Elizabeth A. Clark, Ed.D. Associate Superintendent Curriculum and Instruction

Administrative Leadership Conference Learning Outcomes Establish a clear vision regarding teaching and learning in Birdville ISD for the next three years Delineate expectations for deepening the implementation of Professional Learning Communities Clarify processes and protocols that will facilitate implementation of the district’s initiatives regarding teaching and learning Understand the impact of increased rigor in literacy and mathematics on student performance

Summer Institute for Instructional Leaders consist of 3 day Leadership Academy for 46 Instructional Coaches and Leaders Creating a Vision for College and Career Readiness – July 30 with Ray McNulty Collaborative Instructional Review Sessions for Instructional Coaches and Leaders (Includes 4 days onsite for 4 cohorts of Instructional Leaders) Use teachers from the Leaders of Learners to serve as collaborative partners with the 46 individuals being trained using Daggett’s Rigor and Relevance Rubrics

Use ILT to provide follow-up coaching to principals in the Collaborative Instructional Review Process for Instructional Leaders Provide a Summer Institute for Instructional Leaders that includes 3 day Leadership Academy for 33 principals. Provide collaborative instructional Review Sessions for Principals using teachers as Partners from the Leaders of Learners. This will include 4 days onsite for 3 cohorts. Use teachers from the Leaders of Learners to serve as collaborative partners with the 33 principals

Use the cadre of principals and other coaches and central office staff to help provide coaching support to teacher leaders. Schedule four half-day sessions for 200 participants – 2 days, 4 sessions with 50 participants for the Leaders of Learners who are charged with leading PLCs with the Rigor/Relevance Rubric Continue with training teachers throughout the year to use the Rigor and Relevance Rubrics.

o Dean for the School of Education at Southern New Hampshire University o Senior Fellow to International Center for Leadership in Education o Chair of the National Dropout Prevention Network o Formerly Chief Learning Officer for Penn Foster, President of ASCD, Senior Fellow of Bill & Melinda Gates Foundation

Afternoon Session

Implement the district and campus Problem of Practice Implement the Learning Expectation Rubric at the chosen level for each campus, which addresses 3 components of the Learning Platform Conduct data conferences at the campus level, PLC level, and classroom level after every CBA Improve the functionality of each PLC

“When teachers practice their craft at exemplary levels, learning is more likely to occur. The emphasis has to be on providing teachers with the tools, the time, the motivation, and the professional collaboration necessary to hone their craft and become experts at designing student tasks and creating learning environments where students can and will find learning exciting, engaging, and attainable”. Elizabeth A. Clark, Ed.D.

“Most of us seek quantum leaps in our performance levels by following a strategy of incremental investment. This strategy simply does not work. The land of excellence is safely guarded from unworthy intruders. At the gates stand two fearsome sentries—risk and learning. The keys to entrance are faith and courage.” Robert Quinn