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Who- Leaders of the school
Common Core Instructional Methods
Eleanor Roosevelt
High School
Shared Leadership
"Our lesson is clear: Instructional leadership must be a shared, community undertaking. Leadership is the professional work of everyone in the school."
-Linda Lambert,
"A Framework for Shared Leadership"
Educational Leadership, May 2002
Staff Development
Department Chair
AP Testing Coordinator
SAT Coordinator
Every 15 Minutes
LINK Crew Advisor
School Site Council
New Teacher Mentor
Committee Head
CNTA Rep
Renaissance Advisor
Club Advisor
What
Discuss, Brainstorm, Evaluate, and make decisions about items related to the direction of the school
AVID Coordinator
Activity Supervision
Administrative Designee
Department Chair
Homeroom Committee
Common Core
Curriculum Development Team
Leadership Team
Purpose- Use the leaders of the school to guide and drive the school towards our mission
Safety Committee
Class Council Advisor
Collab Lead
School Website
WASC Committee
Collab
Leadership Meeting
Department Chair Meeting
CNTA/Admin Meeting
Students access complex, grade level text to identify, interpret and summarize relevant information
We are committed to creating a dynamic, innovative learning environment that meets
the needs of our diverse student body, guiding
students toward excellence in college and career readiness, while challenging them to be
responsible citizens.
3 X 1 Structure
Leaders who create schools and districts capable of sustained substantive improvement are not laissez-faire in their approach to education but rather are skillful in implementing the concept of simultaneous loose and tight leadership. This leadership approach fosters autonomy and creativity (loose) within a systematic framework that stipulates clear, non-discretionary priorities and parameters (tight). Of course, one of the most essential elements of effective loose-tight leadership is getting tight about the right things.
-Rick Dufour
"Accountability must be a reciprocal process. For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation. Likewise, for every investment you make in my skill and knowledge, I have a reciprocal responsibility to demonstrate some new increment in performance."
~Richard Elmore
ARTICLE 10: HOURS OF WORK:
THE WORKDAY SHALL INCLUDE A PERIOD OF TIME, UP TO NINETY (90) MINUTES IN LENGTH, ONCE PER WEEK ON A SHORTENED INSTRUCTIONAL DAY FOR COLLABORATIVE PLANNING.
AT K-8 SCHOOLS PCT WILL BE EXTENDED BY 30 MINUTES BY REQUIRING TEACHERS TO STAY PAST THE END OF THE PROFESSIONAL DAY ONE TIME PER WEEK.
EACH HS WILL MEET WITH SAM TO DEVELOP A COMMON DAY AND A SCHEDULE FOR LATE START.
HIGH SCHOOLS WILL HAVE 6 MINIMUM DAYS, NOT 10. THE 6 DAYS WILL BE USED AT THE END OF EACH SEMESTER.
SPECIAL EDUCATION TEACHERS (SDC AND RSP) ARE ALLOWED TO MISS ONE (1) PCT MEETING PER MONTH FOR IEP PREPARATION AGREED UPON WITH THE SITE ADMINISTRATOR. IEP MEETINGS SHALL NOT TAKE PLACE AT THIS TIME.
PCT MOU:
During the first semester, PCT on ½ of the shortened days shall be teacher designed for grade-level, cross-grade level, cross track, departmental or intradepartmental planning and team collaboration. During the second semester ¾ of the shortened days shall be teacher designed. Administrators may require agendas, minutes, or other evidence of “product”.
1st year of weekly Collab
New Admin Team
New Data System
Less Data to Analyze
Common Core Integration
No Follow up on Data Teams
No specific guidelines
Collaboration