Weekly Journal Entry

Date/Week: 7/18/16-7/20/16 Placement: Summer

Major Accomplishments:

Attended school-based professional development for Problem-Attic

Met with PLC Coach
Attended Leadership Institute II:
a) Key Play for the Day: Visioning
b) Using the Playbook for High-Quality Instruction
c) Leveraging Ed-Fi to Conduct Data Coaching at Your School
d) Reviewing Game Tape: Diagnosing Literacy Classroom Instruction
e) Making the Right Moves with RTI2

TILS standards addressed:

A1- role and revision of school mission/vision

A2- presentation and proper implementation of new Math and ELA curriculum guides
A3- use of Ed-Fi to gather data; proper implementation of RTI intervention
A4- use of Ed-Fi to gather data; proper implementation of RTI intervention
A5- role of recognizing proper literacy strategies to impact student growth; use of Ed-Fi to monitor as well
B1- role and revision of school mission/vision
B2- proper implementation of RTI
B4- role of parents in vision process
B5- role of parents in vision process
C1- role and revision of school mission/vision
C2- using the TEM model and CLIP checks for effective evaluations
D1- role and revision of school mission/vision

Reflection:

The professional development that was provided to faculty was extremely informative; the live webinar Mr.
Smith helped to conduct clearly matched his goal of helping teachers create easier common assessments.
Using Title I funds, this program can assist all four Core areas very easily and provided tons of ways teacher
could incorporate this resource in class besides as an assessment tool. I knew immediately I wanted to take
this back to my school since the opportunity for teachers to use it in different manners appealed to me.

Just as Leadership Institute I provided a variety of information, this session also presented several items: all
clearly linked back to items from the 1st session I attended. The vision session was interesting as we looked at
visions of popular companies and tried to match them. Most were easily identifiable, but I recognized the
importance of having a clear vision that truly matches the product (in my case, a school). Other sessions
seemed to focus back to data- whether through numbers in Ed-Fi or scores on evaluations- in helping to
establish the best policies.
 Weekly Journal Entry

Date/Week: 11/27/16-12/3/16 Placement: Fall

Major Accomplishments:

Planned and provided school professional development (Problem-Attic)

Attended leadership team meeting (TVAAS)

TILS standards addressed:

A1- collaboration with ILT regarding test results

A4- addressed use of Problem-Attic as intervention tool (remediation/enrichment)
B6- recognition of TVAAS results
C4- differentiated PD by focusing on each departments use
C7- reflection based on formal principal evaluation
D1- strategic use of free resources to assist teaching and learning

Reflection:

After having attended the Problem-Attic PD provided during my summer practicum, I felt that many of my
teachers would benefit from this program. I tried to focus on certain components that would allow teachers
to immediately use. Again, since the principal had offered an incentive to the entire faculty, I then found
myself having to alter my original plan since the program is designed for teachers in the core four areas
social studies, science, math, and ELA. I was able to find ways for other departments to use certain parts and
provided clear instructions of where to go and how to use. After inquiring later, I learned that two PLCs had
immediately begun to use the program, and the Geometry PLC used it to create their semester exam. My
principal chose to evaluate this presentation, so I learned about this rubric and reflected on the differing
parts, especially leading PD outside of my school.

Weekly Journal Entry

Date/Week: 3/5/17-3/11/17 Placement: Winter/Spring

Major Accomplishments:

Formal teacher observation

ILT meeting participation
Biology PLC facilitation

TILS standards addressed:

A2- capacity built with guidance as to curriculum and instructional needs of students
A4- addressed use of Problem-Attic for potential intervention
A5- examined both student needs and teacher needs to meet Biology goals
B2- used teacher strengths with Problem-Attic to address changes/use
B6- addressed senior awards to celebrate senior students
C2- use of TEM rubric for formal observations
C3- data from informal/formal observations to drive focus for improvement
D1- use of local church to assist in student celebration
D2- included multiple teacher-leaders to make best decisions for school

Reflection:

Through formal observations, I am seeing some clear differences between math and some other subject areas.
Being that my background is ELA, I find myself researching ways to alter some of the approaches as the direct
instruction-individualized practice still seems to dominate many of the math classrooms.

With upcoming senior awards and a new SGA sponsor, the awards day at our school is drastically changing;
seeing my principal approach this change through others has allowed me to see the importance of selecting
the right people, delegating responsibility, and gaining insight from multiple parties. Also, using the
community to assist is a way to use community partners and reflect the positives at our school.

I have enjoyed working specifically with the Biology PLC as they are willing to learn more to help their
students; as I have reflected on my PLC work, I have realized that the dynamics of a group are important, and
that having PLCs truly evaluate themselves may be a way to help move some groups forward. With their
knowledge of Problem-Attic, I used this time to gauge their needs with the program so that we can use this
tool to help address student needs. They were happy to share their needs, and I then worked with one of my
coworkers to see if we could find solutions. We also made a plan of action that involved each member
contributing to test review, so hopefully, I can use this PLC to provide the approaches they have taken and
model to other PLCs that may need more guidance.