Please share your thoughts in the appropriate sections:

1. Who Are We? - Define our role and purpose
2. Responsibilities in Action - How were your responsibilities reflected in instruction, support, structures, and systems this year?
3. What Worked? - Share successful strategies and approaches
4. What Didn’t Work? - Identify challenges and areas for improvement
5. Solutions & New Needs - Propose solutions and identify new support needs

Engage in leadership conversations

Practice and model school instructional initiatives

-providing coaching sessions & resources to our department peers

-creating literacy toolkit as a school-wide reference

-regular meetings

-sharing student work

-reflecting on what is working and what needs further development or revisions

• Serve as the primary voice for the math department, representing its needs, perspectives, and feedback to the administration.

• Gather input from math colleagues and present their concerns, suggestions, and successes to the leadership team.

  
  

  Translator of Leadership Goals

  • Clearly communicate the goals, initiatives, and expectations of the leadership team to the math department in accessible and relevant terms.

  • Break down complex school-wide objectives into actionable steps for the math department, ensuring alignment with broader school goals.

each department. Our Steering Committee will also function as the MOSL and SDC committee. We will have 13 sessions each year where students are released for staff Professional Time. These 13 sessions will be department focused learning. Dates, tentative agendas, and facilitators will be created by the Steering Committee. We meet once a month.

How many teachers up for tenure?

How can we help these teachers be successful?

• During each meeting, teacher leaders were introduced to one aspect of providing student feedback.

The team also gave feedback to the team of what worked and did not. Then each colleague turned key the strategies with colleagues in their department.

- We can shift the culture such that visiting each other is the norm

• Supporting literacy strategies in new curricula (IM, HMH, etc.)

• Modeling those strategies in different departments (On short Thursdays or something like that)

• Creating resources for other teachers (the nascent Literacy Toolkit, for example)

• Engage in collaborative conversations with other teachers to amend/add to lessons and unit plans

• provide mentoring/coaching for teachers

• create a culture of self-reflection to identify potential areas of growth

• Facilitate conversations to support school initiatives