Ongoing Follow-up after Professional Development

Principal as Instructional Leader Monthly Map

Year-At-a-Glance
Mont Designate Focus: Action:
h: d
Personnel:
June Assistant Teachers 1. Provide the previous year’s PD for upcoming year’s
Principal new initiatives
assessment 2. Build the assessment calendar.
Principal, 3. Create a schedule for observations.
Leadership 4. Revise staff and student handbooks.
team

July Principal, teachers and 1. Review the schedule for student intervention and staff
Assistant staff collaboration time.
Principal 2. Review the current school needs and the end goals.
Data team 3. Plan for professional development on curriculum
Curriculu alignment
m team 4. Plan for the first week of school.
5. Complete and finalize class lists.
6. Meet with parent organizations.
7. Develop a curriculum map of a professional development
plan.

Augus principal, teachers 1. Plan weekly Monday morning meetings with the
t assistant administrative team.
principal, Instructional 2. Create documents, weekly communication, and meeting
coaches templates.
3. Plan and schedule the new teacher and mentor meetings.
4. Leave a note and small gift in the teachers’ boxes.
5. Create a teacher evaluation schedule.
6. Finalize the assessment schedule.

!1
Lamar University Revised Spring 2019 v.0219
 Septe Principal, Teachers 1. Develop a plan to determine how test scoring and analysis
mber assistant will be completed.
principal, 2. Conduct observations and provide written feedback.
leadership 3. Attend PLCs and provide modeling and coaching.
team,Instr 4. Create SMART goals.
uctional 5. Review lesson plans.
coaches
Octob Data team, Teachers 1. Have teachers predict their performance on assessment
er principals, one.
assistant Assessment 2. Administer assessment one.
principals, 3. Professional development on data digs.
data team, Intervention 4. Conduct observations and provide written feedback.
instruction 5. Form intervention groups for struggling students.
al coaches 6. Data digs.
7. Review lesson plans for implementation.

Nove data team, Teachers 1. Deliver the second assessment to teachers for planning.
mber Leadership 2. Review lesson plans for implementation.
team, 3. Conduct observations and provide written feedback.
Principal, 4. Evaluate the school on data-driven instruction.
Assistant 5. Review professional development plan and follow-up.
principal, 6. Conduct TTESS observations.
instruction
al coaches
Dece Data team, Teachers 1. Administer the second assessment.
mber leadership 2. Conduct observations and provide written feedback.
team, Intervention 3. Data digs to develop trends, patterns, needs.
principal, 4. Attend PLCs and provide modeling and coaching.
assistant 5. Form intervention groups.
principal 6. Conduct TTESS observations.

Januar Instruction Teachers
y al coaches
1. Deliver the third assessment to the teachers for planning.
2. Conduct observations and provide written feedback.
3. Attend PLCs.
4. Provide professional development on based on campus
needs.
5. Conduct TTESS evaluations.

!2
Lamar University Revised Spring 2019 v.0219
 Febru Data team, 1. Review and follow up on professional development.
ary Instruction Teachers 2. Administer assessment three.
al coaches 3. Data digs to determine trends, patterns, needs.
4. Attend PLCs.
5. Professional development on best instructional practices.
6. Conduct TTESS evaluations.
7. Develop a plan to reteach standards.

March Data team, Teachers 1. Administer assessment four.

Curriculu 2. Attend PLCs and provide modeling and coaching.
m team Assessment 3. Data digs to determine trends, patterns, needs.
principal, 4. Conduct TTESS evaluations.
assistant
principal,
instruction
al coaches

April data team, Teachers 1. Teachers complete assessment analysis.

Curriculu 2. Data digs for trends, patterns, needs.
m team, 3. Develop plan to reteach standards.
instruction 4. Attend PLCs.
al coaches 5. Conduct TTESS evaluations.
6. Conduct professional development needs survey.

May Assistant Teachers 1. Administer state tests and end of course assessments.
principal, 2. Finalize performance evaluations.
data team, 3. Designate a SBDM team, data team, leadership team, lead
counselors teachers, mentors, and hire new teachers for the following
, parents, year.
students, 4. Determine teacher placement including subject, grade
teachers level, and team members for the next school year.
5. Plan the master schedule.

C.
References

Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Ex-

ceptional Schools. John Wiley & Sons. p.127-180, 315-346 p.289-314
Soar Learning & Leading Collaborative Principal Calendar (2016-2017). Retrieved from
http://www.oassa.org/Websites/oassa/images/Principal%20Calendar%202016-2017.pdf

!3
Lamar University Revised Spring 2019 v.0219
Part 2: Reflection Questions on Professional Learning
Directions:
A. Reflection Questioning W5LO2: (CLO1): Complete the Tool 5.4 called Reflection Ques-
tions on Professional Learning from p.302 of your Breakthrough Principal Textbook.

