Barnwell School District 45

Instructional Supervision Model

Committee Members:

The following Barnwell 45 staff members assisted in the creation of this document in Spring 2014.
Crissie Stephens, Barnwell 45 Director of Curriculum
Jaci Bearden, Barnwell 45 Instructional Technology Coach
Rachel Wall, Guinyard Butler Middle School Assistant Principal
Dr. Jessica Brabham, Barnwell High School Assistant Principal

The original writing panel for this document consisted of the following people.
Natalie Goglia, Social Studies Teacher
James Grissom, Superintendent in Barnwell District 45
Sarah Longshore, Assistant Principal for Instruction at Dutch Fork High School (District Five of Lexington and Richland Counties)
Tara Newton, Curriculum Coordinator at John W. Moore (Florence School District One)
Elizabeth Anne Royal Witte, English Teacher at York Middle School (York School District One)

VISION AND PURPOSE

Public schools, regardless of anything else they attempt to accomplish, should first and foremost strive to support the academic achievement and well-being of all students. This, at the most basic level, is why public schools exist.
School vision, instructional delivery, school culture, school leadership, and success for all students are interdependent.  All of these parts work together and rely on one another to make for a successful school which supports the academic achievement and well-being of all students.  Neglect in any of the parts negatively affects the others and the overall outcome.  Strength in each of the parts makes for a great school.
We want students highly engaged in the classroom, and we also want them highly engaged within school. In other words, we want them to want to be there when they are there and to want to go there when they are not. We want school to be “the place to be.”
To create this desire within students requires several things. It is necessary that the curriculum be broad and rigorous. There must be something to which each student can become attached. Not only must the curriculum be relevant, the students must also be able to easily discern the relevance. Included in the curriculum and the overall mission of the school, there must be global competencies to  increase the relevancy (Zhao, 2009). If students are not able to readily detect relevancy, the highest level of engagement a school or district can hope for in students is ritual engagement (Schlechty, 2000). Other things that can aid in student attachment to school are high quality clubs, athletic programs, fine and performing arts programs, and service organizations. We cannot afford to overlook any area or program that may create a spark in students toward attachment to school. Every student needs the opportunity to find their niche.
Schools need to constantly strive to be on the cutting edge. We need to make schools match the times in which we live. We live in a technological age. We need to make schools a technological place. Attempting to teach every child in a classroom the same thing at the same time is not going to engage many students. We are well beyond the 1950's, and many of the things that worked then no longer work. Through appropriate use of available technology, we can move towards personalizing education for each student (Jacobs, 2010).  This is crucial to aiding in 21st century learning and teaching within our schools.  Beyond the technology aspect of 21st century learning, students need to learn the essential skills for success in today’s world. These include, but are not limited to, critical thinking, problem solving, communication and collaboration.
The students and the community need to be able to easily detect the relevancy of our schools and the curriculum. We need to promote what we do. We need to be transparent. We need to create a system for true communication with faculty/staff, students, parents and the community.  This will be essential to our overall success.
STAKEHOLDERS

Increasing student engagement in schools is a broad subject, a big undertaking, and requires a collaborative and concentrated effort by many players. We will begin by putting together a curriculum and supervision team of school and district formal and informal leaders to serve as a core group and catalyst for all that must be accomplished to succeed in this endeavor. For this group of key players, we will carefully choose individuals who have the necessary background to provide critical guidance in the undertaking along with individuals who wield a high level of influence within the district. Both the expertise and the influence will be necessary to effect positive change.
To reach the highest levels of student engagement with school, we need the assistance of the community. If the community can take on a culture of celebrating academic achievement, its schools will become driven towards academic achievement (Price, 2008). If the community expects academic excellence, then students, who are the children of members of the community, and teachers, who are community members, will rise to the occasion.
To begin working toward this atmosphere, we will create a council, or steering committee, comprised of influential business leaders, community organization leaders, church leaders, local government leaders, and parents. This is a separate group from the curriculum and supervision team. Although separate groups, the two will be complementary in nature. The community council can be used to create and enact a plan to energize the community and to make the community true partners with the district (Price, 2008).
Through the community council, ways in which the community can take the lead in celebrating school success can be discussed and implemented. Community based honor societies can be developed to bring attention to high achieving students. Many schools have school based honor societies, but a community based honor society would bring recognition outside of the school building. Also, simple things, such as parades or rallies in the community to celebrate success, can go a long way to raise the importance of school to individual students. The community council can also take the lead in exploring ways to motivate parents to increase enthusiasm for school (Price, 2008).
The community group can also benefit schools by exploring ways for businesses to financially support schools and to provide volunteers and mentors. In doing so, employing extensive use of the media is mutually beneficial to schools and to businesses (Price, 2008).
GOALS

The first element, and the one upon which all the others hinge, is leadership, particularly that of the principal.  It is unlikely a school will be able to support the academic achievement and well-being of all students without a principal with high leadership capacity. The principal must have a clear vision of what he/she wants the school to be and be able to inspire that vision in the teachers and students. This vision must serve to keep the focus on teaching and learning. The chances for success improve even more where there is a principal who seeks to grow leadership capacity in teachers and students (Maxwell, 2007).
The most important area of leadership for the principal is instruction. The principal must be the instructional leader of the school and the driving force behind the instructional program. He/she must be the educator of the teachers, inspire teacher leadership and professional growth, and ensure the school is properly organized for maximum achievement and growth. He/she must develop and/or implement a comprehensive framework for instructional delivery that includes checks and balances for ongoing accountability and evaluation. These are things that are too important to be left to chance. Teaching and learning are the most important aspects of a school and, therefore, should command the school leader's attention.
The organization of the school is another critical element to the success of all students.   Students should be assigned to classes in such a way that facilitates growth for all.  The archaic practice of creating ability grouped classrooms is not only morally wrong but unlikely to support sufficient academic growth.   In that model, neither the highest level class nor the lowest level class grow very much.  Mixed ability classrooms best facilitate maximum academic growth for all students. In this arrangement, the teacher cannot continue the outdated practice of attempting to teach all students the same thing, at the same time, as if they are all learning at the same rate. Teachers must become true facilitators of learning and differentiated instruction, teaching individual students and small groups of students where they are and moving them forward. This model, once fully understood and fully implemented, improves the culture of learning in the school as all students make progress.

