Curriculum: All teachers fully implement high quality, deeply rigorous, and fully aligned TEKS Resource system curriculum.
- ECISD curriculum is the TEKS Resource System Curriculum.
- Direct resources and supply materials necessary to implement aligned, rigorous, high quality curriculum.
- Provide high quality professional development taking advantage of the instructional coaches, instructional videos, webinars, regional conferences and Region III offerings so that all teachers can implement aligned curriculum with quality and fidelity.
- Hold principals accountable for effective implementation of fully aligned TEKS Resource System Curriculum.
Instruction & Feedback: All teachers' instruction is constantly improving in its alignment to TEKS and instructional practices due to actionable, evidence-based feedback.
- Make time with instructional leaders a priority by spending 3-5 hours a week in classrooms with instructional leaders collecting instructional evidence and sharing with campus leaders.
- Observe principal and Instructional Coaches practice associated with instructional leadership and give evidence-based feedback to cultivate improvements in practice, including serving special populations.
- Use a tool to systemize, track, document and follow up on the feedback given to each principal.
- Communicate bright spots as well as concerns, growth areas and upgrades needed in classrooms, to principals on a regular basis and monitor whether those upgrades are taking place.
- Collaboratively plan high quality learning experiences for principals and teaching faculty using resources such as the STAAR4Ward webinars, instructional practice videos, book studies, Region III or others.
- Constantly message importance of improving the quality of instruction aligned with the TEKS and provides support and accountability for principals.
Data Driven Instruction (DDI): All teachers incorporate results from analysis of periodic common formative assessments and/or performance tasks to inform instruction and address student misconceptions and preconceptions.
- Work with principals/Instructional Coaches to ensure that 9 weeks common assessments and/or performance tasks are available across the district.
- Hold principals accountable for establishing and monitoring regular Instructional Data Team (IDT) ec_instructional_data_team_idtor_department_team_meeting_agendas.doc Meetings (as defined by the data-driven_instruction_assessment_rubric.doc) through which teachers make meaning out of student work/ data and plan next steps to solve any misconceptions and preconceptions.
- Hold principals accountable for consequential changes in teacher practice based on action plans which result from analysis meetings.
- Provide opportunities and accountability for principals sharing results of and reactions to data using how_will_we_know_-_what_can_be_measured.pdf
- Train principals, teachers and coaches on the effective use of periodic assessment and/or performance task data on student progress to cultivate constant improvements in instruction.
- Train campus leaders and teachers on the effective use of Data Driven Instruction & Assessment and how to Analyze Data. Observe IDT meetings and provide feedback to team leaders, principals, and coaches on the progress of Data Driven Instruction implementation, including the quality of analysis meetings and consequential changes in teacher practice based on action plans which result from analysis meetings.
- Support cross-school sharing and learning on Data Driven Instructional practices.
Culture of Safety & Development: All educators report feeling part of a safe, risk-taking environment where it is safe to try new things and get smarter at implementing the state standards.
- Communicate expectations for all adults to develop and continuously improve through practice, feedback, and reflection.
- Work with parents, community, and School Board to ensure policy, community support and budget alignment that supports implementation of the TEKS and STAAR/EOC assessments.
- Provide evidence-based feedback to leaders and decision makers in order to cultivate upgrades in creating a safe, risk-taking environment.
- Constantly message and model a “kids first” culture and call out behavior and language which violate such a culture.
- Constantly message and foster an environment in which professional growth is a process that involves risk taking, making mistakes, and perseverance.
- Transparently name and discuss challenges of changing culture to one based on learning and risk-taking.
- Collect and review the creating_a_learning_environment.docx Creating a Learning Environment Rubric with campus leaders.
- Provide support for EC's PR Plan ecs_pr_plan.pdf.
- Provide training to assist staff in working with families from poverty.
- Hold principals accountable for the Administrative Expectation section of the PR Plan.