Instructional Improvement Plan Analysis

The primary responsibility of a principal is to promote student learning. It is vital the principal addresses chronically low performance on benchmark and state standardized assessments in order to ensure students are prepared for success after graduation. This goal can be achieved by focusing on learning, engaging stakeholders, aligning standards, curriculum, and instruction and analyzing results.

Prior to developing an instructional improvement plan, I would develop a leadership team to begin analyzing data and identifying areas to be addressed. According to DuFour, the principal benefits by identifying key staff members and securing them as allies before attempting to engage an entire faculty. When identifying key staff members, the principal should consider the number of members and ensure there is enough representation and expertise so any one group cannot thwart progress. Additionally, the principal will want to ensure chosen members have leadership skills and are viewed to be credible amongst faculty members. Through the careful selection of key members, the leadership team can assist in the accomplishment of the team’s objective and development of leadership across the district.

The leadership team would examine data available from the state

According to Schmoker and DuFour, the most powerful learning results while taking action; the goal is not perfection but taking action to improve learning. Once established, a professional learning community should move toward action within a month. Following whole school overviews in August focused on current data, development of school mission, rationale and purpose of a professional learning community, team building, and establishing logistics of professional learning community meetings, professional learning community teams will move toward action of professional learning community development by