Providing Instructional Leadership
A leader ensures that every student has access to quality teaching and optimum learning experiences.
Purposeful Scheduling for Response to Intervention
In my spring interviews, one of the items that came up from staff was the need to return to a schedule that had embedded time for staff to provide intervention for our at-risk students. As I built the schedule last spring, I created two blocks per week for Response to Intervention. Staff send most of their students to a large group reading session and keep back 2-5 of their students for small group intervention. Many of the sessions have been around delivering Leveled Literacy Intervention and Seeing Stars. At times of the year there have been other needs that the staff have addressed in these small groups. Teaching staff have worked to maximize the process by having small groups that EAs can work with as well. We have kept track of students that have received intervention and students that have attended the large group reading in a shared document. In coming years, we will be looking for lessons that can be addressed in the large groups to address school wide needs and concerns.
Our staff has spent so much time developing literacy skills of our students. While we all recognize that this journey will never end, may were feeling we could explore ideas to promote numeracy without losing any traction with literacy. The idea for a Math-A-Thon was presented. As administration, we committed to doing the front-end heavy lifting. We only asked the staff to allow for 5 periods over one week to be extra math focused. For our first year, we were thrilled. We raised over $3000 in funds, our parent fundraising group, PIRIS, provided prizes, and the students had lots of fun! We are already being asked when the next one will be.
Provincial Achievement Tests
One of the areas that I lead the staff in is Provincial Achievement Tests. I guide that staff through supporting the students on the day of the tests with presentations they can use with their students. Providing the step by step directions, allows me to support the staff and the students while controlling the message we give our students. I believe that purposeful planning of the exam procedure helps to reduce stress for staff and students.
Once the tests have been marked and reported on by Alberta Educations, I take the information and work wit the data to find patterns and guide discussions with the staff. Staff will also approach me and ask for further information.
Applying for Grants to Support School Projects
In Blackfalds, we are lucky to have a strong Family & Community Support Services. We have developed strong relationships with this group which has provided funding for many school events. As a staff, we have written grants and accessed further funding to develop programming for our school. We have received grants for First Nations, Metis, Inuit Literacy resources and a speaker, Lego Club, Inclusive LGBTQ2S+ Literature, and more. I have gone with other staff member to present to the grant board with staff.