B. Cite any sources and/or readings used as evidence to support your statements in APA format.
C.

!4
Lamar University Revised Spring 2019 v.0219
Part 3: Personal Learning Reflection as an Emerging Instructional Leader
Directions:
A. Reflections W5LO3: (CLO4): Now that you have read, researched, watched, practiced, and
planned for professional development as an Instructional Leader, what do you feel has had
the greatest impact on your learning? Was it learning about the elements of the Instructional
Core, understanding the importance of curriculum alignment, digging into the data to drive
your instruction, planning a professional development, or understanding the importance of
ongoing follow-up as an emerging Instructional Leader? Share your greatest Aha! moments,
what you felt was your area of greatest growth from this course, and what areas you feel you
need to pursue more learning. Also include, “best practices”, strategies, processes, or tools
you learned about that impacted your learning the greatest. We look forward to your submis-
sions and seeing you move into your new roles as Instructional Leaders!!!
Well Done! You Finished!

Personal Directions: Compose a 300-word in-depth reflection regarding the impact on your learning
Learning this process has made. Include how your perspective has changed into an instructional leader.
Reflection as an
Emerging (No citations required, unless you use evidence from a reading or lecture).
Instructional
Leader:

!5
Lamar University Revised Spring 2019 v.0219
 Reflection: What…I am so amazed at how much new knowledge I have gained as a result
of this course! I have learned how to create a professional development plan
that includes curriculum alignment, data-driven instruction, and best
instructional practices. One skill I learned is how to deconstruct the TEKS to
determine understanding and use the district Scope and Sequence and Standard
Clarifications pages to design professional development on curriculum
alignment at the high school level. I have also learned how to disaggregate a
variety of data points and use that data to design data-driven professional
development. In addition to creating a three-day professional development
plan, I have learned how to provide ongoing follow-up support for my staff.
As Dr. Harrison (2019) discussed in his lecture, I have learned that my
professional development cycle needs to include planning, process, and
implementation. I know that I need to cultivate a community of teachers who
are comfortable giving and receiving feedback from each other through
classroom observations. My professional development follow-up must also
include planning meetings with teachers and the leadership team and collecting
and presenting current data. I have also learned how to use data points to
create a professional development needs survey. Another important skill I
have learned how to create a professional development needs survey to make
professional development relevant and meaningful to staff. I have gained
confidence in my ability to create a survey for teachers to provide feedback
about their professional development. Finally, I have learned how to create a
monthly professional development map.
So what…This process has made a tremendous impact on me as a teacher and
a leader. First of all, I have gained much more confidence in myself as a
teacher and as a leader. As a teacher, I am able to disaggregate data to improve
my instruction. I am also more willing and comfortable sharing my ideas with
my PLC. I also feel comfortable exploring high school curriculum and other
new areas of curriculum. However, as a leader, I am able to recruit teachers to
develop leadership teams. I am also able to collaborate to create a professional
development needs survey and follow-up survey. In addition, I am able to
provide professional development training on data-driven instruction,
curriculum alignment, and best instructional practices. I am also able to
provide teachers with time to practice implementing new strategies in the
classroom. Finally, I now view data as an essential component of effective
instruction and student achievement.
Now what…As a leader, I will collaborate with other staff members to build
leadership teams on my future campus. I will also ensure that my professional
development requires skills and input from all stakeholders. In addition, I will
be able to conduct a professional development needs survey to improve
instructional practices. I will also be able to create a three day professional
development plan with my team. In addition, I will be able to

!6
Lamar University Revised Spring 2019 v.0219
 ensure that my campus provides professional development that includes data-
driven instruction, curriculum that is aligned to the TEKS, and best
instructional practices. Finally, I will be able to make teachers, students, and
the curriculum the focal point of student achievement.

Resources

Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Ex-

ceptional Schools. John Wiley & Sons. p.127-180, 315-346 Suggested Reading: p.289-314

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step
guide to building stronger schools. John Wiley & Sons. p.227-266.

EL Education Core Practices. (2017) (n.d.). Retrieved from https://eleducation.org/re-

sources/core-practices-beta-version-2017. p.83-84

Guiding Principals of Professional Development Follow-UP. Retrieved from https://www.y-

outube.com/watch?v=FPiyQVAZhBM

Harrison, G. (2019). Weekly Lecture. Retrieved from https://lamar.adobeconnect.com/pz7dl-

cuhu223/

Soar Learning & Leading Principal Calendar (2016-2017). Retrieved from http://www.oassa.org/
Websites/oassa/images/Principal%20Calendar%202016-2017.pdf

!7
Lamar University Revised Spring 2019 v.0219