IMPLEMENTATION

Effective teaching is a demonstration of leadership, leading students to newly acquired knowledge.  Teachers must have confidence in their students to affect maximum academic achievement, which inspires student leadership capacity.  Teachers must be confident in their own abilities before they can develop confidence in their students. This confidence can be greatly enhanced by a school leader committed to the professional growth and leadership development of their faculty. Ongoing, individual dialogue with each teacher concerning continuous professional growth is essential. Investment in teachers, therefore, becomes investment in student learning.
The plan for, and implementation of, instructional delivery is yet another critical element.  This element has three major components; continuity of strategies, effective pacing, and accountability.  Continuity of strategies is an idea spurred from Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock (2001).  If students are taught by a few well researched and proven strategies year after year, their academic performance will improve for several reasons. Student anxiety at the onset of each new school year would decrease because they will not need to wonder how they are going to be taught.  The only thing new will be the new information and course content.  Teachers will become progressively stronger at their craft because they will be teaching with well-researched and proven strategies. A greater sense of teacher efficacy and teacher/parent/student school pride will develop as the mindset becomes, "This is what we do at this school, and we do it well."
The specific strategies we will use are Identifying Similarities and Differences, Nonlinguistic Representation, Setting Objectives and Providing Feedback, and Direct Vocabulary Instruction (Marzano et al., 2001). Quality professional development on the strategies, how to use them, when to use them, the research to support them, and their effect size is essential and an ongoing process. The implementation of these strategies will be paired with constantly attempting to raise instruction to the three highest levels of Bloom's Revised Taxonomy and Webb’s Depths of Knowledge, for which there will also be ongoing professional development.
The next component of this instructional delivery element is effective pacing. It is of the utmost importance to ensure the entire course is taught during the time allotted for the course.   Otherwise, the students are at an extreme disadvantage on the standardized test developed for the particular course.  To create effective pacing guides, teachers will examine the comprehensive data supplied after each round of standardized testing.  The State Department of Education provides blueprints of state tests, and these blueprints should be utilized during long range planning.  We, therefore, will set our pacing in each course/subject to the percentages of questions asked from each standard.  For example, if 22% of the questions were from standard 1 in a given course, we will plan to devote 22% of the teaching time for that course to standard 1.  Teachers may be a few days ahead or a few days behind the pacing guide at any given time.  However, it is necessary to stay on pace and cover the content outlined in the appropriate timeframe.  Formative assessment will be an ongoing part of each course, as well.  This will be extremely productive in improving student performance on the required testing.

ANNOTATED BIBLIOGRAPHY

Topic	Annotated Bibliography	
Motivation	1.	Armstrong, T.  (2009). Multiple Intelligences in the Classroom.
Alexandria, VA: ASCD.

Armstrong examines Gardner's theory of Multiple Intelligences (MI) and includes tools to help all educators apply MI theory to curriculum development lesson planning, assessment, and more. His book includes practical resources and ideas educators can use immediately to help all students achieve in their classrooms.

2.	Buoncristiani, M. and Buoncristiani, P. (2012). Developing Mindful Students, Skillful Thinkers, and Thoughtful Schools. Thousand Oaks, CA: Corwin.

With a focus on 21st Century Learning and Metacognition, the Buoncristianis show how to build a school culture in which deep thinking is given priority over rote memorization. They delve into the conditions that must be present for true authentic learning to occur and how to engage every student in the discussion of developing knowledge.

3.	Chapman, C. and King, R. (2005). Differentiated Assessment Strategies: One Tool Doesn't Fit All. Thousand Oaks, CA: Corwin.

Chapman and King firmly believe that one tool does not fit all learners and through their exhaustive research they have found tools, surveys, questionnaires, and so much more to engage and motivate every learner. It is with this idea in mind that they develop application of the latest research in order to promote authentic assessment which will challenge every learner from Gifted to Special Needs in a way that provides a pathway to deeper learning.

4.	 Covey,S. (1989). The 7 Habits of Highly Effective People. New York: Fireside.

Covey is the guru of powerful lessons to help develop positive personal change. Though his book was not intended specifically for the classroom/school setting, its points can easily be applied to the educational institution with surprising successes. The holistic approach can be directly tied to student motivation, as well as teacher development of learning initiatives.

5.	Stipek, D. and Seal, K. (2001). Motivated Minds: Raising Children to Love Learning. New York: Owl Book.

In Stipek's guide, the focus is how to create an intellectually interesting and enriching environment that will enhance the learning experience.  It is filled with strategies based on current research that showcase how to promote enthusiasm, develop persistence, and create curious, creative, and independent thinkers.	
Diversity Awareness	1.	Blake-Clayton, J. (2003). One Classroom, Many Worlds. Portsmouth, NH: Heinemann.

Blake-Clayton challenges the notion of "tolerance" in her text and pushes instead for understanding. She examines how culture affects the classroom and she explores culture as an influence on achievement. Blake-Clayton pushes teachers to look beyond theory and to adopt practices that look to understand every child in the room.

2.	Lipkin, A. (2004). Beyond Diversity Day. Lanham, MD: Rowan and Littlefield.

Lipkin's guide is a handbook for all school personnel who wish to understand and affirm sexual differences and diversity as well as promote and protect the well-being of all students. It is geared to reduce bigotry and to nurture supportive schools that incorporate diverse curriculum in order to address the various youth in every school environment.

