Carol A.

Swanson
Competency 9 Instructional Management

Competency 9. Instructional Management

a. Demonstrate an understanding of research of learning and instructional strategies
b. Describe and apply research and best practice in integrating curriculum and resources to all
learners
c. Demonstrate the ability to utilize data for instructional decision-making
d. Demonstrate the ability to design appropriate assessment strategies for measuring learner
outcomes
e. Demonstrate the ability to implement alternative instructional designs, curriculum, behavior
management and assessment accommodations and modifications
f. Demonstrate the ability to appropriately use technology to support instruction

A principal candidate should have a firm understanding of how to manage the

instructional practices of the school environment. The school leader needs to understand the

state standards and benchmarks, as well as how to assist staff in integrating their curriculum and

resources for the teaching of the standards and benchmarks. They need to understand what

effective implementation of evidence-based instructional practices looks like and how the

implementation can be measured. They also need expertise in using data effectively and

efficiently to ensure student learning and make instructional decisions on that learning.

As an Advocate and Reading Specialist for Focus and Priority Schools for the Regional

Centers of Excellence, it is my job to help schools understand how to analyze their school

teaching practices and implement processes that help students learn. We start this work by using

a comprehensive needs assessment, which includes gathering specific data to be analyzed. That

data includes, but is not limited to: parent/teacher/student surveys, summative data (MCAIII),

NWEA data, school-wide benchmarking data, office behavior referral data, student growth data,

school time studies, and teacher perception data.

After a school leadership team led by the principal has analyzed the data, the team

brainstorms successes and prioritized needs of the school program. We identify successes,

determine which school practices are working, and make a plan to help all staff continue those

processes. We also combine a list of prioritized needs of the school and narrow this list down to
Carol A. Swanson
Competency 9 Instructional Management

only those issues that the school has control over. Once those prioritized needs have been

determined, the school will go through a Root Cause Analysis with a prioritized concern. Once

completed, the team will begin research on how to positively affect that concern, as well as

choose an evidence based practice (EBP) from the research. School leaders must analyze staff

expertise, readiness and buy-in of the instructional practice. Once the EBP is chosen and

determined to be the correct fit for the school, a team of school leaders and staff begin the

process of writing a practice profile on the EBP. The practice profile is a document that describes

the practice, states the purpose, and it defines what the adult action of the practice should be for

using the EBP with students. The team also creates the success criteria for classroom

implementation. They will design timelines for staff development on each component of the

profile, as well as a coaching plan for those staff new to the practice.

This process has become very successful, and has shown to improve the instructional

practice of each school that has implemented the EBP with professional development and

coaching. Many schools are also now implementing peer observations of their profile to enhance

the fidelity of the practice. Once the school is in full implementation of the EBP, plans are put

into place to ensure that fidelity to the practice is continuing while going back to the data to see

what next EBP should be researched and put into action.

In my main field experience during the comprehensive needs assessment, we found that

English Learners (EL) faced a large achievement gap in comparison to students who are not

identified EL. Because of this need, I facilitated EL Shadowing in the school which is a process

to observe EL learners for at least two hours and complete questions, related to the setting. A

Google form was used to compile the data. Questions were geared to academic and non-

academic speaking and listening opportunities, and whether or not the student was participating.
Carol A. Swanson
Competency 9 Instructional Management

Eight staff members shadowed a different student for two hours. After the shadowing experience

was complete, the data was compiled. What we discovered in this process is that teachers were

talking 75% of the time and students talked or participated in academic speaking or listening

only 25% of the time. There were many EL students who did not have any opportunities to

speak in the two hours. Because EL students need very explicit support in learning English, we

chose to work on two evidence based practices in the school. The evidence based practices that

the school chose were Think Write Pair Share (TWPS) and Number Talks. The school is

implementing those practices and the leadership team is collecting data on how those practices

are being implemented. The data is used to determine if further coaching and training are

required to become fully implemented. At this time, the team has good data to support that they

are in full implementation with TWPS but only at initial implementation with Number Talks.

The principal noticed that discipline referrals went down during the months the explicit academic

language practices of TWPS and number talks were being used in the school. We will continue

to monitor this for next year as well. The school will begin the next school year with a training

and coaching plan for those teachers who still need support in the process. Because all students

now have explicit opportunities to use academic language with their peers, we believe their

language proficiency will increase.

Technology is an important instructional tool for leaders. I am very familiar with both

math and reading online programming as well as Ipad apps that students use to build skills that

they need to improve. I teach teachers how to use computers to assist them in reading

assessment as well as using Smart Board activities to enhance their lessons. Technology must be

used purposefully and should be monitored for best results for students. Students need to be
Carol A. Swanson
Competency 9 Instructional Management

taught critical thinking and questioning skills when using the internet for research and fact

finding.

I am confident in my abilities to effectively monitor teachers in their instruction because

of my experience both as a classroom teacher in multiple levels as well as my work as a coach

and Reading Specialist. The field experience and my current position have helped me refine my

Instructional Management skills to a high level.