learning?
i) Provide an exit ticket to assess what the students have learned and what areas to reteach
E: To address the issue of student learning needs and student engagement, Mrs. Smith should adopt
differentiated instruction to maximize the learning potential in her classroom. This would require Mrs. Smith to
be more involved in her approach and constantly assessing her students to understand their learning needs. If a
student is lost or bored, they tend to either tune out or act out. Once instruction is provided at the appropriate
level and engagement is taken into consideration, students will become more interested and involved learners.
This will lead to better classroom management and discipline and an overall better learning environment.

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Instructional

students doing (City et al., 2009).

(City et al., 2009).

Cambridge, MA: Harvard Education Press.

Overton, A. (2015, July 18). The instructional core [Video]. YouTube.

leader needs to model this for their followers to see.

On-Line Survey Page/School Leader Self-Assessment Tool. (n.d.). Retrieved from

Suh, R. (2019). Instructional leadership. Salem Press Encyclopedia. Retrieved from

Instructional Levers Cultural Levers

Instructional Leader Ann Okafor

Professional Development Cardinal High’s Assistant Principal of Instruction, District’s Math

Math Department Head, Cardinal High’s Algebra Team Leader

Date plan was created: March 2020

Dates plan will be March 3-5 2020

Date by which time plan July 1, 2020

Education Agency, 2018).

Curriculum Crosswalk for Alignment

https://tea.texas.gov/curriculum/ https://www.houstonis http://ahhs.ahisd.net/sta http://shmp.info/high- https://www.basic-

Professional Development Plan

Content: Professional Development Objective:

Data-driven Instructional Framework Summary

year in order to students to retain it.

strengths and areas of improvement from the reteaching.

Wiley & Sons. 25-87.

Input, Knowledge of Curriculum, Instruction, and Assessment, Resources, Monitoring/Evaluating, Outreach,

a positive school culture.

most students appear to be struggling with.

nine. Global Education Review, 2(3), 82-93. Retrieved from

Data Location: Data Provided: Frequency:

1. TAPR https://tea.texas.gov/perfreport/tapr/inde Performance is shown disaggregated by

2. http://ritter.tea.state.tx.us/rules/tac/chapt The standards and knowledge that every Throughout Year

for the student but lower the target and rigor.

development is crucial if I want to build a data-driven culture at my campus.

Wiley & Sons. p.1-21, 89-125.

Student Achievement: Professional Development Goal:

Evaluation/Follow-up • Weekly data meetings

Comprehensive School-Level 3-Day Professional Development Plan

Instructional Leader Ann Okafor

Student Achievement: Professional Development Goal:

Content: Professional Development Objective:

Teacher: Professional Development Focus or Task:

solving quadratic equations through effective instructional strategies.

and the workforce.

stronger schools (pp. 51-67).

and Supervision Journal, 27, 4–5. Retrieved from

Ongoing Follow-up after Professional Development

Ongoing Follow-up after Professional Development

Principal as Instructional Leader Monthly Map

February Principal, Teachers, 1 – Staff PD:

May Principal, Students, 1 – AP Testing

Wiley & Sons. pp.335-345

to clarify any misunderstandings or offer additional support.

a) Professional development for best instructional practice

b) Mentoring on a weekly basis to provide constant feedback

a) Provide clear content and language objectives on the board

b) Set expectations at the beginning of class

c) Activate student background knowledge with audio and visual supports

d) Deliver the lesson in chunks

e) Provide students multiple opportunities to reinforce key concepts and vocabulary

fit into what we are learning?

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