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INSTRUCTIONAL

LEADERSHIP PLAN
MARIA MOUSSA
EDLE 5330
VISION STATEMENT

• ABC Elementary School aims to cultivate student


learning and leadership through authentic real-
word experiences. Through collaboration with
parents and the community, students receive the
tools they need today to become active and
contributing citizens of tomorrow.
LEADERSHIP TEAM

• The Leadership Team consists of the following


members:
• Principal

• Assistant principal

• Guidance Counselor

• Grade level Team leaders

• PTA president
LEADERSHIP TEAM CONT’D

• The leadership team is formed based on the


strengths-based leadership theory.

• Strengths-based leadership approach utilizes each person’s


strength in order to work effectively as one cohesive unit

• Team leads will aid in vertical alignment of


instructional and leadership goals across campus
• PLCs will be used to collaborate on instructional best
practices and interventions for students.
SELECTING THE RIGHT WORK

• The Snapshot Survey revealed 6 main areas of need:


• Providing training & support for parents to better support
children at home

• Training students on dynamics of motivation

• Having students track their own performance of learning goals

• Providing students with feedback on their progress of learning


goals

• Student self-assessment of learning goals

• School-wide behavior management system


SELECTING THE RIGHT WORK

• 3 campus goals formed from the areas of need are:

• Setting up student led & maintained data binders

• Establishing a program to train students on dynamics of

motivation

• Implementing a school-wide behavior management system


INSTRUCTIONAL PROGRAMS TO
ACHIEVE VISION & GOALS

• Implement student binders

• Onboard The Leader In Me training & program

• Implement school-wide behavior management


system using PBIS
STUDENT DATA BINDERS
• Students can set academic goals
and track progress towards
achieving their goals (Cruz &
Zambo, 2015)

• Teaches students to understand


current academic levels & see
visual representation of progress

• Focuses on readiness standards &


concepts essential for students to
master
• Described as 1st step in
implementing a guaranteed &
viable curriculum (Marzano, 2003)
THE LEADER IN ME

• Based on 7 Habits of Highly Effective People


developed by Dr. Stephen Covey
• Program builds student self-esteem & empowers students to
take ownership in all aspects of their lives

• The Leader in me develops student leadership and


skills needed for 21st century success
THE LEADER IN ME CONTINUED

• Uses student friendly language to guide


students in developing a new mindset
(“What is The Leader”, 2018).

• Leader in Me trainers come to campus


to train teachers & all staff

• Leadership team will design master


schedule with dedicated Leader in Me
time for all grade levels.
• 1st year will require 90% direct teach
SCHOOL-WIDE PBIS SYSTEM

• Developed by staff based on needs of the campus


regarding behavior

• Teaches students the correct voice level to use in the


classroom and common areas of the school

• Positively acknowledge desired behaviors without over


reliance on rewarding students
SCHOOL-WIDE PBIS SYSTEM
CONTINUED

• Teachers will use


CHAMPS in classrooms
to outline expectations
for each activity.
LEVEL OF CHANGE REQUIRED

• All three instructional programs require first-order


change.

• First-order change- incremental change, or added


next steps that a school must take in order to
promote student success (Marzano, Waters,
McNulty, 2005).
OVERCOMING BARRIERS

• Reeves (2017), states communicating the purpose


& vision of changes to staff

• Makes the case for change more compelling

• Helps to close the implementation gap

• Providing teachers with training & autonomy in


designing data binders, & Leader in Me direct
teach

• Use golden circle model described by Simon Sinek


REFERENCES
Cruz, H., Zambo, D. (2015). Student data portfolios give students the power to see
their own learning. Middle School Journal, 44 (5), 40-47. doi:
10.1080/00940771.2013.11461871

Marzano, R. (2003). What works in schools translating research into action.


Alexandria VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Waters, T. & McNulty, B. (2005). School leadership that works: From
research to results. Alexandria VA: Association for Supervision and Curriculum
Development.

Reeves, D. (2007). Leading to change / Closing the implementation gap.


Educational Leadership. Retrieved from
http://www.ascd.org/publications/educational-
leadership/mar07/vol64/num06/Closing-the-Implementation-Gap.aspx

What is the leader in me? (2018). Retrieved from


http://www.theleaderinme.org/what-is-the-leader-in-me/

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