Improving the Instructional Program
Improving the instructional program for the Catholic principal focuses on the principal’s responsibility to guide and improve teaching and learning with a faith-based framework. Strategies for improvement include student achievement, staff professional development, and ensuring Catholic values that are reflective throughout the instructional program. This can be done, first, by collaboratively developing and sharing a vision for academic improvement. There are many ways this can be supported, including student-centered best practices, professional development, and school community data analysis. The ICE Monograph, “Walking Forward Together: A Call to Action for the Catholic Church and Catholic Schools” discusses the collaboration among education and the Church “walking together” to support one another in academic growth and fostering a collaborative community. As an aspiring leader, I will ensure that the teaching and assessment practices of my staff value the dignity of children and the value of work through collaboration and appropriate leadership.
I think it is significant for myself as an aspiring leader to continuously reflect and participate in the growth and development of my role as an active role model and participant within a Catholic school. This includes reflection and participation in fostering the growth of student success, academics, data analysis, school policy, school culture, inclusivity and equity, school policy and procedures, and collaboration among our staff and school community.
I Attended Guided math PD and Structured Word Inquiry PD, and implemented my learning into our instructional literacy and numeracy time. I then modelled my literacy and numeracy program for grade-group teachers.
I will continuously and collaboratively promote professional development for differentiated instruction and for the success of all students, regardless of their abilities. There will be an emphasis on celebration! When we celebrate our students and their successes, they feel authentically included, proud, engaged, invested, respected, and valued.
With regards to leadership, as an aspiring leader it is my responsibility to involve myself in the school mission and vision. In my role, I seek to set collaborative, meaningful expectations, provide examples for appropriate assessment criteria, and foster continuous collaborative professional development and best practices. I can do this through modelling, promoting development and reflection, and continuously celebrating the successes of all – both staff and students.
To ensure that the policies and practice that I employ help children achieve the OCSGE’s, I embed the expectations into all components of the school, including academics, school culture, and in outreach to school community. I can begin by collaborating on and establishing the school’s mission and vision with the OCSGE’s in mind. Throughout my time at Starling I have been a mentor for new teachers participating in NTIP, ensuring collaboration and development of our program fosters a supportive and faith-centered environment. The OCSGE’s can also be embedded into daily school routines, including prayers, assemblies, school-wide initiatives, and in community outreach programs. One example that comes to mind is when I implemented a “graffiti wall” at Landing Trail Intermediate School. The “graffiti wall” was a place where I posed daily reflection questions on a white board in the front foyer of the school for all students to have the opportunity to respond to. In this initiative, my classroom fostered collaborative efforts in creating inclusive, engaging questions relative to their demographic. I participated in setting clear expectations with my students regarding the questions, and also established clear guidelines with the school community regarding appropriate responses. Overall, it was an incredible experience that fostered engagement, effective communicators, collaborative contributors, and a sense of belonging for all stakeholders.
When I reflect on whether I am meeting the needs of all students and that there is equity for all in my school, I quickly turn to self-reflection on my engagement within the school classrooms and school community. Am I visible to the student community? An active participant in community outreach? Attending out-of-school-hour plays, sports games, and various events? Through these questions I look at my experience and how I view my principals and mentors – establishing a sense of safety and belonging among their students, staff, and school community.
I have been a NTIP mentor for all incoming teachers into the Starling Junior program.
As a classroom initiative, I supported the implementation of the “Green slip” program by creating a fun an engaging monthly assembly performance.
I facilitated a “Science - Building Devices” Day for 120 Grade 4 students. Collaborating with grade-group teachers and volunteers, I created and implemented various stations of building projects, teamed up with local resources, and provided adequate materials to support in implementation of the stations.
