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| Leading Learning Leadership Development |
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Leading Learning Bulletin |
Bulletin #3 |
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Leading Learning 03-04
A Snapshot of the Leading Learning Initiative from SY 03-04
As Leading Learning continues, it is important to remember that this professional development initiative, designed specifically for DoDDS-Pacific/DDESS-Guam administrators is guided by Goal 3 of the DoDEA Community Strategic Plan (Outcome B: Continuous Professional Development and Training) as well as the DoDDS Pacific Five Year Professional Development Plan for Administrators.
The DoDDS Pacific Five Year Professional Development Plan
As we approach the midway point, the Five Year Professional Development Plan for Administrators the emphasis shifts from "awareness" level training to "skill development". The plan continues to emphasize the importance of supporting teachers in expanding their use of developmentally appropriate practices and strategies that promote literacy, the implementation of differentiated instruction and use of performance assessments. The plan also calls for administrators to continue to demonstrate instructional leadership through frequent classroom observations and analysis of standards-based instruction. As of this school year Leading Learning activities emphasize skill development in creating collaborative environments, in leading teachers toward the use of Looking at Student Work protocols, leading study groups, developing and sustaining leadership teams, and providing specific feedback on unit planning. The shift to "skill development" is illustrated in the table below.
The table below reflects training sessions from the four major training forums through February 2004; The Summer Focus Conference, the fall 2003 Leading Learning Training, the DoDDS Pacific Principals' Conference, and the DoDDS Pacific Assistant Principals' Conference.
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Outcome |
Training Session |
Support teachers in their use of developmentally appropriate practices and strategies that promote literacy, including reading in the content areas of ELA, S.S., math, and the components of reading instruction. |
• What School Leaders Should Know About Research-based Reading Instruction
• Strategies for Promoting Reading Comprehension in the Content Areas
• Applying Reading Research to DoDEA Adopted Materials
• Helping Struggling Readers: Secondary Students
• Research-based Reading Assessment
• Effective Instruction in Standards-based Mathematics Classroom |
Develop skills in leading, supporting and participating in collaborative activities aimed at improving instruction and student achievement. |
• Working Together to Improve Student Learning
• Building a collaborative School Culture Through Study Groups
• Strengthening Your School as a Learning Community |
Identify, mentor, and support teacher leaders and leadership teams that promote and sustain a culture of professional learning. |
• Distributing Leadership Through Curriculum Implementation Facilitators and mentoring |
Identify indicators of quality in standards-based instruction. |
• Quality Indicator Map for Teacher Self-Evaluation |
Understand how looking at student work enables teachers to improve instructional practice. |
• Building Skills and Support Structures for Looking at Student work |
Strengthen skills in recognizing critical characteristics of performance assessment and understand their appropriate use. |
• Acceptable Evidence for Learning: Performance Tasks and Performance Assessment |
Provide teachers with specific and quality feedback on unit planning. |
• Providing Support for Teachers in Purposeful Planning |
Use the results of system-wide assessment tools and other data sources to inform decisions |
• School Data Made Simple |
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| Bulletin #: Leading Learning1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 |
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Last Updated:
July 18, 2007
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Bulletin #11: Struggling With CBH (Cart Before Horse) What’s in a Grade? |
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