Principal Leadership - April 2015 - (Page 49)

to increase and maintain student interest. Another teacher began to realize that many of her African American and Hispanic students were falling behind their peers and began to reflect on her own practices related to the support and careful monitoring of African American and Hispanic students. Another teacher mentioned "it was beneficial to be forced to consider and reflect on data in a more formal way than I would on my own." To ensure the integrity of TLCs, a cycle of continuous collaboration and inquiry is essential. Soliciting teacher feedback on the TLC process is critical to teacher commitment. How can we make this process more purposeful and effective so that teachers see the value and are, therefore, actively engaged in open and honest dialogue? How can teachers begin to see the connection between the data and student achievement? To seek clear answers to these questions and more, a survey was given to all staff during a regularly scheduled department meeting. The questions were geared toward the effectiveness of the process and suggestions for improvement. Many responses were positive, and teachers enjoyed the opportunity to collaborate with administration and their department chairs to address concerns, share best practices, and elicit suggestions for interventions designed to impact student achievement. They were able to reflect honestly on their practices and began to see connections. However, there were some teachers who did not feel it necessary for administration to co-facilitate, believing that TLCs should be conducted as a department only without the involvement of administration. It was further suggested that we involve students, brainstorm ideas on schoolwide interventions to motivate unmotivated students, examine trends and patterns departmentally, collaborate with job-alike colleagues on similar patterns of inquiry, allow more time, and have easier access to analyze data prior to the TLCs. The information gleaned from the surveys will help reshape the tenets of TLCs and improve the effective alignment of teachers' professional growth. Moreover, the shared decision making encourages a stronger commitment from teachers who would otherwise perhaps be indifferent to this process.  PL REFERENCES ■ Dufour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomingdale, IN: National Educational Service. ■ Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York, NY: Teachers College Press. ■ Kuykendall, C. (1991). From rage to hope: Strategies for reclaiming black and Hispanic students. Bloomington, ID: National Educational Service ■ Reeves, D. (2004). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA: ASCD Publications ■ Singleton, G., & Linton, C. (2006). Courageous conversations about race: A field guide for achieving equity in schools. Thousand Oaks, CA: Corwin Press The Principal Story, filmed over the course of a year, is a powerful documentary that captures the intimate realities of two dynamic public school principals in Illinois as they fight to improve their schools and provide support for their teachers and students. Broadcasted nationally on the PBS Emmy award winning series, POV Distributed by the U.S. State Department to 150 embassies across the world. ★★★★★★★★★★★★★ ORDER NOW FOR $9.95 (plus shipping and handling) This low price made possible by a grant from The Wallace Foundation Dr. Tiffany N. Awkard (tiffany_n_awkard@ mcpsmd.org) has been a school-based administrator with Montgomery County Public Schools for the last 10 years and was a previous staff development teacher. In addition, she serves as an adjunct professor for the Graduate School of Education at Southern New Hampshire University and Argosy University, and authored a course titled "Learning Theories and Instruction," which focuses on current trends in education and how to effectively apply these theoretical frameworks to classroom practice. TO ORDER ON-LINE GO TO: https://nomadic.globalvideochicago. com/index.php/films/personal-use/ the-principal-story.html ★★★★★★★★★★★★★ To see the film trailer: http://nomadicpix.com/pages/ principal_story_video_clip1.htm For the Learning Guide that illustrates five key practices for developing principal leaders: http://learningforward.org/publications/ the-principal-story-learning-guide For important resource materials and short films on school leadership: http://www.wallacefoundation.org/principal-story For more information or questions email: principalstory@gmail.com A Nomadic Pictures production -www.nomadicpix.com 724428_Principal.inddApril 2015 1 | Principal Leadership 49 AM 12/15/14 10:12 http://www.nomadicpix.com/pages/principal_story_nomadicpix.htm http://www.nomadicpix.com/pages/principal_story_video_clip1.htm http://www.learningforward.org/publications/the-principal-story-learning-guide http://www.wallacefoundation.org/principal-story http://www.nomadicpix.com

Table of Contents for the Digital Edition of Principal Leadership - April 2015

Solution Tree
From the Editor
Bulletin Board
Cases in Point
Pepperdine University
Healthy Schools, Healthy Students
Advocates for Acceptance
ASCD
Creating a Socially Inclusive School
Out of the Darkness: Making Student Mental Health a Priority
Combating Cyberbullying
How Do You Evaluate Leadership?
The Common Core and School Improvement
Salsbury Industries
Discussion Guide: The Common Core and School Improvement
Leading in Turbulent Times
Need a Little TLC?
The Principal Story by Nomadic Pictures
Growing Your STEMs
Digital Leader
Instructional Leader
Breaking Ranks in Practice

Principal Leadership - April 2015

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