3.	Macgillivray, I. (2004). Sexual Orientation and School Policy: A Practical Guide for Teachers, Administrators, and Community Activist. Lanham, MD:    Rowan and Littlefield.

Macgillivray's text is intended to help all educators understand and mediate the debates that arise in schools. It is a case study of one district's attempt to implement policies that included sexual orientation as well as a work that describes the Safe Schools Coalition which advocates and educates on equal rights.

4.	Payne, R. (1996). A Framework for Understanding Poverty. Highlands, TX: Aha Process.

Ruby Payne's influential work examines the aspects of poverty from a generational perspective. It delves into how prolonged and generational poverty and the educational forum are at odds and what educators need to know in order to combat the disconnect between children from impoverished homes and the classrooms they enter.	
Professional Learning Communities (PLC)
	1.	DuFour, RP. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11.

DuFour describes in detail three "big ideas" that represent the core principles of professional learning communities: ensuring that students learn, a culture of collaboration, and a focus on results. He includes a case study describing the efforts of the teachers at Boones Mill Elementary School. This school has successfully created a culture of collaboration where teams are structured to improve the classroom practice of teachers.  Additionally, DuFour discusses the need for educators to remove "barriers to success" and the importance of hard work and commitment.

2.	Jones, L., Stall, G. & Yarbrough, D. (2013). The importance of professional learning communities for school improvement. Creative Education, 4(5), 357-361.

Jones et al. argue that PLCs can be a highly effective form of professional development for teachers. The authors discuss the challenges of developing and sustaining professional learning communities, the necessary culture, and the role of the principal in facilitating the PLCs and a positive school culture.

3.	Song, H. (2013). The role of teachers' professional learning communities in the context of curriculum reform in high schools. Chinese Education and Society, 45(4), 81-95.

Song describes China's efforts to establish professional learning communities as a way to implement its curriculum reforms. He conducted a study of 32 high schools and found that the establishment of a PLC helps teachers feel more empowered, more receptive to reform, more collaborative, as though they are agents of reform, and that they have a shared responsibility.

4.	 Lee, D.H & Shaari, I. (2012). Professional identity or best practices? An exploration of the synergies between professional learning communities and communities of practices. Creative Education, 3(4), 457-460.

Lee and Shaari describe the relationship between professional learning communities and communities of practice. With regard to teacher professionalization and professional development, the authors argue that PLCs and COPs share a symbiotic relationship and that both initiatives serve to augment teacher autonomy. There is much discussion regarding the characteristics of effective PLCs and a "two- prong approach" that also incorporates the idea of communities of practice.

5.	Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24, 80-91.

Vescio et al. provide an overview of the characteristics of professional learning communities, and they include a review of 11 studies in which the impact of PLCs on teaching practices and student learning was evaluated. The authors conclude that well-developed PLCs have a positive impact on both professional practice and student achievement.
	
Professional Development (PD)	1.	Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M. (2005). The Basic Guide to SuperVision and Instructional Leadership. Boston, MA: Pearson.

Glickman et al. describe in detail the characteristics of successful professional development programs. They assert that professional development must, first and foremost, be geared to teachers' needs and concerns. They also examine the various formats of professional development, including skill development programs, teacher institutes, teacher leadership, and partnerships. Additionally, the authors outline the stages of professional development and offer six important considerations when planning professional development.

2.	Hoy, W.K. & Miskel, C.G. (2005). Educational Administration: Theory, Research, and Practice. Boston, MA: McGraw Hill.

Hoy and Miskel cite relevant research that describes the features of well-conceived and well-executed professional development programs. Most notably, the authors recommend that professional development programs be rooted in research-based, collaborative, long-term practice that is aimed at instructional improvement and aligned with standards and assessments. Their research also suggests that professional development is more effective when teachers work as a cohort, department, or grade level.

3.	Lunenburg, F.C. & Ornstein, AC. (2004). Educational Administration: Concepts and Practices (4th ed.). Belmont, CA: Thomson Wadsworth.

According to Lunenburg and Ornstein, there are three basic steps or phases in a professional development program: assessment, training, and evaluation. This source is particularly useful because it includes a table of commonly used professional development techniques and methods.

4.	Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement. New York, NY: Routledge.

Hattie's Visible Learning is the result of 15 years of research and over 800 meta-analyses involving millions of students. It is a collection of evidence-based research of what works best to improve learning.  Hattie developed a "barometer of influence" in which specific innovations, attributes, and influences (e.g. homework, problem-based learning, peer influences) are assigned an average of influence and then indexed through one of the zones on the barometer. Any influence above the h-point (d = 0.40) are labeled in the "zone of desired effects," and these are the influences that have the greatest impact on student achievement outcomes. Hattie concluded that professional development is highly effective in terms of influencing student achievement (d=0.62). He also lists seven "themes" regarding what works best in professional development.

5.	Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4).

Guskey summarizes research evidence that supports a model in which professional development experiences lead to lasting change in teachers' attitudes and perceptions. His model presents an alternative approach which suggests a different sequence among the three major outcomes of professional development (change in teachers' classroom practices, change in student learning outcomes, and change in teachers' beliefs and attitudes). Guskey argues that teachers' attitudes and beliefs will not change until they have gained evidence of improvements in student learning.	
Walk Through Observations	1.	Bushman, J. (2006). Teachers as Walk-Through Partners. Educational Leadership, 63(6).

James Bushman, a high school principal, has his veteran teachers participate in walk-through observations with him in lieu of the formal observation process. This collaborative process engages teachers across subject areas in meaningful dialogue about quality instruction. Together they have transformed the observation and evaluation process in his school into a deeply reflective learning process. 

2.	Downey, C. J., Steffy, B. E., English, F. W., Frase, L. E., and Poston, W. K.  (2004). The Three Minute Walk-Through: Changing School Supervisory Practice One Teacher at a Time. Thousand Oaks, CA: Corwin.

