TExES Principal – Flashcards
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School Community Leadership
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High Expectations Diverse Collaboration Triangulation for Decision Making MEI Celebrate
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Instructional Leadership
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Curriculum, instruction, PD Facilitate Everything, Dictate Nothing Creative, Critical, Problem Solving Multiple, Research-Based Opportunities for Success Formative and Summative Data for Decision-Making Stewardship of VISION Goals for every programMEI
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Instructional Leadership: Staff Evals
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Develop, Implement, Evaluate, Revise Focus PD on everyone achieving potential Helpful vs. "gotcha" Goals for every teacher
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Administrative Leadership
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Budget developed collaboratively Follow ALL rules Provide time for faculty to plan, study, and reflect
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Instructional Leadership: Alignment
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Curriculum Docs = Instruction = Assessment
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Instructional Leadership: Gap
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One group of students showing lack of motivation=needs not being met, discrimination?
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Increase Comfort with Diversity
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Do NOT ask students to present on their culture or teach units one culture at a time DO provide regular, meaningful opportunities to collaborate
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Increase Parent Participation
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DO examine previous interaction DO NOT call or send letter to address issue DO NOT rely on counselors to do whole school's job
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Implementing Change
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First work on gaining commitment DON'T just hand out strategies
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Disagreements about how to solve problems
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Invite stakeholders with various viewpoints
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Bad Press
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Address problem directly Proactively influence the media Articulate in letter to editor Invite media in
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Termination
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*Must meet legal requirements *Teacher must be notified 45 days before the last day of instruction *First Year teachers have probationary contract *Observe multiple times, conference about concerns and growth areas, honest about contract and consequences
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Addressing a Problem
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Analyze data from multiple sources Get a group to create a plan Remember its about the students
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Legitimacy
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*New principals who feel urgent need should act upon them *Should also work to build legitimacy *Should meet with community to get their views on what's good and bad
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When in Doubt
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*Pick the answer with a group *But make sure choice directly addressees questions (not just about sounding good)
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Facilitating
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Help clarify goals, guidelines, and procedures Give staff time and and training to implement Back off
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Misc
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Written communication not so effective Not always about consensus, majority of the will Backroom one-on-one persuasions not good Ask for the most comprehensive gathering of information
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Dealing with Change
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Communicate that it might take a while for positive change to take effect[ *Show need for change before communicating about it *Allowing teachers to have a hand shows trust *Everyone should be aware and on board, but only teachers directly affected need training
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Parents
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Don't get to assess curriculum/teachers/students/programs Do get to contact principal with questions Principal can't ask parents to be positive at home
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Changes in SPED
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BY ARD Administrator needs to be at ARD so he can commit district resources if needed
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AEIS
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Help school leaders monitor progress toward campus improvement goals
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Reluctant to change teachers
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If rationale has already been given, arrange for mentors *Offer flexibility, as long as job gets done *Total agreement no necessary
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Technology
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Will change, so plan to periodically reevaluate needs and tech plan
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Scared of upcoming change
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Invite to forum: presentation of new change and opportunity to voice concern before implementation
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Dealing with diversity
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FIRST educate self, look at self
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New courses
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Needs to be (1) enough student interest (2) a certified teacher
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Plan for improving instruction
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Ask teachers to help analyze data so they can see the need Review support system/resources already in place. Will they be enough?
