Monitoring Student Learning

Sub-Competencies

  1. Demonstrate the ability to create a culture that fosters a community of learners.
  2. Demonstrate an understanding of student support systems and services.
  3. Demonstrate the ability to implement and monitor student management data systems.
  4. Implement schoolwide policies and practices that encourage positive behavior, and respond to student misconduct in a positive, fair, and unbiased manner.
  5. Demonstrate the ability to develop a master instructional schedule.
  6. Demonstrate the ability to meet the diverse learning needs of all students.
  7. Demonstrate the ability to understand and support a comprehensive program of student activities.

Reflections and Artifacts

Summary: I prepared this presentation to deliver to the staff at our intermediate school, covering the current office and classroom referral numbers for the year to date and the previous month. Additionally, I presented the ways that PBIS was being implemented within our building. Our building had several staffing shifts between the new year. This presentation also served as a formal introduction to the implementation of the PBIS framework in our building.

Reflection: A school leader is charged with providing professional development and updates to the school system so that staff are properly informed about the school's strategic direction. Part of that is creating succinct presentations that communicate important practices, such as non-exclusionary discipline and behavior support systems. I learned ways to present our school's PBIS information more strategically so that teaching staff can better see and retain it from the meeting and apply the school's PBIS approaches more effectively. I also learned about several of our behavior trends while discussing behavior data in the data warehouse system with the Dean of Students

Summary: This artifact is the student conduct matrix we use at our intermediate school to apply consequences for student actions. This artifact represents my experiences shadowing and assisting with implementing student discipline at the intermediate school.

Reflection: School leaders must listen and consider ALL sides of a story when investigating a behavioral concern. During this shadowing experience, I led two student conduct interviews, one involving an unreliable witness, in which the student did not confirm the reported incident. The second was with a student who was having escalating minor behaviors in several classrooms. Through a restorative discussion and phone call with the student’s parent, I was able to address the issue and have had reports of improvement from that student. I learned about the importance of listening to everyone in an investigation and allowing learning to be at the center of consequence.

Summary: This artifact is part of the annual evaluation system that the PBIS committee uses to both gain funding and determine the progress and status of the PBIS implementation within the building.

Reflection: The success of school systems that leaders create should be evaluated from an unbiased perspective. In this work, I trained and led a student teacher through the process of completing the PBIS tiered fidelity inventory for the end of the year within our building. This system evaluation allows leaders within the program to gain an outsider's perspective. I learned and guided the student teacher through the process, leading to a properly and ethically completed assessment. This data then allows me, as the committee leader, to plan and further improve our program for the upcoming year.

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