Downey, Steffy, English, Frase, and Poston advocate a walk-through observation process that cultivates self-reliance in teachers and affects student achievement. Their method, known as the Downey walk-through, is different to the traditional supervision model. Their method has more of a focus on teacher growth. This method has been developed and tested over a 40 year period. 

3.	Feeney, E. (2014). Design Principles for Learning to Guide Teacher Walk-Throughs. Clearing House, 87(1), 21-29.

The protocol advocated by Feeney creates a situation in which teachers observe and are observed. Reflective conversations and collaborative planning follow. Teachers become more insightful of their current practice. Part of the success of this method stems from collaboration with peers, rather than evaluation by administrators.
Feeney asserts this method will move us closer to sustaining teacher leadership and ownership of learning. 

4.	Moss, C. and Brookhart, S. (2013). A New View of Walk-Throughs.
       Educational Leadership, 70(7), 42-45.

Moss and Brookhart advocate formative walk-throughs, which differ in style and purpose from traditional walk-throughs. Traditional walk­throughs focus on the effects of instruction, guided by checklists of strategies. During formative walk-throughs the administrator takes on the role of the leading learner. This approach fosters a culture of collaboration and evidence based practice. 

5.	Skretta, J. (2007). Using Walk-Throughs to Gather Data for School Improvement. Principal Leadership, 7(9), 16-23.
John Skretta performs unannounced, informal walk-through observations of a duration of 3 to 10 minutes. He always follows up with positive, specific, and descriptive feedback, including a question to consider.  Their greatest value, he affirms, is their use in gathering data specific to the school improvement process and to monitor interventions aimed at increasing student achievement	
Surveys	1.	Ayers, S. (2012). Using Online Surveys to Engage a School Community. School Business Affairs, 78(7), 8-10.

Online tools such as Survey Monkey and Zoomerang make using surveys to gage public opinion much more cost effective than in the past. The Hilton Central School District in New York uses surveys to seek stakeholder input on a variety of decisions. The key, they have found, to an effective survey is a well-focused research objective.  

2.	Chaundry, M. and Rahman, F. (2010). A Critical Review of Instructional Design Process of Distance Learning System.  Turkish Online Journal of Distance Education, (TOJDE), 11(3), 193-205.

This survey study was designed to critically review the instructional design process at Allama Iqbal Open University. The academic staff was surveyed to collect the necessary data. The study revealed a failure to engage in a needs assessment prior to developing course outlines. The delivery of the course content was found to be inadequate and did not confirm the course objectives.

3.	Gonzalez V. and Alexander, K. (2007). Program Evaluation of Ready, Set, Teach. Journal of Family and Consumer Science Education, 25(2), 21-28.

Researchers used surveys to evaluate the Ready, Set, Teach program. Participants were encouraged to provide input on strategies for improving the program. Recommendations from respondents included changes to curriculum materials. Future researchers are encouraged to run delivery system tests prior to distributing the survey. Another recommendation is to have several individuals participate in developing the survey to ensure a variety of perspectives. 

4.	Jacob, R. and Jacob, B. (2012). Prenotification, Incentives, and Survey Modality: An Experimental Test of Methods to Increase Survey Response Rates of School Principals. Journal of Research on Educational Effectiveness, 5(4), 401-418.

The authors point out that, although surveys are a common data collection technique, there has been very little research on survey methods and cost-effective ways to increase response rates. This study found that monetary incentives substantially increase response rates and that principals are more likely to respond to paper surveys than online surveys.  It is imperative to achieve as high a response rate as possible in order to receive an appropriate amount of feedback to guide improvement decisions. 

5.	Tschepikow, W. K.  (2012). Why Don't Our Students Respond? Understanding Declining Participation in Survey Research Among College Students. Journal of Student Affairs Research and Practice, 49(4), 447-462.

This study sought to understand the conditions that promote participation in surveys among college students in response to the overall decline in participation rates in this group. Three themes were identified; surveys are perceived as agents for institutional change, survey frequency is perceived to be unnecessarily high, and trust is a necessary condition for student willingness to participate. It is imperative to achieve as high a response rate as possible in order to receive an appropriate amount of feedback to guide improvement decisions.  	
Instructional Coaching	1.	Bean, R., & DeFord, D. (2012). Do's and Don'ts for Literacy Coaches: Advice from the Field. Literacy Coaching Clearinghouse, 1-5.

Bean and DeFord have created a guideline for instructional coaching primarily in the area of literacy. The suggestions for what to do and what not to do can be used by coaches of all content areas. They cite research that supports the benefits of instructional coaches such as increases in student achievement.  The suggestions provided in this article are very practical and come from professionals in the position currently.

2.	Jorissen, K., Salazar, P., & Morrison, H. (2008, October). Instructional Coaches: Lessons from the Field. Principal Leadership, 16-19. 

The authors spent time interviewing principals at various schools in many states and found that instructional coaches are much needed. The article suggests that administrators be clear and communicate with coaches regularly. While some districts provide training for coaches, the authors suggest administrators have informal conversations with the instructional coaches to establish what is needed. The use of instructional coaches requires sharing leadership with more than the principal and assistant principal.

3.	Knight, J. (2005, May). A Primer on Instructional Coaches. Principal Leadership, 16-21.

Jim Knight identifies seven common questions about instructional coaching. He presents what researchers from Kansas University have learned. Instructional coaching takes a partnership and meaningful collaboration among teachers, coaches, and administrators. When qualified instructional coaches are in place, improvement can happen.

4.	Heineke, S., & Polnick, B. (2013). Pave the Way for Coaches. Journal of Staff Development, 48-51.

Heineke and Polnick offer suggestions on how administrators support the work of instructional coaches. Administrators need to establish the role and responsibilities and support the coach. The administrator should establish time in the schedule for teachers and coaches to collaborate. The authors cite research that shows that teacher quality is the variable most strongly related to student achievement. Because of this, administrators are seeking high-quality professional development for teachers.

