ipl-logo

Epic Principal Case Interview

1430 Words6 Pages

Epic Principal Case Interview
Task 1:
Considering all of the characteristics of virtual learning, student success has to be the emphasis to achieve positive outcomes. It is the responsibility of an instructional leader to share the Epic One-to-One Charter school mission and move in the direction by contributing to the realization of these ideals.
In any learning environment, either in a leadership role or educator role, an individual must be organized, have a plan for managing tasks and be able to prioritize them. In developing a framework to be effective in a data-driven instructional environment, a leader would be actively involved in the instructional program in order to set expectations for improvement. A valuable leader of a virtual, …show more content…

The principal must have an expectation to understand from a teacher’s point of view. Guidance and inspiration separate leaders from managers, not authority and dominance. In order to ensure teachers are feeling supportive in this virtual setting, an instructional leader will create an environment in which faculty members feel inspired to achieve goals and objectives. This framework for supporting teachers encourages innovation and creativity based on best practices from current research, and it opens communication for support and encouragement. A leader aspires to demonstrate to teachers that they can be the very best educator while being responsible for fulfilling the goals and vision of Epic One to One Charter …show more content…

After determining the concepts, and if there are many, the teacher would group them by priority. Prioritizing involves reflecting on whether the academic standard is needed throughout the student’s academic career, is it needed for multiple content areas, or is it needed for the student to proceed to the next grade level? By narrowly concentrating on the standards, the student should begin to show growth in the mastery of the concepts, while keeping critical thinking skills as a primary goal.
The three week pacing plan will be based on the MAP/RIT scores and identifying the standards the student has not mastered. A measurable goal will need to be established. For example, if the standard is to demonstrate command of capitalization, punctuation, and spelling when writing. A measurable three week goal example would be; By the next review point in three weeks, student #40 will demonstrate command of capitalization when writing 75% of the time. This is not the entire standard, but it gives the teacher one thing to specifically focus on in the three week pacing

Show More
Related
494 Words | 2 Pages

In the classroom, teachers need feedback that puts them on a path for growth of their content and pedagogy. Being able to support with math Instructional Guides, Curriculum & Quarters-at-a Glance and Impactful Practice is part of the process to high impact on learning. My eighteen-year career experience in the classroom and as a Math School Based teacher Leader has giving me the experience to facilitate the process. Leadership teams at the school level and leadership teams on a District level require to be part of the educational process for success.

Read More
695 Words | 3 Pages

Doubts may exist on the unit’s ability to assess leader development activities. On the surface, leader development appears to be an intangible activity, which does not offer a quantitative outcome. When examining the unit’s activities, however, numerous measurable areas exist, which assist the commander in determining if the unit’s

Read More
957 Words | 4 Pages

The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.

Read More
826 Words | 4 Pages

Role of Instructional Leader According to Mountain View Middle School’s principal, Wes Jensen, the role of the instructional leader, in a nutshell, is to create a positive learning environment that students, teachers, and community members want to be a part of and can be successful in (W. Jensen, personal communication, May 22, 2018). He strives to create this environment by building and sustaining an educational vision for MVMS, having participative leadership, using data to make instructional decisions, and building a professional community through PLCs. In fact, at MVMS, PLCs have been instrumental in creating the infrastructure needed to generate collaborative activity and a collective responsibility among staff members. As an instructional

Read More
2954 Words | 12 Pages

The first element of Standard 2 calls for educational leaders to nurture and sustain a culture of collaboration, trust, learning, and high expectations. My graduate courses have taught me that effective principals will make the deliberate decision to focus their time on creating such a culture, because this kind of culture is at the heart of any kind of noteworthy improvement and growth. For example, as a future administrator, I will want to empower the teachers and instill in them a sense of value and confidence – whether it be as they prepare for achievement testing, participate in professional learning communities or dialogue, or conduct action research. By asking for and valuing the teachers’ suggestions and allowing them latitude to try out new approaches, they will be comfortable to take risks and in the long run the school will experience continuous

Read More
1150 Words | 5 Pages

When teachers can work closely with their administration, it helps to create a cohesive environment for all that work there. EDUC 502 Foundations and Psychology of Educational Leadership gave me a new insight into the field of administration and their workings. I learned the perspective of administration and working collaboratively with them to improve students’ learning. During this course I learned how to seek and build partnerships with the community which is a huge portion of goal 5. I was introduced to fundamental principles within administrative theories, including organizational, leadership, content, change, and process theories.

