Glowing and Growing

 

Glowing and growing in education allows for all teachers, novices and veterans, to receive the needed support to achieve positive outcomes for all involved. There are two different plans or programs for districts to give much-needed support to their teachers, a mentoring program or a coaching plan. Whichever is needed, one thing is for certain, the mentor or coach is a trained educator who provides the tools necessary for a positive performance. Holloway (2001) explained the benefits of mentor training that profited not only the mentee but also the mentor themselves, clarifying the attributes of such professional development.

The similarity between the two support systems is to increase the retention of teachers in the profession as well as in the district. If either is used to its fullest potential, it will build a positive work environment allowing veteran teachers to receive purposeful practices to develop deeper thinking of students and beginning teachers to gain skills in the district, campus, and classroom procedures. When a positive work environment is established then, “relationships are built around shared purposes and mutual goals among the adults involved”(Carr et al., n.d., 5 par). As teachers, we strive to form a “family” environment of caring and sharing in the classroom. This same initiative should be embraced on campus, acknowledging the validity and acceptance of our fellow peers.

As a veteran teacher myself and not a core content instructor, instructional coaches are not utilized for self-reflection in teaching strategies with Career and Technical Education. A focus is established on industry-based certifications for students and how we can facilitate those skills. There is a need for CTE instructors to be supported in all aspects of educator instruction. Many of our students receive special services, and we can benefit from the support that is generated from specific data-driven goals. Teaching for 29 years, I have never received training to be a mentor teacher but, have mentored in my field and campus for 20+ years. My biggest “aha” moment was realizing what a mentor needs to fully respond to their mentee's needs allowing for a mentor program to flourish.

When either plan is used in its fullest form, positive outcomes are formed giving educators the needed support to provide meaningful learning in the classroom. So, let’s keep glowing and growing in education, our students depend on it.

 

Holloway, J. (2001). The Benefits of Mentoring. ASCD.

Carr, J., Herman, N., Harris, D. (n.d). Creating Dynamic Schools Through Mentoring, Coaching, and Collaboration, Association for Supervision and Curriculum Development.

RTI & Closing the Gap

Not another program? We haven’t even finished the last initiative that was rolled out to us and our kids! RTI was enacted by the establishment of IDEIA or Individuals with Disabilities Education Improvement Act a proactive approach, not a reactive approach closing the gap in student achievement for all. RTI or Response to Intervention, is just that, what plans will be set in place to respond where students are lacking in comprehension of instruction. I selected to compare and contrast, “What Every School Leader Needs to Know About RTI” by Margaret Searle and “Doing RTI Right” by Bryson, M., Maden, A., Mosty, L., and Schultz, S.  Studying the text both articles concurred with the same analytical reasoning and process for RTI. In the article “Doing RTI Right” staff members identify the struggles of an ill-written RTI plan.

Margaret Searle interpreted the importance of RTI implementation and how everyone from the administration to the classroom teacher and the parents has a role in the culmination of student success for all. Parental involvement in the RTI is new to me but glad to see that parents have a “stake” in this educational implementation. The more we offer parental “buy-in” an increase in effective communication will occur between parents and the school. Margaret Searle explained that RTI was not just another initiative presented by the administration that would fall by the waist side for the next “new to us” educational resource. For implementation to work everyone needs to be invested and be willing to go for the long haul. Progression of the plan takes time with frequent monitoring checks to ensure teachers are doing their part and we are seeing a positive change in the students learning.

One big misconception about RTI is its intended audience. RTI is for all, it is to identify struggles for all students, not just special education or English language learners.  The plan is based on a three-tiered approach; Tier 1 provides services school-wide, Tier 2 is differentiated for moderate struggles, and Tier 3 applies supplements for a select few on top of Tier 1’s approach (Searle, 2010). The application of RTI gives students immediate support for their learning disposition and teachers a plan for classroom success. For RTI to work across the board, leadership teams need to be built with clear, defined goals and logical implementation plans that can assessed with ease and altered when needed (Searle, 2010).  

“Doing it Right” analyzed and identified the struggles Coppell Independent School District faced with RTI implementation and what changes were made for it to be successful. Many of the challenges CISD faced were the crucial points needed for successful RTI implementation outlined by Margaret Searle. CISD teachers had the misconception that RTI was for labeling or addressing special education student needs, misuse of monitoring, and the ineffective implementation of the three-tiered model.  After the misconceptions were identified, goals were established and the intent of the RTI was met.

I believe RTI is beneficial for all involved; a teacher's goal is for their students to be successful, a student's goal is to achieve success, and a district’s goal is quality education for all. RTI can be successful in all schools as long as the implementation of the plan is clearly defined with goals set and quality teacher training on RTI, leadership teams in place, and a “buy-in” by all.

Searle, M. (2010). What Every School Leader Needs to Know About RTI. essay, ASCD. https://www.ascd.org/books/what-every-school-leader-needs-to-know-about-rti?chapter=preface-what-every-school-leader-needs-to-know-about-rti

Bryson, M., Maden, A., Mosty, L., Schultz, S. (2010). Doing RTI Right. ASCD, 68(2) https://www.ascd.org/el/articles/doing-rti-right

A District's Foundation

What role does the central office play in the district’s instruction?  Central Office Supervisors play an integral part in instruction by laying the framework for campus leaders, giving them the necessary tools for teachers to deliver consistent quality instruction. Central office does not have a direct relationship with classroom instruction, they have an indirect correlation. Superintendents and curriculum directors facilitate district initiatives built from data analysis of highly effective curricula and programs. These initiatives provide principals with a foundation to conduct their campus; meeting the needs of their teachers, students, and community.

There are many facets to the central office staff that have to work cohesively in order to provide quality professional development for the district. The curriculum director, “provides and identifies professional development that has the greatest potential,” (WASA, 2014) as well as leadership teams to implement it on the campus. The finance director completes state and federal reports to fund innovative programs and professional development initiated by their cohorts. The superintendent is the face of the district and liaison between the school board, their policies, and the work that is being done on campus.

It is evident that the central office supervisors whether it be the curriculum director or the director of finance without one, the other cannot fulfill their duties. Together they provide the necessary framework for teachers to deliver quality instruction in an ever-changing world. As Kathleen Grove stated the “central office and school staff members divide the often overwhelming work of the school system to more effectively serve the students and their families.” (Grove, 2002)

Central office supervisors differ from campus leaders in the presentation of instruction given to the students. The central office provides an implementation plan for the instruction to campus leaders. The campus leaders develop the strategies and timelines for the delivery of instruction to their teachers. Together they work towards the same outcome of high-quality student instruction just with a different audience. 

Central Office Leadership Framework. (2014). Washington Association of School Administrators. https://wasaoly.org/WASA/images/WASA/6.0%20Resources/6.3%20Leadership%20Framework/Download_Files/CentralOfficeLdShpFrmwk.pdf

Grove, K. (2002, May 1). The Invisible Role of the Central Office. ASCD, vol. 59, no. 8. ascd.org/el/articles/the-invisible-role-of-the-central-office