Shelley Behrns

CAPE 2: INSTRUCTIONAL LEADERSHIP

Instructional leadership shapes the collaborative culture in a district and at a school site. It also focuses on teaching and professional standards that inform learning and are essential for student and professional growth. As a future administrator, being an instructional leader helps to build the respect of the staff and is a goal I have for myself. Over the past months, I have had the opportunity to practice and develop as an instructional leader.

While working within this CAPE, I have served as administrator for SSOAR Saturday School, assisting teachers, students, and certificated staff. I also worked with a new teacher on assessment planning, grades, and report cards. Additionally, I worked with my grade level team as the lead to evaluate Trimester 2 assessment data and make plans for the next steps to raise student achievement. I worked with administrators and teachers on Peer Assistance and Review (PAR) to assist teachers who have or will soon have assistance plans with the district to help plan the next steps in their professional development. I plan a training for teachers in multi-sensory phonemic awareness instruction.

Some of the most meaningful things I could do as a budding instructional leader was to arrange and take a new teacher working on my team to observe workshop lessons in writing, reading, and phonics. Then, we had time to discuss plans for the upcoming year. I also worked with a teacher using the coaching process: pre-observation, observation, and post-observation meetings. As a future administrator, and an educational leader, I will enjoy this process. I will be able to learn from the experienced educators around me, and look forward to continuing it.

CAPE 2: INSTRUCTIONAL LEADERSHIP

Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth.

2A: Personal and Professional Learning New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being.

2B: Promoting Effective Curriculum, Instruction, and Assessment New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning.

2C: Supporting Teachers to Improve Practice New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice.

2D: Feedback on Instruction New administrators know and understand TK–12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers.

REFERENCE

California Commission on Teacher Credentialing. (2017). California Administrator Performance Expectations (CAPE). https://www.ctcexams.nesinc.com/content/docs/CAPE_Placemat.pdf

For CAPE 2, I was able to arrange and take a new teacher working on my team to observe Workshop lessons in writing, reading, and phonics. Following the tour, we debriefed and discussed her observations, answered questions, and made plans for the upcoming year.

Workshop Lesson Tour.pdf

For this CAPE 2, I am posting the CSTP Coaching Observation Protocol that I used with a teacher that I was able to bring through the coaching process. It was a valuable process, and I look forward to working with this teacher or another teacher in the near future.

Part E (1).pdf