Principal Entry Plan. Kristen Swanson. Table of Contents

Transcription

1 Principal Entry Plan Kristen Swanson 1. Introduction 2. Goals and Objectives 3. Calendar/Timeline 4. Closing Reflection Table of Contents

2 Introduction Truman Elementary School is a K-8 facility in a suburban community outside a mediumsized Midwestern city. The school exists as the district s largest K-8 school, and it currently serves approximately 700 students. There are three classes of each grade, one preschool, and a middle school team model for grades 7 and 8. 15% of the school s students qualify for free and reduced lunch, and 5% speak a language other than English. These demographics may seem to typify suburban schools, however the achievement levels at Truman are not indicative of a middle-class suburban school. It is common to find high literacy and math achievement scores in suburban schools, especially at the elementary level. However, Truman Elementary School has been declining academically, especially in the area of reading. Due to the persistent reading difficulties of the students in the school as indicated by annual achievement scores, parents have become concerned. Many parents believe that their children are not being served adequately, and partnerships between teachers and parents are limited due to this. In addition, the district reading supervisor has surveyed the instructional situation, and she agreed that a problem exists. The district reading supervisor s report echoes the concerns of the parents. Clearly the decline in reading achievement is due to a breakdown in reading instruction. Luckily, a grant opportunity has been provided by the State Department of Education. Receiving this grant could allow the school to receive necessary funds to address its current reading issues. However, collaboration from teachers, district administrators, parents, and community stakeholders will be necessary for a successful grant proposal to be submitted. Clearly, the new principal of Truman Elementary School must achieve several goals. First, the principal must garner the support of all the community stakeholders to determine a

3 vision for literacy instruction at all levels, K-8. Next, the principal must leverage the talents in the school community to draft and submit a successful grant proposal. Finally, the principal must begin to implement a new instructional plan for literacy with the support of teachers, parents, and administrators. Through constant collaboration and communication, students can reach new heights in literacy!

4 Goals and Objectives Goal: Learn about the strengths and weaknesses of the school and the community. Measurement: The goal will measured by parent, teacher, and student percpetions of the school learning community on a pretest and posttest school culture survey. Objective 1 Actions Month Standard Review school mission and vision statement July 4.1 Review the following school data: July 4.1 *standardized testing results *grading systems (report cards, rubrics, etc.) *existing curriculum maps *existing curriculum materials *student placements and schedules *intervention and monitoring systems *existing student handbooks *existing school policies *existing extracurricular programs Review existing documentation regarding the school community and survey students. *existing protocols for safety drills Review existing student demographics July 4.1 *enrollment *attendance *gender ratios *ethnicity *free and reduced lunch populations *inclusion rates *students with special needs *school discipline data Prepare and distribute a survey to students in 4-8: September 4.1 *school likes *school dislikes *bullying and behavior issues *percpetions regarding reading Observe students in the school environment September 4.1 Analyze survey results October 4.1 Objective 2 Actions Month Standard Review staff data July 4.1 *current contracts *current staff evaluations *years of experience for staff *student performance by teacher

5 Review existing staff information and survey staff. *existing staff handbooks and contracts Meet with other principals to discuss staff needs July 4.1 Meet with district office staff to discuss staff needs July 4.1 Meet with the union representative to build rapport July 4.1 Send an to staff detailing the following: August 4.1 *the mission and vision of the school *my beliefs as an educator and learner Prepare an optional summer luncheon for staff August 4.1 *send out invitations via and mail *prepare food *prepare slideshow of students from pictures *prepare brief address to the staff Hold optional summer luncheon for staff August 4.1 *Collect information from staff about strengths *Collect information from staff about weaknesses Visit teacher classrooms as the prepare for the year August 4.1 Prepare and distribute a survey to staff regarding: September 4.1 *beliefs about the strengths of the school *beliefs about the weaknesses of the school *needs for professional development *willingness to participate on a literacy task force Observe the staff in the school environment September 4.1 Analyze survey results October 4.1 Objective 3 Actions Month Standard Review existing data about the community: July 4.1 *socioeconomic status of community members *unemployment rates *race *religious affiliations *languages *households without school-age children Schedule meetings with formal and informal powers July 4.3 *Local Lion's Club *Town Mayor Review exisiting information about the community and survey the community. *Parent Group for Students with Special Needs *Chamber of Commerce Visit different locations in the community July 4.3 Prepare and distribute a survey to the community: August 4.2 *beliefs about the strengths of the school *beliefs about the weaknesses of the school *interest in serving on a literacy task force Prepare a summer tour for the community August 4.2 *ensure classrooms are prepared *prepare literature to hand out *prepare brief remarks *prepare refreshments Hold a summer tour for the community August 4.2 *Collect information from stakeholders *Build relationships with stakeholders

