https://padlet.com/prnail1/DomainII Teacher leaders understand the importance of using research to further improve their policies and practices in order to enhance teaching and learning. en-us 2021-03-19 19:19:48 UTC 2025-04-01 18:06:24 UTC hello@padlet.com prnail1 https://padlet.com/prnail1/DomainII/wish/1398519683 b.) Facilitates the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning. ]]> 2021-04-09 03:22:59 UTC https://padlet.com/prnail1/DomainII/wish/1398519683 prnail1 https://padlet.com/prnail1/DomainII/wish/1398524447 District data meetings are the formal discussion the administration, state tested teachers and consultants have following benchmark testing. The idea is that the state tested teachers have time to review the data with  the guidance of a consultant who can help interpret the results accurately. Typically the consultant can then provide further assistance by breaking down teaching strategies and application of findings that will actively improve teaching and learning. I would argue that one hinderance to this process is putting everyone in the same room (admin, teachers, board members, consultants, superintendent, etc.). The discussion of data gets much more tense when teachers feel like their are on defense. ]]> 2021-04-09 03:25:27 UTC https://padlet.com/prnail1/DomainII/wish/1398524447 prnail1 https://padlet.com/prnail1/DomainII/wish/1398533304 PLC's are also a great time to interpret data, discuss strategies, and offer insight to successes/failures that may assist another teacher with similar experiences. This is a much better time for these discussions as teachers feel more relaxed and comfortable. When we meet with the district everyone is more rigid and tense. Almost like we feel obligated to put on a show, a facade. However, when it's just us...we can be honest and real. Therefore, the collaborative effort of analyzing student learning data to interpret the results for application of findings that will, inevitably lead to improved teaching and learning. This ability to speak our minds is helpful in that we can hear praise along with the criticism from a friend. ]]> 2021-04-09 03:29:55 UTC https://padlet.com/prnail1/DomainII/wish/1398533304 prnail1 https://padlet.com/prnail1/DomainII/wish/1398552705 This is a time dedicated for teachers to grow professionally, but it also allows time for teachers to evaluate new strategies that can be applied cross curricular to boost reading comprehension. "Everyone is a reading teacher," as I've heard 1000 times. There is always a review of CHS performance and data from the English state test and how we can all actively help with teaching reading comprehension skills. MDE will give us time to break down the information and then the admin will be in charge of planning the implementation of these strategies. After analyzing the data, collaborating the results, and application of findings to improve teaching and learning. ]]> 2021-04-09 03:40:13 UTC https://padlet.com/prnail1/DomainII/wish/1398552705 prnail1 https://padlet.com/prnail1/DomainII/wish/1398554682 In certain faculty meetings, usually after the district data meetings, the principal will discuss where we are and our plan to achieve an A rating. These meetings will always include state tested teachers explaining how we scored on the benchmarks and what cross curricular activities could help boost the scores. For example, the English department began working with the History department to boost reading comprehension. We noticed a large portion of the poor scores were due to a lack of understanding from the wording/excerpts. Hence, the English teachers began going over historical documents in their class that relate to whatever topic we were on in history. She would teach from readings about Malcolm X and then the students would come to me to learn about Malcolm's influence on the Civil Rights Movement. ]]> 2021-04-09 03:41:22 UTC https://padlet.com/prnail1/DomainII/wish/1398554682