Read More
910 Words | 4 Pages

This is the reason why I chose to take this class this semester. I hope to convey ideas and instructions, as well as actively listen to and engage with others better than I do now. Another important action is to take the initiative and take charge when necessary. Additionally, becoming a leader requires a commitment to personal and professional development. Building solid relationships with team members, colleagues, and other stakeholders is also vital to becoming the leader I strive to be.

Read More
661 Words | 3 Pages

The Differences Between High School and College Cheer There are many differences between high school and college life. Between the learning methods that use, the way people act and the maturity of high school students versus college students, high school and college can be worlds apart. Cheer can also apply to sports and the similarities and differences between the two levels of competition. Cheerleading is very different between high school and college levels.

Read More
1074 Words | 5 Pages

Without utilizing priority standards along with targeted learning goals, the curriculum taught is not viable. Meaning it will be limited in depth, focus and reach; which essentially renders it ineffective to produce the type of learning outcomes students and teachers need for academic progression. Ainsworth explains that prioritizing standards ensures that curriculum and instruction work successfully to promote student comprehension and mastery. “Teachers need to prioritize a set of content standards so they can identify the content standards at which they will devote powerful, thoroughgoing instruction, and then they need to formally and systematically assess student mastery of only those high-priority” (Ainsworth, 2015, p. 85). When learning intentions do not correlate with how students are assessed and cannot be leveraged across subject content or disciplines, instruction does not build student capacity.

Read More
803 Words | 4 Pages

These experts would be able to help targeted groups to build trust, communicate effectively, influence stakeholders, demonstrate emotional intelligence, demonstrate adaptability, and model personal development. TD leaders should be able to manage the learning environment, prepare for training delivery and be able to deliver informal and formal learning solutions in a manner that is both engaging and effective, convey objectives, and align learning solutions with course objectives and learner needs. Also should be able to establish credibility as an instructor, create a positive learning climate, encourage participation and build learner motivation, deliver constructive feedback, ensure learning outcomes, and finally be able to evaluate solutions. Some in the training and development world believe that a professional trainer should be able to deliver anything. This is not always true.

Read More
994 Words | 4 Pages

The Leader in Me teaches students 21st century leadership and life skills and creates a culture of student empowerment based on the idea that every child can be a leader (FranklinCovey, 2009). The program has created 7 habits that promote a positive learning environment. The program is also aligned to several national and state academic standards. The program is designed to teach students about life skills such as responsibility, accountability, leadership and initiative. The learning environment is designed to be student-led.

Read More
745 Words | 3 Pages

The design of the learning pedagogy aim to maximise learners’ engagement which shaped an effective learning culture (Constantinescu, 2013; Stasio, 2013) which enhanced learning efficacy and ensured desired learning outcomes especially for leadership education in the military context (Persyn & Polson, 2012).   Quality of supporting

Read More
716 Words | 3 Pages

It is a very dominant type of leadership. Distributed leadership’s attraction in education lies in its potential to bring about school improvement (Harris, 2007). Leadership activities in the ASF development are designed to promote change in the school. Distributed leadership requires multiple levels of involvement in decision making. It extends to students and encourages student voice” (Harris 2007).

Read More
1465 Words | 6 Pages

In fact, leadership is an art rather than a science. The process of learning leadership is a hand-on experience, which focuses on practice instead of concepts itself. This course provides me a chance to gain more insight about leadership and it helps me develop my new image of leadership. Meanwhile, I also use the theories in our textbook as a framework for self-assessment of my leadership skills and try to develop my own leadership style during the

Read More
1434 Words | 6 Pages

Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning.

Read More

More about Epic Principal Case Interview

Related Topics

Open Document