6 Analyze survey results October 4.1 Objective 4 Actions Month Standard Monitor progress regarding school strengths and needs Provide a posttest survey to staff June 4.1 Provide a posttest survey to the community June 4.1 Provide a posttest survey to students June 4.1 Analyze and aggregate survey results June 4.1

7 Goal: Build relationships with the staff to ensure the literacy program is reformed. Measurement: The goal will be measured by the successful submission of a grant proposal to the State Department of Education that adequately reflects an effective vision of literacy as reached by teacher and community consensus. Objective 1 Actions Month Standard Visit classrooms during literacy instruction to conduct fidelity checklists All months 4.1 Use results of fidelity checklists to celebrate growth All months 4.1 Prepare staff for the literacy task force October 4.1 *Provide short articles regarding best practices *Take short video clips of staff using best practices Convene the literacy task force November 4.3 Establish and monitor a common vision for literacy instruction. (The task force includes staff, parents, community) *develop a literacy vision based on the 4 block model *develop a literacy mission statement *determine needs for teacher professional development *determine needs for materials *determine necessary changes in schedule Share the results of the task force with staff January 4.3 Select staff members to assist in grant writing February 4.3 Collect research for grant writing with staff March 4.3 Draft grant April 4.3 Finalize grant with all stakeholders May 4.3 Submit grant June 4.3 Objective 2 Actions Month Standard Provide an overview of PLCs February 4.1 *introduce a protocol for sharing *introduce a system for grade level partners *introduce a system for cross-grade partners *use time during inservice days *teach teachers how to set measurable goals Implement grade level and cross-grade professional learning communities (PLCs) to help students meet goals in reading. Conduct first PLC session during inservice day March 4.1 *Have teachers set a goal for the end of the year *Provide support to teachers in reaching goals *All goals should be literacy based *Monitor and share goals Conduct second PLC session during student release April 4.1 *Have teachers monitor their goals using data *Facilitate data-driven instruction *Provide additional support as necessary Conduct third PLC session during inservice day June 4.1

8 *Have teachers determine if the goals were met *Have teachers reflect upon the process *Determine next year's needs to refine the process *Celebrate successes! Objective 3 Actions Month Standard Develop and implement ways to monitor literacy instruction for students. Meet with the building literacy specialist and district literacy specialist to determine an accurate way to monitor student literacy achievement at least 5 times per year October 4.1 Have the litearcy specialist present possible assessment tools to teachers November 4.1 *Use informed consensus to select a tool *Determine assessment schedules collaboratively Train staff to use assessment tools December 4.1 Begin to implement assessment schedules January 4.1 *Use data as part of PLC initiative *Procure help from other buildings for administration Team with the literacy specialist to determine students that require additional explicit literacy instruction each day. February 4.1 *Target the ESL population as well *Provide teacher support for students with high levels of need Continue to implement assessment schedules March 4.1 Continue to implement assessment schedules May 4.1 Objective 4 Actions Month Standard Meet with staff to determine "next steps" May 4.1 Provide additional plans for growth and professional development for teachers *for professional development *for refinement of the curriculum *for additional training with materials Establish "points of contact" for literacy questions June 4.1 *Select teachers in the building to be facilitators *Discuss the new role with selected teachers *Empower teachers to support each other *Reward and value teacher leadership

9 Goal: Build relationships with parents to ensure that the literacy program is reformed and reinforced at home. Measurement: The goal will be measured by the successful submission of a grant proposal to the State Department of Education that adequately reflects an effective vision of literacy as reached by teacher and community consensus. Objective 1 Actions Month Standard Prepare parents for the literacy task force October 4.2 *Provide them with a brief best practices session *Share exemplary clips of Truman teachers Convene the literacy task force November 4.2 (The task force includes staff, parents, community) *develop a literacy vision based on the 4 block model *develop a literacy mission statement Establish and monitor a common vision for literacy instruction. *determine needs for teacher professional development *determine needs for materials *determine necessary changes in schedule Share the results of the task force with parents January 4.2 *Website in English and Spanish *Letter home in English and Spanish *YouTube Channel *Local television station Select parents to assist in grant writing February 4.2 Draft grant April 4.2 Finalize grant with all stakeholders May 4.2 Submit grant June 4.2 Objective 2 Actions Month Standard Communicate regularly regarding student activities geare All Months 4.2 *Monthly newsletter in English and Spanish *Current website in English and Spanish *All call phone calls/texts/ s *YouTube school channel Plan for three "literacy nights" August 4.2 *Engage PTO in the planning process *Reach out to parents of ESL students Communicate effective practices to encouage literacy at home. Hold first "literacy night" September 4.2 *Provide parents with information to assist literacy *Enage parents and students in pleasure reading *Introduce "Radical Readers Rewards" program Hold second literacy night February 4.2 *Explain routine literacy monitoring to parents *Engage parents and students in strategic reading *Monitor and continue "Radical Readers Rewards"