5.	Saphier, J., & West, L. (2010). How Coaches Can Maximize Student Learning. Phi Delta Kappan, 46-50.

This article offers many tips on how to best implement a coach to improve student learning. The article is filled with strategies and suggestions for the coach, teachers, and administrators. The authors discuss the roles and relationships of school-based instructional coaches. Coaches can enhance school culture, professional learning, and student achievement.	
Peer Coaching	1.	Jewett, P., & MacPhee, D. (2012). Adding Collaborative Peer Coaching to Our Teaching Identities. Reading Teacher, 105-110.

The authors use the research from Darling-Hammond, which suggests schools need time for collaborative planning. Jewett and MacPhee suggest using peer coaching to discover new ways to solve problems and improve teaching practice. They suggest creating collaborative teaching communities. The authors suggest peers look for common ground and become "colearners." By using peer coaching, teachers are able to breakdown the barrier of isolation.

2.	Machese, J. (2012). Report From the Field Leading From the Middle. Independent School, 40-47.

This article is designed to discuss the implementation of a professional growth cycle. The author writes about peer coaching and its effect on fostering teacher collaboration.  The author states that peer coaching was the centerpiece of the work used to create a strong set of goals for making the growth cycle. The author notes collaboration among teachers is important as they talk to each other about goals and enter into professional collaboration.

3.	McDermott, L. (2012). Tapping the Wisdom of Peers. T + D, 70-72.

McDermott writes of peer coaching from the business perspective.  She states peer coaching enables two or more people with common interests to collaborate to become more successful in their work.  It enables people to share plans and progress to overcome obstacles. The author lists several tips for peer coaching success that can be implemented in an educational setting.

4.	Scherer, M. (2011). Peer Coaching. Educational Leadership, 7.

Scherer writes that the aim of coaching is to get educators to reflect and improve on their theory and practice. Coaching helps teachers learn for themselves from one another. This in turn enhances student learning. The author includes an example to clarify the difference between coaching and evaluating. Evaluating often undermines learning. Her research supports that coaching is not a "monolithic" practice. The author lists coaches as being principals or teachers, visiting professors or school colleagues. The coaches can be a cohort blending the coach and the coachee. The author states that coaching can be one of the most rewarding learning opportunities for participants.

5.	Stoltz, D., Czarnecki, E., Wilson, C., & Martinez, G. (2010). Improving Storytime Delivery with Peer Coaching. Public Libraries, 44- 49.

While this article primarily focuses on peer coaching from the perspective of a pilot project with librarians, it does provide a lot of information pertinent to the benefits of peer coaching. The authors state that peer coaching provides job-embedded professional development that can strengthen the outcome of training initiatives. The article includes several quotes highlighting the positive effects of peer coaching from people directly involved.  It states peer coaching leads to a process of self-renewal and heightened enthusiasm.	
Common Core	1.	Finkelstein, N. D., Klarin, B., Olson, M., Austin, K., Dadgar, M., Mundry, S., & Bugler, D. (2013). Implementing the common core state standards: Articulating course sequences across k-12 and higher education systems.

The preparation for common core had many different aspects. One of the big issues that faced common core planners was aligning curriculum from high school to college. Common core planners implemented state-specific alignment directors to make sure students had a continuation of courses from high school to college.  The surveys suggest that there are many ways to sequence courses. One of the most common ways is to follow a suggested plan of course planning. Schools may also allow for students to take college level courses in high school or equivalency testing. Common core used this investigation to help better align the standards to student needs.

2.	Hess, F. M., & McShane, M. Q. (2013). Common Core in the real world. Phi Delta Kappan. 95(3). 61-66.

Common core has not been well received in many educational circles. Such a wide spread change to the system will have some kinks, and it is the role of the school system to educate stakeholders on common core.  The authors connect the current education systems with those that common core seeks to introduce.  Common core is about maintaining high standards.  Stakeholders all over the country want high standards.  Common core also implements higher accountability and more professional development for educators.  Common core also attempts to standardize test students in a more effective way. All of these components of common core are items that people most complain about in education. If these things can be explained to the public, common core should be much better received

3.	Heller, C. (2013). Quality over Quantity: Addressing Literacy Education and Revising the Common Core. The Cornell Roosevelt Institute Policy Journal Center for Education Policy and Development, 13.

Studies show that students are not reaching even basic levels of literacy. This article points out that 70% of students are below reading proficiency by the time they graduate from high school. A major component of common core is to encourage improving literature across the curriculum. Not only should the English department cover reading skills, but so should all of the other subjects.  The studies not only tell how students are failing, but research connects low achieving students to crime and jail time. Using literature in different subjects should begin in elementary school and be seen heavily all through high school to increase student achievement.

4.	Marzano, R. J. (2013). The Art and Science of Teaching the Common Core.

Marzano takes basic concepts from his book for application to Common Core. He explained that common core is not only about standards and planning, but about implementation. Teachers have to implement different levels of literature to their reading classes. They have more than just numbers to teach to students in mathematics.  We must make changes in the classroom in order to meet the more rigorous standards of common core. 	
Instructional Technologies	1.	Kennedy, M. J., & Wexler, J. (2013). Helping Students Succeed Within Secondary-Level STEM Content: Using the "T" in STEM to Improve Literacy Skills. Teaching Exceptional Children, 45(4), 26- 33.

STEM education has gained momentum in the field recently. However, STEM teachers cannot ignore literacy within those fields. Scholars are trying to find ways to help students gain the literary knowledge they need to have to understand the major concepts of STEM education. One of the ways to do this is by using content acquisition podcasts (CAPs). This is one key way to use technology to teach science, math, and engineering concepts. Not only are teachers finding effective ways to use technology but are also able to follow new common core standards by implementing literature across the curriculum.

2.	Pytash, K. E., & Ferdig, R. E. (2013). Exploring technology for writing and writing instruction. Information Science Reference.

