Providing Instructional Leadership

~ Leadership Dimension #4 ~
1) Does the administration have a clear, non-negotiable expectation of effective
teaching in every classroom? How was this developed? How is it conveyed?
There is a clear expectation regarding culture in our school. These expectations have
been presented in a whole-school situation then individual conversations take place. If
there are concerns about a staff member, then the ATA protocol of supervision and
evaluation is followed. Administration walk-throughs and conversations are utilized to
supervise that expectations are being met.

2) What processes are in place to ensure appropriate pedagogy is used to meet the
diverse needs of students?
Using current research to guide them, administration uses PD days to develop teachers
skills. School coaches (Instructional Coach, Literacy Coach, Numeracy Coach and
Inclusion Coach) are accessible to provide whole school, small group or individual PD.
Teachers work together in Professional Learning Teams (PLTs) to improve their craft
and they also work together using the CRM (collaborative response model) to identify
student needs and best practices to work with those students. To monitor staff
knowledge and skill, year plans are handed in to administration and walk-throughs
occur. Based on the needs of the staff, the level of supervision is differentiated.

3) What evidence shows administration and teaching staff has a shared

understanding of what constitutes effective teaching utilizing the Teaching Quality
Standard?
A copy of the TQS is provided to staff at the beginning of the year. Throughout the
year, frequent conversations take place during PLT meetings, CRM meetings and
during PD sessions. Depending on the individual and the situation, individual
evidence may be collected as well.

4) How does administration demonstrate knowledge and model research-based,

student-centered instruction? How does administration ensure implementation of
appropriate research-based strategies within the classroom?
There is a strong literacy focus in our school. It is presented through PD that is
provided to the staff and supported by the schools coaches and is the focus of the PLT
groups. To maintain that focus and to be more effective, the school coaches are
handpicked and teacher leaders are also utilized. The school budget is also used to
support it, through items such as funds for Professional Development, LLI (Leveled
Literacy Intervention) kits, and classroom furniture that help to support the structures
created for student-centered instruction.

5) What are the processes for supervising and evaluating instruction?

The ATAs supervision and evaluation protocols are the basis of our schools evaluation
and supervision processes. Through conversation over year plans, unit plans, and
individual students (CRM meetings) as well as walk-throughs, administration is able to
monitor what is happening in individual classrooms. Feedback and suggestions for
improvement may be given to the teacher at those times. If the need should arise,
concerns are presented in writing with information regarding a support system and a
timeline for needed improvements.

6) Are there data-driven goals for student achievement? What strategies are used in
the gathering, processing and sharing of data regarding student achievement? How
does this data inform and guide instructional practices at the classroom level?
School level? District level?
F&P reading assessments, Star Literacy & Numeracy assessments, PAT data, SLA data,
as well as teacher-used formative assessment provide the main data for our school.
This data identifies strengths, weaknesses and areas that need support. Individual
students are identified for interventions. The CRM meetings allow for conversations
about specific students and their reading literacy needs. At the school level, PD days
and school coaches can be utilized to provide support through suggestions and possible
resources. Where needed, more support can be requested from the district and Ed
Psych personnel and district programs that are offered.

7) What processes are used to ensure student assessment and evaluation practices
throughout the school are fair, appropriate, balanced, research-based and in line
with school authority administrative procedures on student assessment?
Administration policies regarding assessment expectations are referred to when
possible. Curriculum outcomes on our school report card were aligned with those
policies and with the Alberta Program of Studies. Progress reports are re-examined
annually. Walk-throughs and individual conversations that take place with teachers
keep the administration current on what is happening in each classroom. The CRM
process also provides conversations regarding assessment related to reading literacy.

8) Describe how formative assessment data is a primary tool used to guide

instruction in every classroom.
AISI cycle III provided the impetus for conversations about formative assessment.
There continue to be regular, ongoing conversations with staff about formative
assessment and its purpose. During the interview process, potential new staff
members are asked questions related to their knowledge of formative assessment.
Walk-throughs as well as formal observations allow for a more in-depth examination
of formative assessment practices.

9) How does the administration engage and support the use of community resources
to enhance student learning? How are teachers and other school staff enabled to
work with parent and community agencies to support student learning (and how is
this monitored by the administration)?
Information about community resources that is brought to the schools attention is
shared with appropriate staff. Teachers or staff that would like to bring community
members or community based projects into the school are supported by administration.
Administration monitors these initiatives by sitting in on the sessions if able and/or
touching base with the staff involved. As well, our School Social Worker is encouraged
to participate in the monthly town interagency meetings to develop the schools
partnership with the community.

10) Which behaviours are important in building and maintaining the role of
administrator as an instructional leader?
Seeing the administrator as an instructional leader starts with a shared school vision
and the belief that the school staff are a team. The administration must to be open to
new ideas and encourage staff to show initiative. Administration needs to recognize
their own strengths and weaknesses and surround themselves with people who have
the strengths that will support the administrations weaknesses. Being knowledgeable
and informed regarding current research is important as well as be willing to learn
alongside staff.

11) Describe how administrators ensure teachers are using inclusive practices to
address the diverse needs of learners in the school.
Ensuring the use of inclusive practices starts with providing the supports for those
practices, such as, applying budget money toward resources or structures and allowing
for Professional Development in order to educate the teacher involved. It also means
eliminating structures that are non-inclusion based. Regular meetings are held between
administration and the school inclusion coach. Once the inclusive practices are set up,
walk-throughs and conversations take place to ensure that those practices are in use.
Because it is a TQS requirement, standard supervision practices are applied.

12) What steps are administrators taking in your school to ensure teachers have
identified and are helping students meet the essential learner competencies?
Ensuring teachers are identifying and helping students meet essential competencies
starts with the staff that part of the school. The hiring practices that are in place support
administration in the hiring of strong, effective teachers. New teachers or lowexperience teachers are supported by mentors, administration and school coaches. Our
schools outcome-based report cards are reviewed regularly. Walk-throughs and CRM
meetings allow for regular conversations about students.

13) How do administrators ensure teachers are measuring the impact of instructional
interventions on student progress and responding to ensure student success?
Formative and summative assessments are tied to curricular outcomes and thereby
show student growth. CRM meetings are held monthly to track student progression
with literacy skills. Staff are made aware of their support systems which include
administration and school coaches.