# data[].attributes.headline
Using data teaming to support growth of all students. 

# data[].attributes.subject
Using data teaming to support growth of all students. 

# data[].attributes.headline
Reviewing curriculum through such a narrow lens. Using rubrics. 

# data[].attributes.subject
Reviewing curriculum through such a narrow lens. Using rubrics. 

# data[].attributes.body
we will continue to use data team meetings as our source of action in supporting growth of all students

# data[].attributes.body
develop better process for curriculum implementation and fidelity

# data[].attributes.body
I will more regularly analyze data, make walk throughs more meaningful, and be more visible.

# data[].attributes.body
I will stop being more of a building manager than an instructional leader. A great deal of my focus is on handling discipline issues, calls and meetings from parents, and covering where there are absences.

# data[].attributes.body
continue to use data to form groups of students that have some of the same problem areas in WIN periods. Look for a non LS tier 3 (STAR)

# data[].attributes.body
less managing and more instructional leader time

# data[].attributes.body
Regularly scheduled, non-evaluative classroom walkthroughs where leaders and teacher teams observe instruction together, focusing specifically on UDL principles—engagement, representation, and action/expression.

# data[].attributes.body
Stop focusing leadership time and energy on compliance checklists, rigid pacing guides, or superficial data meetings that emphasize coverage over connection to student needs.

# data[].attributes.headline
Regularly schedule meetings with individual teachers to let them know that you are available.  If they accept go to them, if they do not then they don't need to talk to you.

# data[].attributes.subject
Regularly schedule meetings with individual teachers to let them know that you are available.  If they accept go to them, if they do not then they don't need to talk to you.

# data[].attributes.headline
Allowing things that could be handled at a different time impact the non-negotiable time

# data[].attributes.subject
Allowing things that could be handled at a different time impact the non-negotiable time

# data[].attributes.body
Responding to emails during school time rather than in the evenings so responses are available during work hours.

# data[].attributes.body
Continue to schedule days in each building to be visible and available for questions, concerns, to assist in classrooms, or to discuss ideas/activities/etc. the teacher is interested in sharing.

# data[].attributes.body
I’ll be more intentional about sharing quick strategies or resources during hallway conversations or team check-ins to support Tier 1 instruction.

# data[].attributes.body
I’ll stop letting random tasks pull me away from classrooms and start protecting time to observe and give feedback.

# data[].attributes.body
Amend the PLC focus questions (pg. 53)

# data[].attributes.body
Communicate the need for more flexibility when it comes to pacing.

Have more of a presence in classrooms (more walkthroughs, delegate the management tasks when possible).

# data[].attributes.body
Using our system to integrate both social emotional and academic data in collaboration.

# data[].attributes.body
Reviewing curriculum