The book goes into great detail on how teachers should embrace how students already use technology and implement the ideas into the classroom.  The various chapters explain how students have moved away from Standard English while communicating with friends in written texts.  The book discusses the many methods that teachers can use to bring student technology uses into the classroom such as blogging, digital portfolio building, and many more techniques.   Teachers can monitor the student writing and also provide summative assessment for student writing through these technologies.

3.	Otero De Juan, N., & Garcia Laborda, J. (2013). Digital games in language learning and teaching. Educational Technology & Society, 16(4), 290-292.

The authors write this article to break down a book on how games can be used to develop cognitive process just like learning any new concepts in school. The authors support the book by pointing out the research and theoretical framework used to formulate conclusions.  There are some different conclusions found throughout the article, such as when technology should be used in the classroom. An American study showed that games are not extremely useful for acquisition but are effective forms of learning on Bloom's Taxonomy. Studies also showed that technological games may not be extremely useful for literacy but should provide teachers enough justification to implement games in the classroom.

4.	Kim, Y. (20130. Digital peers to help children's text comprehension and perceptions. Educational Technology & Society, 16(4), 59-70.

Kim researched the use of a virtual reading companion on fourth and fifth graders. Studies have shown that students need a lot of interaction and guidance when learning to read.  Obviously, this is extremely difficult to provide in traditional classrooms. This article provides insight on how technology can be used to provide interaction and assistance to new readers with a virtual buddy. The virtual peer can provide encouragement to the students without any fear of judgment when making a mistake. The study combines both literature and science to encourage integration across the curriculum. This method should be useful for common core. The use of technology really enhances student reading ability and understanding of science.	
Differentiation
	1.	Chapman, C. and King, R. (2005). Differentiated Assessment Strategies: One Tool Doesn't Fit All. Thousand Oaks, CA: Corwin.

Chapman and King firmly believe that one tool does not fit all learners and through their exhaustive research they have found tools, surveys, questionnaires, and so much more to engage and motivate every learner. It is with this idea in mind that they develop application of the latest research in order to promote authentic assessment which will challenge every learner from Gifted to Special Needs in a way that provides a pathway to deeper learning

2.	Tomlinson, C.A. (2005). How to Differentiate Instruction in Mixed­ Ability Classrooms (2nd ed.). Columbus, OH: Pearson.

Tomlinson provides guidance for classroom teachers who are interested in creating environments that address the diverse student needs in mixed-ability classrooms.  She covers principles and strategies that help teachers determine what differentiated instruction is, why it is appropriate for all learners, how to plan for differentiated instruction, and how to become comfortable with student differences.

3.	Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York, NY: Routledge.

Hattie describes the four characteristics of effective differentiated instruction as described by Tomlinson (1995) and then adds a fifth of his own. He says that the differentiation needs to be better related to differential learning gains. For example, those students who gain more may need different instruction than those who gain less. He reminds us that even though students may be sitting in groups does not necessarily mean they are learning in groups. He provides guidance in this regard so classroom teachers can better understand the grouping aspect.

4.	Weber, C., Johnson, L., & Tripp, S. (2013). Implementing differentiation. Gifted Child Today, 36(3), 179-186.

This article provides an overview of a private school who is making a concerted effort to implement differentiation in their classrooms. The school began this effort by putting into practice a three-way approach, which included grade-level book discussion meetings, large group instruction workshops, and classroom visits

5.	Nevin, A., Falkenberg, C. A., Nullman, S., Salazar, L., & Sili6, M. C. (2013). Universal Design for Learning and Differentiated Instruction: Resolving Competing Mandates of the Individuals with Disabilities Education Act and No Child Left Behind.

Students have different learning styles.  This is a well-known fact in the education field. The article introduces the idea of differentiated instruction with the problems of implementing it, not why it should be implemented. The authors cite two major problems behind implementing differentiated instruction, classroom space/time and teacher development. The study describes methods of using differentiated instruction within a classroom setting that is manageable by one teacher. The article then addresses the second problem with teacher training. The authors, mostly experienced professors, attempt to adhere their programs to better instruct future teachers how to implement differentiated instruction into the classroom.	

IMPLEMENTATION SCHEDULE FOR SUPERVISION OF INSTRUCTION INITIATIVES

This Implementation Schedule reflects plans for supervision of instructional revisions and related activities as of June 2014. This schedule, based on an August 1 to July  31 school year, is designed to give school authorities time to implement revised or new curriculum and purchase new resources. Please note that this schedule is a long term planning tool and may be amended in subsequent years.
Initial implementation of the new supervision of instructional initiatives is scheduled when learning and teaching resources are available and the program of study has been approved. The schedule includes years for initial implementation of new initiatives, availability of authorized learning and teaching resources, guides to implementation, revised assessments, and distributed learning resources.
The implementation schedule focuses on four major areas as depicted in the instructional supervision model: Vision, Leadership, School Culture, and Instruction. The following table highlights the changes from the August 2013 implementation schedule through a four-year model of implementation. Each section deals directly with resources listed in the annotated bibliography section of this model.

