TLCS Showcase By Amy westerhof

My 2 big takeaways from the Leadership Academy:

*The importance of collaboration during the CTT process

*Using the NIET rubric when giving teachers feedback

From the work we did during our leadership meetings, I learned about the different ways people think and how they interact with each other. The SCARF model helped me to understand the different types of thought processes teachers have and what they bring to the table when we are in our CTT meetings. I used this understanding to help guide discussions and sometimes have those more difficult conversations about what we might need to change about US...that is what are WE going to do differently so that our students achieve.

During our CTT meetings I used the knowledge we gained from our leadership meetings about the standards and the importance of being able to break them apart to truly understand what we are expecting the students to do. I found myself really digging into the standards and trying to find examples to show teachers of what proficiency looks like so that they knew what type of instruction needed to be given to meet the standard.

CTT Form used to plan instruction

We had each grade level develop commitment statements that we read each CTT meeting. We say them in place of our norms because they fit better with what we are trying to accomplish. Each grade level has taken ownership of these and know that they are behaviors each of them needs to not only believe in, but also put into action. We also have different grade levels speak at the beginning of professional development meetings and discuss how they are "living" those commitments.

Example of Commitment Statement

The NIET rubric was very helpful when I did my observations and coaching. Each time I went into classrooms, I pulled directly from the rubric descriptors when giving feedback. Having conversations around the rubric made it easy for me to give teachers suggestions and positive comments about their lesson and also next steps. It was a tool that teachers were familiar with and they could easily see where they fell on the rubric and what they needed to do to reinforce a practice that was going well, or refine an area, that after reflecting, needed to be tweaked or changed in some way.

NIET Rubric

Each quarter as the focus of the rubric indicator changed, I would use my feedback form to reflect whichever part of the rubric we were working on that quarter. I created a form that had each indicator and the descriptors for "rock solid" teaching along with areas for me to give feedback when coaching. The teachers found these forms helpful because it aligned directly to the rubric and they could see where their teaching fit into the indicator, and also areas where they might want to refine.

Feedback form used when coaching

As I reflect on my lead teaching position, I have found that both the CTT process and the NIET rubric have not only aided me when I am coaching, but it has also made me a more reflective and effective teacher. I use the rubric when planning my own instruction and when reflecting on my practice. I know that I am not able to be the most effective teacher I can be without the collaboration of my colleagues. We are much better as a team than as individuals. As we continue to grow and develop our craft, I see the CTT process becoming even more crucial. Our student population is forever changing and we need to constantly be changing the way we do things to make sure that we are continuing to reach our students.

Lead teaching has provided me with many celebrations and reasons to be excited for the future of our students and teachers!

Credits:

Created with images by nidan - "fireworks sky party"

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