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New curriculum
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Implement plan for MEI
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Budget: Not going over
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review current encumbrances before spending
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Bus drivers=more complaints
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Ask to review their training Can't ask parents to ride wit kids, shouldn't request parents to write specific letter, don't ask to spend more money right away
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Monitor building
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Frequent, regular, walk arounds
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Cooperative Learning
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Heterogeneous groups; everyone accountable; sense of belonging; teach group work skills
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Bloom's
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1. Knowledge 2. Comprehension 3. Application 4.Analysis 5. Synthesis 6. Evaluation
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Leadership Styles
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1. Directive 2. Supportive 3. Achievement Oriented 4. Participative
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TAC and TECI
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Legal Guides to Create Equity Texas Administrative Code Texas Education Code
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Developmentally Appropriate and Culturally Sensitive
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Pick answer that best matches their developmental ability If two, choose answer that provides the most direct, real response
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Hierarchy
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State Board of Education-->Governing body TEA-->carries out the policies School boards-->control school districts
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SPED
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Free appropriate public education for all ages 3-21 Least restrictive environment Referrals may be initiated by parent, teacher, or other person who works closely with students
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SPED Referral Process
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Referral form Diagnostician tests ARD IEP IEP monitored by sped and regular teachers Parent permission required to place or remove from SPED
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Section 504
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Temporary affected by an illness, drug abuse, psychological trauma, or special modifications
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FERPA
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An individual of age or parent of a child has right to students records No records revealed to anyone within the school who does not need to know Individuals outside school may not access records without parent permission Divorce=both parents have access unless stated otherwise by divorce decree
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ESL
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LPAC must make determine enhance and exit, and parents must sign
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Assessments: Reliability
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The extent to which the test result can be reproduced
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Assessment: Validity
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Tests what it is supposed to test
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Assessment: Mean
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Average
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Assessment: Median
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Centermost score
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Assessment: Mode
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The score wich occurs most often
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Informal Assessment
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Informal reading inventories Kid Watching Checklists Journaling Conferencing
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Teacher In Need of Assistance
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Teacher who is evaluated as unsatisfactory in one or more domain Below expectations in two or more domains *Domains that need to be improved *Directives or recommendations *Evidence to show improvement *Directives for changes in teacher behavior *Evidence that is used to determine if teacher behavior has changed *Timeline
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When layering new initiatives, programs
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*Make sure all is compatible with what came before: curriculum, comprehensive plan, CIP *Make sure teachers get info pertinent to needs and experiences
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Group schema/context/data analysis
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*Allow an understanding that ideas are appreciated and valued *Offers an opportunity for principal to informally evaluate the faculty's understanding *encourages active rather than passive part *Allow teachers to gain insight and knowledge from each other
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Vision Statements
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Should be built in committee Will help teachers feel they have a common goal Do not individualize responsibility or problem, too general
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New Initiative? How can Principal best support teachers?
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Professional Development
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To get parent involved
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*Can't ask them to change their lifestyles/ways *Don't necessarily want them at the school *You can educate them about the school--and that's about it . . .
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Improving Problem solving requires
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Concrete examples moved to abstract practice
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AEIS demographic staff question:
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Try to match student diversity to teacher/staff diversity always. 30% difference in Af-Am students and teachers--not ok
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AEIS Question, "All Tests"
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Not all individual gets, there's a line which averages "All Tests"
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Big ticket AEIS questions:
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Improving SPED resources for low SPED scores
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AEIS scores low in highest grade tested
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Good to improve achievement at all grades
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AEIS provides
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Data on learner performance at the campus, district, and state level AND Data to monitor progress toward campus improvement goals
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ESY
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Extended School Year. ARD-determined. Only if documentation can be provided that student needs more time recoup acquired critical skills. District responsibility under FERPA. transportation, too.
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Summative Annual Appraisal
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*10 working days to formulate a written response *10 working days to request a second appraisal
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TINA
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Teachers in Need of Assistance, ALOS GP (growth plan)
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Contractual Difficulties
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*Placed under when do not meet criteria/deadlines of GP *Cannot transfer unless fulfilled all requirements
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Appraisals
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*Appraised annually--minimum 45 minute obs *Any documentations that will influence appraisal must be shared in writing within 10 days of appraiser's knowledge of it
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Planning/Prep and Duty free lunch
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450 minutes every 2 weeks for prep No less than 45 minutes every day 30 minutes lunch free from all duties May be required to supervise during lunch ONE day of a week due to extreme circumstances
