Bambrick-Santoyo (2018) discussed that good and effective educators and instructional leaders are aware of the degree to which students are learning. In addition, the teachers and leaders take action when student learning is not progressing as expected. As a teacher, I am very in tune with my class and their progress. I do not take it for granted that students have learned the material because I have taught it. I routinely reflect on the lesson after I teach it and look for data to help me guide my instruction. Each year and class of students is unique, and I find that a variety of hard and soft data help me reach all of my students.
As I moved through this week's material, I have expanded my view of data and classroom impact. I have been forced to look beyond my class and students and view the school as a whole. At the same time, I have also had to look at individual classes. It is a very different perspective and a unique focus. I have leaned on my experiences over the years to help guide me as I shift my focus from inward to outward. The change has taken some effort and has been interesting. As I move forward, I think more about my campus as a whole and my role in it. In the short term, I can see how this will help me through the field experience and internship phases to get more out of the opportunity. In the long term, I will have to continue to strive to keep my focus outward. I cannot compare my class experience to that of other teachers. Instead, I need to use it to help me see the data in front of me for what it is, a unique picture with its own context. Reference Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools. John Wiley & Sons.
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About 5352This is the second course in my administrative certification plan. It is a dive into techniques to improve instruction through research based methods. ArchivesCategories |