Focus	2013-2014	2014-2015	2015-2016	2016-2017	
Vision	Developed new vision and coordinating visual to be used across all schools in the district	Utilize the District Leadership Team to align all websites, PR materials and community outreach so vision is consistent	Reconvene District Leadership Team to address concerns with vision from previous year/s (done annually at District Planning Session)

Survey schools and employees to determine understanding of vision and make adaptations to vision materials and survey community to make sure vision is clear and communicated effectively to all stakeholders (annually)	
Leadership	Completed needs assessment of all school level and district level administrators to identify 3 areas of focus for improvement initiatives- Student Achievement, Teacher/Administrator Quality, and School Climate

Implement Walk Through Observation Practices district- wide

	Implement strategies from Marzano's Effective Supervision into monthly administration meetings 

Create administrator leadership PD 

Monitor the use of the Walk Through Observation Policy and make changes as needed
	Evaluate leadership PD and select next possible focus areas for  continuing ed. for administrators	Reflect on needs assessment to see how implementation initiatives for improvement were successful and areas to continue to improve	
School Culture	Annual Teacher/ Staff Evaluation data analyzed to determine areas of concern from school level

Implement Walk Through Observation Practices district wide	Create and implement PD series based on improving school climate
Utilize Stephen Covey's 7 Habits of Highly Effective People 	Evaluate motivational resources to be adopted by school- example PBIS Model

Reflect annually on level of perceived improvement in school climate with survey	Continue to allocate for and gather resources to improve school climate and culture 	

Focus	2013-2014	2014-2015	2015-2016	2016-2017	
Instruction	District-wide needs assessment completed to overhaul systems of instruction to prepare for Common Core Implementation

Review district wide: Revised Bloom's Taxonomy and Webb’s Depths of Knowledge

Curriculum Advisory Committee founded

Implementation of the Barnwell 45 Curriculum Frameworks

Revised all pacing guides to align to Common Core State Standards	Monthly Staff Development put in place based on the topics of at-risk students, 21st century teaching, differentiating instruction, and technology integration

District wide adoption of practices and principles from Marzano's The Art and Science of Teaching*	Staff development continued

New areas assessed by the Curriculum Advisory Committee
	Staff development continued

New areas assessed by the Curriculum Advisory Committee	

EVALUATION

One of the most important steps in the journey of implementing a change in education is evaluating progress. It is important to set checks and balances to ensure fidelity in the implementation of the plan. One method of accountability is checking lesson plans against pacing guides. Daily and weekly plans should be on pace. Walk­ through observations are another way to check for fidelity. The observer should see evidence of the strategies used, effective pacing, and analyzing, creating, and evaluating from the Bloom's Revised Taxonomy and Webb’s Depths of Knowledge.
When Abraham Lincoln relieved General John C. Fremont of his command in 1861, he explained, "His cardinal mistake is that he isolates himself and allows nobody to see him; and by which he does not know what is going on in the very matter he is dealing with" (Phillips, 1992, p14). An element that is critical to the quality of the whole is the teacher observation/evaluation process. Regular observations and conversations with teachers are a platform for their self-assessment, learning, and growth.  It is very important for all school administrators to observe classes daily.
The observation/evaluation process will be developed as a method to facilitate ongoing improvement, rather than penalization.   Facilitating ongoing improvement will include pre-observation conferences to ensure the teacher understands the process and what the administrator will be evaluating and post-observation conferences to discuss the findings of the observations.  The observation instrument will be a rubric of the expectations of effective teaching practice.  Individual and collaborative goal setting will also be a part of the process.  It is important for the administrators and teachers to have honest conversations about ideas and plans for improvement.
Administrators need to facilitate growth and leadership in their teachers, as teachers should with their students. For the end of the year/ summative evaluation, the administrator will consider the individual observations throughout the year but will ultimately focus on where the teachers are in their performance and growth at that point in time.
The District's fidelity in focus concerning the vision and purpose will be measured annually by student, parent, and employee survey responses.  Public perceptions of whether the District achieved the goals set forth will be measured by surveys, as well.
Goals will also be evaluated with assessment and benchmark testing data. The fidelity of use of identified teaching strategies will be measured with data compiled from walk­ through observations. The effectiveness of the identified teaching strategies will be judged by student achievement and academic growth data gathered from State assessments and benchmark testing. Finally, our implementation effectiveness and schedule will be evaluated by employee survey results and will be adjusted accordingly.

Works Cited

Armstrong, T. (2009). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD. Ayers, S.  
(2012). Using Online Surveys to Engage a School Community.   School Business Affairs, 78(7), 8-
10.
Ayers, S. (2012). Using Online Surveys to Engage a School Community. School Business Affairs, 
78(7), 8-10.
Baker, J. (2002). How Homophobia Hurts Children: Nurturing Diversity at Home, at School and in 
the Community. New York: Harrington Press.
Bean, R., & DeFord, D. (2012). Do's and Don'ts for Literacy Coaches: Advice from the Field. 
Literacy Coaching Clearinghouse, 1-5.
Blake-Clayton, J.. (2003). One Classroom, Many Worlds. Portsmouth, NH: Heinemann. Bushman, J. 
(2006). Teachers as Walk-Through Partners. Educational Leadership, 63(6).
Buoncristiani, M. and Buoncristiani, P. (2012). Developing Mindful Students, Skillful Thinkers, and 
Thoughtful Schools. Thousand Oaks, CA: Corwin.
Chapman, C. and King, R. (2005). Differentiated Assessment Strategies: One Tool Doesn't Fit All. 
Thousand Oaks, CA: Corwin.
Chaundry, M. and Rahman, F.  (2010). A Critical Review of Instructional Design Process of 
Distance Learning System.  Turkish Online Journal of Distance Education, (TOJDE), 11(3), 193-
205.
Cheung, A C., & Slavin, R. E. (2013). The effectiveness of educational technology applications for 
enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research 
Review, 9, 88-113.
Downey, C. J., Steffy, B. E., English, F. W., Frase, L. E., and Poston, W. K.  (2004). The Three 
Minute Walk-Through: Changing School Supervisory Practice One Teacher at a Time. Thousand 
Oaks, CA: Corwin.
DuFour, R.P. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-
11.
Feeney, E. (2014). Design Principles for Learning to Guide Teacher Walk-Throughs. Clearing 
House, 87(1), 21-29.
Finkelstein, N. D., Klarin, B., Olson, M., Aust in, K., Dadgar, M., Mundry, S., & Bugler, D. (20 13). Implementing the common core state standards: Articulating course sequences across k-12 and 
higher education systems.
Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M. (2005). The Basic Guide to SuperVision and 
Instructional Leadership. Boston, MA: Pearson.
Gonzalez, V. and Alexander, K. (2007). Program Evaluation of Ready, Set, Teach. Journal of 
Family and Consumer Science Education, 25(2) , 21-28.
Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory 
and Practice, 8(3/4).
Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta-analyses Relating to 
Achievement. New York, NY: Routledge.
Heineke, S., & Polnick, B. (2013). Pave the Way for Coaches. Journal of Staff Development, 48-51.
Heller, C. (20 13). Quality over Quantity: Addressing Literacy Education and Revising the Common 
Core. The Cornell Roosevelt Institute Policy Journal Center for Education Policy and Development, 13.
Hess, F. M., & McShane, M. Q. (2013). Common Core in the real world. Phi Delta Kappan,  
95(3), 61-66.
Hoy, W.K. & Miskel, C.G. (2005). Educational Administration: Theory, Research, and

