Providing Instructional Leadership
A leader ensures that every student has access to quality teaching and optimum learning experiences.
In response to lagging skills in our grade 4 classes last spring, the SSW and I worked with both teachers to provide a 4 week session of alternate learning. We divided each class into 3 groups and taught social skills. The teacher had one group and the School Social Worker and I each had a group. We used hands on activities and creative challenges to deliver these lessons. This allowed students to have targeted lessons and allowed us to support teachers with these lagging skills.
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Purposeful Scheduling for Response to Intervention
In my spring interviews in May of 2019, 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. The teaching staff has 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 2020-2021, we have added a third block of embedded time. Due to the cohorting requirements around COVID we had to organize the large groups of readers in a different manner. In one of the sessions there was an opportunity for me to move from simply a supervisor to teaching a small group.
In 2021-2022, we continued with three blocks of embedded time for every grade. This structure allowed us to hire and begin intervention very quickly when the Covid Learning Grant money was allocated. I have also taken on an additional group of students that I work with. Working with small groups has allowed me to connect with so many students in a positive manner and build relationships.
In 2020-2021, we have added a third block of embedded time. Due to the cohorting requirements around COVID we had to organize the large groups of readers in a different manner. In one of the sessions there was an opportunity for me to move from simply a supervisor to teaching a small group.
In 2021-2022, we continued with three blocks of embedded time for every grade. This structure allowed us to hire and begin intervention very quickly when the Covid Learning Grant money was allocated. I have also taken on an additional group of students that I work with. Working with small groups has allowed me to connect with so many students in a positive manner and build relationships.
Math-A-Thon 2019
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.
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Provincial Achievement Tests
As an assistant principal, I lead the staff with Provincial Achievement Tests. I guided 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, allowed 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.
As principal, I support and guide my assistant principal in this role.
As principal, I support and guide my assistant principal in this role.
Once the tests have been marked and reported on by Alberta Education, I take the information and work with 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 attended with staff members as they presented to the grant board.
Teacher and students presenting their projects and grant requests.
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Proud mother and colleague from another school in our town was in the audience providing us with support.
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