Which one causes you and your colleagues the greatest challenge? As was the case last week, I'm finding it difficult to select one; most of this week's components are related. I'm thinking that
Administrative Understanding and Support is the component, that, if addressed, would provide the biggest bang for our buck. As Steve says, "Administrators play a key role in encouraging and supporting teachers who are struggling to change old practices and adopt new practices." A supportive administration would ensure that professional interaction takes place, professional growth is ongoing, curriculum is aligned and implemented and specialists are utilized in such a way that they make a difference for learners.
Is there one that you feel that you would say is your greatest success? Tell us about these. I can name two: 1)Tracking and Leveling: At the elementary level, we do a good job of providing most students" access to a rich and demanding mathematics program". (We can do a better job, though, of becoming more purposeful in planning flexible grouping experiences, however, in order to meet individual needs.) 2) Professional Supervision and Evaluation: For a long time, classroom observation was casual and infrequent except for new teachers. We now have a comprehensive plan in place. Each teacher will receive feedback when it is his/her year in the cycle.
What specific action(s) can you take to strengthen at least one of the components on page 99 in your classroom, school, or district? As an interventionist, I can advocate for high quality, differentiated instruction in all mainstream classrooms and advocate for an alternative to the constant learning time model we have in place. Currently, students who need support miss instructional time to get support. One idea I shared with my principal was that of flexible scheduling. Perhaps interventionists could work with students during after school hours, instead of during the school day so that interventions would be supplemental rather than taking the place of other instruction.