K12 Principal Competencies: Monitor Student Learning
B1 - Demonstrate the ability to create a culture that fosters a community of learners
B2 - Demonstrate an understanding of student support systems and services
B3 - Demonstrate the ability to implement and monitor student management data systems
B4 - Implement school wide policies and practices that encourage positive behavior, and respond to student misconduct in a positive, fair and unbiased manner
B5 - Demonstrate the ability to develop a master instructional schedule
B6 - Demonstrate the ability to meet the diverse learning needs of all students
B7 - Demonstrate the ability to understand and support a comprehensive program of student activities.
B2 - Demonstrate an understanding of student support systems and services
B3 - Demonstrate the ability to implement and monitor student management data systems
B4 - Implement school wide policies and practices that encourage positive behavior, and respond to student misconduct in a positive, fair and unbiased manner
B5 - Demonstrate the ability to develop a master instructional schedule
B6 - Demonstrate the ability to meet the diverse learning needs of all students
B7 - Demonstrate the ability to understand and support a comprehensive program of student activities.
Artifacts
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Reflection
Monitoring student learning takes on a multitude of tasks from the administrative perspective. Through my practicum and administration courses I have been able to learn what this truly means. In ED 640, I evaluated our student handbook and crisis plan in comparison to an issue that occurred in school. Through the student misconduct and crisis reflection, I was also able to understand the process of making changes to those policies and guidelines. In that same class, I spent time assessing the importance of induction programs and meaningful professional development which can allow schools to create and sustain change. I was able to apply what I learned by developing our district's Induction Mentor Program and the Minnewaska Momentum Committee. Both of these projects create a culture that fosters a community of learners while also equipping our school and teachers with the necessary tools to meet the diverse learning needs of all students and support a comprehensive program of student activities. This also includes understanding student supports systems (TAT, IEPs, 504s, PSEO, AP) and services and the utilization of student management data systems such as Synergy and Google Classroom.
A few other artifacts I included for these competencies are the Special Education teacher interview and the learner guide for ED 632, a course I taught for MSUM. I took it upon myself to interview a couple of Special Education teachers to enlighten myself on how administration can best support special education programs. I also wanted insight for the mentor program I developed and the professional development I will organize with the district's induction program. The ED 632 learner guide demonstrates my understanding and beliefs on how to meet the needs of all learners as the course educates graduate students on learner theories, differentiation, and modification. The professional development Nearpod lesson goes through a training that I have led numerous times within our district. This session teaches educators about this invaluable tool that can enhance student learning, understanding, and assessment by using a variety of instructional strategies and tools aligned with best practices.
A continued area of growth for me would be the ability to develop a master instructional schedule. This is not an area of strength for me, but I was able to gain some experience with this competency as I worked on our Building Leadership Team (BLT) to develop a schedule, flexible learning models, and expectations conducive for the school year during the Covid-19 pandemic.
Lastly, I feel that monitoring student learning through student management and data systems is paramount. Not only is it an effective way to communicate with students, parents, and administration, but it is also an avenue to track student academic progress and behavioral conduct. I have led multiple professional development sessions teaching educators how to run progress reports. As a teacher, this is something I do biweekly. In these progress reports I communicate grades, missing work, and give an overview of what is happening in the classroom. This allows us to be transparent and it build cohesiveness within our learning community.
A few other artifacts I included for these competencies are the Special Education teacher interview and the learner guide for ED 632, a course I taught for MSUM. I took it upon myself to interview a couple of Special Education teachers to enlighten myself on how administration can best support special education programs. I also wanted insight for the mentor program I developed and the professional development I will organize with the district's induction program. The ED 632 learner guide demonstrates my understanding and beliefs on how to meet the needs of all learners as the course educates graduate students on learner theories, differentiation, and modification. The professional development Nearpod lesson goes through a training that I have led numerous times within our district. This session teaches educators about this invaluable tool that can enhance student learning, understanding, and assessment by using a variety of instructional strategies and tools aligned with best practices.
A continued area of growth for me would be the ability to develop a master instructional schedule. This is not an area of strength for me, but I was able to gain some experience with this competency as I worked on our Building Leadership Team (BLT) to develop a schedule, flexible learning models, and expectations conducive for the school year during the Covid-19 pandemic.
Lastly, I feel that monitoring student learning through student management and data systems is paramount. Not only is it an effective way to communicate with students, parents, and administration, but it is also an avenue to track student academic progress and behavioral conduct. I have led multiple professional development sessions teaching educators how to run progress reports. As a teacher, this is something I do biweekly. In these progress reports I communicate grades, missing work, and give an overview of what is happening in the classroom. This allows us to be transparent and it build cohesiveness within our learning community.