Standard+2


 * //Instructional Leadership//**
 * // School executives set high standards for the professional practice of 21st century instruction and assessment that result in a no nonsense accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work, and the sharing of this work throughout the professional community. // **

2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for student.

Internship Activities
 * Modeled lessons for teachers
 * Assisted teachers with several lessons
 * Conducted classroom walk-throughs and observations and provided feedback on lessons
 * Completed 6 full evaluation cycles during the 2012-2013 school year.
 * Attended Common Core Professional Development (DPI and district-wide)
 * Studied content pedagogy via working along side principal and to administer assessments study results, analyze lesson plans and debrief after observations and evaluations
 * Participated in Student Assistance Team meeting
 * Meetings with teachers concerning grading, progress reports
 * Participated in grade level meetings about classroom rigor, time management, assessments
 * Organized professional development for Edgecombe County Schools ondifferentiated instruction, Fall 2012.
 * Arranged targeted opportunities for professional development for teachers of gifted students during the 2012-2013 school year.

Coursework, Trainings and Readings
 * Completed Developmental Projects (Elementary, Middle School and High School)
 * Participated in Literacy Instruction (three-day NELA training)
 * <span style="background-color: #ffffff; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Participated in and completed a Turnaround High School case study and school visit
 * <span style="background-color: #ffffff; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Completed a Special Education legal literacy assignment
 * <span style="background-color: #ffffff; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Clinical supervision/classroom evaluation assignments
 * <span style="background-color: #ffffff; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Attended Differentiated Instruction training
 * <span style="background-color: #ffffff; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Reading and application of "Why Reading by End of Third Grade Matters" ((Fiester, 2010)
 * <span style="background-color: #ffffff; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Readings from Child and Adolescent Development for Educators (Meece and Daniels, 2008)
 * <span style="background-color: #ffffff; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Readings from Yardsticks: Children in the Classroom Ages 4-14 (Wood, 2007
 * <span style="background-color: #ffffff; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Reading and discussion on formative assessment and selections fromAssessment for Educational Leaders (Popham, 2011)
 * <span style="background-color: #ffffff; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Training on 21st Century Skills, by DPI
 * <span style="background-color: #ffffff; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Specialized training on math Common Core

Artifacts and Activities <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; text-align: left;">Lesson plan video created for staff meeting. media type="custom" key="22933164"


 * 2b. Focus on Instructional Time ** : The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.

Internship Activities
 * Assisted principal with scheduling students' for the 2013-2014 school year
 * Taught several classes when teachers had to leave early for meetings or appointments
 * Created a Connect Ed call to parents reminding them of starting time and dismissal time to protect teacher instructional time.

Coursework, Trainings and Readings
 * // The Flipped Classroom // training
 * // Schooling by Design // training
 * Analysis and application of principles learned from "The 90/90/90 Schools: A Case Study" from // Accountability in Action // (Reeves, 2005)
 * Analysis and application of principles learned from "Tipping Point Leadership" from the //Harvard Business Review// (Kim and Mauborgne, 2003)

<span style="background-color: #ffffff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 19px;">Artifacts