Order 2630329: Education

533 Leading Leaders in Giving Peer Feedback Related to Teacher Performance. As an administrator, you may be charged with identifying and coaching other school leaders to promote distributed leadership across a school campus.

For this benchmark assignment, you will continue in the role of the school principal who is developing an instructional leader. Complete a coaching cycle of pre-conferencing, observing, and post-conferencing with a novice instructional leader who is completing the coaching cycle with a classroom teacher. Begin by meeting with the instructional leader and the classroom teacher for a pre-conference, then attend the observation, and follow-up with a post-conference. During each step of the process, evaluate the novice instructional leader on the quality of their feedback, specifically related to school culture and professional respect.

Use any remaining field experience hours to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor.

At the conclusion of the clinical field experience, compose a 750-1,000 word summary and analysis of your experiences.

Include the following:

· Summarize your coaching experiences, demonstrating how you developed and supervised the staff’s instructional and leadership capacity.

(For the pre-conference, I asked for a lesson plan so that I could study the expectations of the lesson. Also, I asked Ms. Lees what she wanted to accomplish while teaching this lesson. Her lesson plan was a science lesson about the life cycle of a butterfly. Watching another educator teach the same lesson I have taught before was a fun experience. Giving feedback during the post-conference was easier than I thought it was going to be because of my past experiences with this class. I asked Ms. Lees what her favorite part about the lesson, and what she would change next time she teaches it. She loved the art craft that went along with the lesson and next time she would separate the lesson into two lessons, one on caterpillars and one of butterfly so she was not so rushed. Personally, this past week a district teacher leader who is getting her Master’s in BCBA therapy came to observe me this past week because she needs 1500 observation hours. During our post-conference meeting, she told me her director gave her advice to say, “I noticed…(3-5 great things about the lesson), and then ask 1-3 questions that start with, “I wonder if we tried… this what would happen”. Therefore, I took this advice and told Ms. Lees that I noticed how engaged the students were during the butterfly art craft. I liked how she created an environment for learning by asking different children to come to the front of the class to help her. Differentiated strategies were used when she walked over to one child who would not participate and coached him on answering a question. Her use of technology caught students’ attention and increased learning. Then she gave a “put in order” worksheet as a end of lesson assessment to test their knowledge. She walked close by children who lost focus to gain proximity to remedy behavior. Then, I asked, “I wonder if you had a live caterpillar and butterfly how the children would have responded? Do you think that could have made a difference in end-of-lesson testing knowledge to enhance comprehension?”

· Describe how developing leaders within the school helps focus organizational time on high-quality school instruction and student learning.

· Explain the school’s distributed leadership structure and provide 1-3 recommendations to improve the structure or related policies.

· 1. Professional Development on “Differentiated teaching strategies”

· 2. Learning from Veteran teachers: Teachers teaching Teachers enhances Distributed Leadership creating Life Long Learners.

· 3. Professional Learning Communities (PLCs). Weekly meeting with grade-level or departmental groups enhances Distributed Leadership when Team Lead teachers/Leadership team meet back and report to principal (face-to-face or in emails).

Support your analysis, reflection, and suggested areas of improvement with 2-3 scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide This assignment uses a rubric:

25 Comprehensively summarizes coaching experiences, demonstrating how the staff’s instructional and leadership capacity was developed and supervised.25 Analysis skillfully describes how developing leaders within the school helps focus organizational time on high-quality school instruction and student learning. 30 Analysis thoroughly explains the school’s distributed leadership structure and provides 1-3 compelling recommendations to improve the structure or related policies. 20 Cite References APA STYLE

Develop and supervise the instructional and leadership capacity of school staff. ELCC 2.3; (PSEL 6c): Professional Standards for Educational Leaders (Reston, 2015).

Develop school capacity for distributed leadership. ELCC 3.4; PSEL 6g

Ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning. ELCC 3.5; PSEL 9e

REFERENCES

Congreve, R. (2015). Using Dialogic Lesson Observations and Participatory Action Research to Support Teacher Development. Education Today, 65(3), 16–20.

ELCC - Educational Leadership Constituent Council. (n.d.). Retrieved from https://www.allacronyms.com/ELCC/Educational_Leadership_Constituent_Council

Kafele, B. K. (2017). Is Your School Better Because YOU Lead It? Educational Leadership, 74(8), 10–14.

(Reston, 2017).

National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders, 2015. Reston, VA: Author.