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Bryan Ladd Standard 2 Reflections

Standard Two: As a participant in the Concordia Educational Administration preparation program I


logged hours under standard 2 when I assisted in the interviewing, hiring, and placement of instructional
staff. Hours were also logged when I coached and developed teachers through periodic walkthroughs,
debriefing coaching sessions, and follow-up walkthroughs. These experience also allowed me to tailor
professional development and collaborative learning environments for faculty and staff.
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Part of my role as an instructional coach is to mentor and coach teachers on best practices
and assuring that teachers are leading their classrooms in alignment with our campus
goals and vision. This week I worked with two different 2nd grade teachers to mentor
them on some new initiatives we are starting in February. The time spent was with one
1st year teacher and another that was placed on a growth plan last year because of some
things our administrator noticed in the teachers instructional practices.
For standard two I spent time with teams in their team meetings to ensure campus goals
and visions were being articulated clearly by the team leads. We had a team lead meeting
last week and wanted to make sure that all of the information was presented to the
teachers correctly and that a part of the campus leadership team was present to answer
any clarifying questions/concerns. I also spent time this week mentoring a new 2 nd grade
math teacher. We focused on classroom management and guided math strategies to
increase instructional impact in her classroom.
Each week I spend time working with two 2nd grade teachers who are either on a growth
plan or are 1st year teachers on things like classroom management and content specific
goals we have made. This week I worked with both of them to clarify and develop a
procedure for our numeracy program that is starting for 2 nd grade next week.
The two attendees of the conference were strategically sent because of some professional
needs within their classrooms. My administrator sent me with them to ensure that the
conference was meeting their individual needs. I spent time learning at the conference
but also coaching them on some strategic, systematic things that needed to be turned
around quickly in their instruction.
On Monday I spent an hour and a half working with a 2nd grade teacher who is working
on goals of her growth plan. She watched me instruct the entire math block and took
notes on how I handled the instructional cycle as well as the guided math time. We will
conference next week to continue the coaching cycle as we work towards meeting all of
her growth goals.
I spent a good amount of time in standard two this week. We are starting a new initiative
this spring on our campus and installing a Genius Hour on campus for all of our students
to work on Passion Projects. I spent 2 hours during our weekly PLC time to train the
teams on implementing this in their classrooms. I created a Google slideshow for them to
have as they roll this out in their classrooms. I also spent time coaching a 2 nd grade
teacher as a part of an ongoing mentoring I have been doing with this teacher. Last week
I modeled a lesson for her and we spent about 30 minutes discussing this lesson and her
takeaways from the experience. We scheduled a time this week for me to come in and
observe her attempt at implementing some of the instructional strategies she witnessed
me using during my model lesson. I also spent time Wednesday meeting with our

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vertical math committee to hash out plans for our upcoming STAAR Night at our
campus.
Per Mrs. Gardners request I developed and delivered a classroom management PD for a
struggling 2nd grade teacher. We looked at the strategy called CHAMPS
(C=Conversations, H=help, A=activity, M=Movement, P=participation.) I am scheduled
to go in and observe her classroom and the setting up of this expectation after Spring
Break.
On Friday, I spent the morning working with 3rd grade math teachers helping them
analyze their Mock STAAR results. We looked at district, campus, and teacher views as
well as my item/error analysis, and we identified students who have already met the final
recommendation levels on two test for Index 4 of the State of Texas Accountability
System. The afternoon was spent with 4th grade math teachers doing the same activities.
This week I logged two hours for human capital, standard two. I spent two hours doing a
Math data day with our 2nd grade team. We discussed district, campus and teacher views.
We also talked about generating a consistent assessment expectation document that we
will use for our EOY assessment in May. Teacher utilized their data views to generate
documentation for Tier 2 interventions during their math blocks.
I had the honor of organizing a presentation setting for one of our 2 nd grade teachers for
her to present her graduate research project that shed done with students at our campus.
I sent out invites, set up the room, and facilitated the post presentation Q&A.
The Heart of Texas coach and I walked classrooms and observed writing instruction and
then debriefed with teachers on what we saw. We discussed things that were really going
well, asked for clarification on somethings we noticed happening and offered a few
suggestions that aligned with the HOT model of writing. I also spent 4 hours this week
training a new 2nd grade teacher on campus non-negotiables and district curriculum
resources. This position was added because of the ratio of students to teachers hit the
district threshold. Next week I will be shadowing the new teacher to assess any further
professional development needs.
Attended the AIE Conference with instructional staff and teacher leaders. Developed
plans to bring the learning back to campus to better the knowledge and skill set of all
stakeholders. Sessions were specifically chosen to correlate to our campus shared
visions and goals.
I had the opportunity to coach 3 teachers this week on some of their T-TESS goals. Time
was spent analyzing data and determining measureable goals that could be put in place
for the remainder of this school year. Time was also spent coaching teachers on
refinement areas identified during post conference interviews with their evaluator.
I spent the day on Friday working with a teacher who was hired after the school year
began to fill a position that was added. I coached her through Domain 1-2 of T-TESS, as
well as, district and campus initiatives.
I am a part of a Cohort through Region 13 in which we are working with their
instructional coaches to design PD for teachers that allows them to get a deeper
understanding of T-TESS. This week we focused on Dimension 3.3. During this training
we developed a collaborative Google Form in which teachers will be able to request
specific trainings through the language of the look for statements provided during TTESS appraisal trainings. This will also allow us as an instructional team to identify any

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hotspots we may have on campus, assuming there are multiple teachers who are looking
for guidance in the same areas.
This week I worked with our campus instructional rounds team to identify a problem of
practice that was decided on based on T-TESS data, walkthroughs, teacher feedback, and
student performance data. The plan outlined a problem of practice, theory of action,
essential questions, and descriptive evidence. Going forward, our team will do 3 rounds
of learning walks to gather data. At that point, we will develop a professional
development plan to train our teachers on what they need to develop their practice and
make our campus problem of practice a strength from classroom to classroom.

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