Practice. Boston, MA: McGraw Hill.
Jacob, R. and Jacob, B. (2012). Prenotification, Incentives, and Survey Modality: An Experimental Test of Methods to Increase Survey Response Rates of School Principals. Journal of Research on 
Educational Effectiveness, 5(4), 401-418.
Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: 
ASCD.
Jewett, P., & MacPhee, D. (2012). Adding Collaborative Peer Coaching to Our Teaching Identities. 
Reading Teacher, 105-110.
Jones, L., Stall, G. & Yarbrough, D. (2013). The importance of professional learning communities 
for school improvement. Creative Education, 4(5), 357-361.
Jorissen, K., Salazar, P., & Morrison, H. (2008, October). Instructional Coaches: Lessons from the 
Field. Principal Leadership, 16-19.
Kim, Y. (2013). Digital peers to help children's text comprehension and perceptions. Educational 
Technology & Society, 16(4), 59-70.
Knight, J. (2005, May). A Primer on Instructional Coaches. Principal Leadership, 16-21.
Lee, D.H & Shaari, I. (2012). Professional identity or best practices? - An exploration of the 
synergies between professional learning communities and communities of practices. Creative 
Education, 3(4), 457-460.
Lipkin, A (2004). Beyond Diversity Day. Lanham, MD: Rowan and Littlefield.
Lunenburg, F.C. & Ornstein, AC. (2004). Educational Administration: Concepts and Practices (4th 
ed.). Belmont, CA: Thomson Wadsworth.
Macgillivray, I. (2004). Sexual Orientation and School Policy: A Practical Guide for Teachers, 
Administrators, and Community Activist. Lanham, MD:  Rowan and Littlefield.

Machese, J. (2012). Report From the Field Leading From the Middle. Independent School, 40-47.
Marzano, R. J., Pickering, D. J., and Pollock, J. E.  (2001). Classroom instruction that works: 
Research based strategies for increasing student achievement. Alexandria, VA: ASCD.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective 
instruction. Alexandria, VA: ASCD.
Marzano, R. J. (2013). The Art and Science of Teaching the Common Core. Alexandria, VA: 
ASCD.
Maxwell, J. C.  (2007). The 21 irrefutable laws of leadership:  Follow them and people will follow 
you (10th anniversary edition). Nashville, TN: Thomas Nelson.
McCluskey, N. (2013). Education Experts Also Oppose Core. Cato Institute.
McDermott, L. (2012). Tapping the Wisdom of Peers. T + D, 70-72. 
Moss, C. and Brookhart, S.  (2013). A New View of Walk-Throughs.  Educational Leadership, 
70(7), 42-45.
Nevin, A, Falkenberg, C. A, Nullman, S., Salazar, L., & Silio, M. C. (2013). Universal Design for 
Learning and Differentiated Instruction: Resolving Competing Mandates of the Individuals with 
Disabilities Education Act and No Child Left Behind.
Otero De Juan, N., & Garcia Laborda, J. (2013). Digital games in language learning and teaching. 
Educational Technology & Society, 16(4), 290-292.
Payne, R. (1996). A Framework for Understanding Poverty. Highlands, TX: Aha Process.
Price, H. B. (2008). Mobilizing the community to help students succeed. Alexandria, VA: ASCD.
Pytash, K. E., & Ferdig, R. E. (2013). Exploring technology for writing and writing instruction. 
Information Science Reference.
Kennedy, M. J., & Wexler, J. (2013). Helping Students Succeed Within Secondary-Level STEM 
Content: Using the "T" in STEM to Improve Literacy Skills. TEACHING Exceptional Children, 45(4), 26-33.

Saphier, J., & West, L. (2010). How Coaches Can Maximize Student Learning. Phi Delta Kappan, 
46-50.
Scherer, M. (2011). Peer Coaching. Educational Leadership, 7.
Schlechty, P. C. (2000). Shaking up the schoolhouse: How to support and sustain educational 
innovation.  San Francisco, CA: Jessey-Bass.
Schlechty, P. C.  (2002). Working on the work: An action plan for teachers, principals, and 
superintendents. San Francisco, CA:  Jossey-Bass.
Skretta, J.  (2007). Using Walk-Throughs to Gather Data for School Improvement. Principal 
Leadership, 7(9), 16-23.
Song, H. (2013). The role of teachers' professional learning communities in the context of 
curriculum reform in high schools. Chinese Education and Society, 45(4), 81-95.
Stipek, D. and Seal, K. (2001). Motivated Minds: Raising Children to Love Learning. New York: 
Owl Book.
Stoltz, D., Czarnecki, E., Wilson, C., & Martinez, G. (2010). Improving Storytime Delivery with 
Peer Coaching. Public Libraries, 44-49.
Tschepikow, W. K. (2012). Why Don't Our Students Respond?  Understanding Declining 
Participation in Survey Research Among College Students. Journal of Student Affairs Research 
and Practice, 49(4), 447-462 .
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional 
learning communities on teaching practice and student learning. Teaching and Teacher 
Education, 24, 80-91.
Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. 
Alexandria, VA:  ASCD.