10 Hold third literacy night May 4.2 *Share student progress at the school level *Highlight teacher PLC data *Share good summer reading habits with parents

11 Goal: Build relationships with the community to ensure the literacy program is reformed. Measurement: The goal will be measured by the successful submission of a grant proposal to the State Department of Education that adequately reflects an effective vision of literacy as reached by teacher and community consensus. Objective 1 Actions Month Standard Establish and monitor a common vision for literacy instruction. Prepare community members for the literacy task force October 4.3 *Provide them with a brief best practices session *Share exemplary clips of Truman teachers Convene the literacy task force November 4.3 (The task force includes staff, parents, community) *develop a literacy vision based on the 4 block model *develop a literacy mission statement *determine needs for teacher professional development *determine needs for materials *determine necessary changes in schedule Share the results of the task force with the community January 4.3 *Local media coverage (newspaper, etc.) *Website in English and Spanish *YouTube Channel *Local television station Select stakeholders to assist in grant writing February 4.3 Draft grant April 4.3 Finalize grant with all stakeholders May 4.3 Submit grant June 4.3 Objective 2 Actions Month Standard Work with district administration to get access to bookshare for all students with special needs September 4.3 *ESL students can receive the service too Collaborate with the local library to get leveled texts October 4.3 Deploy community resources to aid the development of leveled libraries for classrooms. *Initiate a "sharing" clause to get books now Meet with local business owners to share the literacy vision and request funds for leveled texts December 4.3 *institute a "season for giving" to reading campaign *promote the program in the media Meet with the Lion's Club to create a lunch group January 4.3 *Older citizens read with younger children at lunch *Older citizens share the experience at board meetings Begin student meetings with the lunch group February 4.3 Continue monthly meetings with the lunch group March-June 4.3

12 Objective 3 Actions Month Standard Work with community members and local businesses to discuss ways to reward student achievement in the community September 4.3 Collaborate with community members to provide additional opportunities to celebrate literacy. *Integrate this with "Radical Reading Rewards" *Ensure all aspects of the community are included Have community members deliver program rewards October-May 4.3 Students write notes of appreciation to members June 4.3 Work with local churches to deliver reading opportunities as noted in the vision January 4.3 *during church-sitting services *during Sunday school *during cultural events

13 Calendar and Timeline

14 Closing/Reflection This entry plan seeks to build relationships with community members though the collaborative process of generating literacy reform at Truman Elementary School. Specifically, the goals outlined in the entry plan seek to enhance community and family involvement through learning, communicating, and sharing. First, reviewing all records and materials regarding the school, students, and the community is essential prerequisite work when becoming a new principal. In addition, meeting and networking with different players in the school and the community such as district administrators and local businesses can provide adequate cultural and systemic perspectives. Introducing oneself to new situations provides a good foundation to guide all the decisions, interactions, and relationships required to successfully navigate a first year principalship. Next, mobilizing staff, family, and community resources will ensure that both the staff and the community embrace the literacy program. Through the creation of a task force, the vision for literacy at Truman Elementary will be developed collaboratively. It is important to note that research based principles will be infused into the vision by prereading and building discussions before the task force meets. Also, instructional leaders must guide the vision so that student achievement is maximized within the context of the community culture. However, using consensus based decision-making for this process will help the community to find a common or shared purpose. Finally, genuinely engaging the entire community in the celebration of the reading process for students can provide further success. Communities can be powerful forces to advance the literacy experience. Using the library, local businesses, and other community resources, students can feel celebrated by exploring the literacy process and reaching personal goals.

15 These ideas, explained in more detail within the plan, will indicate to the community of learners that a principal is a change agent that hopes to implement change with the support of all stakeholders. A positive, responsive series of activities will lead to a fruitful career at Truman Elementary School!