PLA 0607 Goal Action Sample Form by uRI8MVw


									SAMPLE On-Line Goal Action Form – Balanced Leadership
Name: Lloyd Kilmer

   1.   Improvement Initiative: (Nov. 1)
   Creating a school culture for students and staff members that supports improved student
   achievement in science.                                                                                     Note: This form
                                                                                                               will be completed
   2.   Goal(s): The specific achievement(s) you want to make (within a period of time)…achievement(s) that
        move you closer to the desired results. (Nov. 1)                                                       and submitted
   a.   I will place special emphasis on the reinforcement of team spirit, cooperation, and common
        language with faculty and students. (Balanced Leadership Responsibility – Culture)
   b.   The administrative team will commit to a higher frequency of observations in classrooms by
        using walk-throughs. (Balanced Leadership Responsibility – Monitor/Evaluate)
   c.   Use the IPDM Model to improve science instruction through a science inquiry approach,
        building on the success of reading and math improvements . (Balanced Leadership
        Responsibility – Focus and Intellectual Stimulation)
              By May 2007, 90% of K-6 teachers will be high implementers of the science
            curriculum/strategies targeted for 06-07.
              In Spring 2007, the percentage of students proficient in science on ITBS will
            increase by 10% in grade 3 and grade 5.
   d.   Implement ways to assist struggling students in science content. (Balanced Leadership
        Responsibility – Focus and Intellectual Stimulation)

   3a. Improvement Initiative Baseline: Preliminary data collected around your Improvement Initiative. (i.e.
       360 Survey, Culture Survey) (Nov. 1)
   360 Survey - I completed the self assessment, surveyed the entire faculty and asked my supervisor
   to complete the survey. I discovered that there is a discrepancy between how I see myself enacting
   the following responsibilities: Culture, Communication, Input and Order related to the science
   improvement initiative. The staff perceives that I am lower in these categories than I perceive
   myself. I perceived myself as having a higher score, than the staff. On average the staff ratings
   were as follows: Culture (2), Communication (2), Input (3), and Order (2).

   Purposeful Community Reflection Tool – This instrument will be used measure the collective
   efficacy of the school faculty. High collective efficacy is positively correlated with high student
   3 b Student Achievement Baseline: (ITBS, ITED, ICAM, District Assessments) (Nov. 1)
   ITBS Science Gr. 3 05-06 42.8% to 49.4% 05-06
   ITBS Science Gr. 5 05-06 53.5% to 57.4% 05-06

   I am also interested in tracking Reading and Math summative information to see
   what will happen in these achievement areas since most of our Professional
   Development will be focused on learning and implementing an inquiry approach
   in science.

   ITBS Reading Gr. 3 05-06 46.2% to 69.23% 05-06
   ITBS Reading Gr. 5 05-06 61.8% to 67.9% 05-06
   ITBS Math Gr. 3 05-06 48.1% to 74.20 % 05-06
   ITBS Math Gr. 5 05-06 51.3% to 67.9% 05-06

                                                          1                               September 26, 2006
4 - Plan: The action that enables you to reach the goal(s). An outline of methods, strategies,
people and resources you can use to guarantee the attainment of your goal. (Nov. 1)
a.   To develop team spirit and cooperation I will:
      Establish outcomes that matter to all
      Identify and use all tangible and intangible assets
      Develop agreed upon processes
      Develop collective efficacy                                                                          Note: This form
         Use the school leadership team and instructional facilitators to design and monitor
         professional development supporting the implementation of the science curriculum
                                                                                                            will be completed
         selected in 05-06. (Balanced Leadership Responsibility: Developing a Purposeful                    and submitted
          Community)                                                                                        online.
b.   Each administrator will schedule 5 walk-throughs per week. Data will be collected and shared
     monthly with staff.
     (Balanced Leadership Responsibility – Monitor and Evaluate and Involvement of Curriculum
     Instruction and Assessment)
c.   Use instructional facilitators and members of the leadership team to deliver theory,
     demonstration and practice of new science curriculum and instruction. Measure
     implementation and fidelity through implementation logs and formative assessments
     provided by program.
d.   Use grade level collaborative teams to provide support and monitor implementation at each
     grade level.
e.   Create an instructional model that will include a system of supplemental and intensive
     instructional supports for struggling learners. Apply solution focus plans to create
5 - Timeline: A list of specific dates for each task from the plan to be completed by that time. (Nov. 1)
a.   Each month during faculty meetings and through the teacher evaluation process, I will work
     on developing team spirit and cooperation by building a purposeful community.
b.   The administrative team will begin scheduled walk-throughs beginning in September to
     establish a baseline and continue through May.
c.   Leadership team and facilitators design plan for professional development for the year in
     Summer 05 and share with entire faculty. (August)
d.   First session of professional development (September), formal monthly trainings (Sept-April),
     bi-monthly collaborative team meetings. (October-June)
e.   Report measures of implementation of new science instructional practices and formative
     student learning at the end of quarters 1, 2, 3, and 4.
f.   Design and implement instructional supports for struggling learners. Use solution focus as
     appropriate. (Oct.)
6.   Reflection 1: Describe implementation of your Action Plan with results to date (reference
     Balanced Leadership behaviors). (January)
I learned that when change is perceived as second-order it is important to focus on promoting a
positive culture, insuring that there is ongoing communication including opportunities for input,
and that structures and routines are well established. I have learned that all of these responsibilities
are within my control and the BL data reinforces that these items have a high effect size (.23 to.29)
– so, well worth my time and attention.
The administrative team has established a calendar of monthly walk-throughs. Baseline data was
established in September and shared with the staff during the 1 st faculty meeting in October. The
faculty has set building level goals around the science teaching initiative using all available data,
including the walk-through data.
The administrative team has kept their scheduled appointments for walk-throughs. Data has been
shared each month with the staff at faculty meetings. The percentage of teachers demonstrating
the essential teaching moves of the science teaching strategy has improved by 20%.
The classroom teachers are examining student work monthly as part of their collaborative team.
The administrative team is circulating through the collaborative teams each week as the teams
work. (Balanced Leadership: Culture, Communication, Order, Input, Monitors/Evaluates)

                                                          2                                  September 26, 2006
7    Reflection 2: Describe implementation of your Action Plan with results to date (reference
     Balanced Leadership behaviors). (February)
The addition of science achievement under NCLB law has provided us with another incentive to
keep on moving forward. We really are beginning to make changes in our delivery of science at
each grade level. Our fall series of workshops on inquiry based science education have made
teachers more comfortable with the process of teaching science. Fourth and fifth grade teachers           Note: This form
have teamed up to create problem-based activities in life science that integrate reading and math         will be completed
instruction. One unit in the life cycle of the frog has engaged students and the end of unit              and submitted
assessment showed 92% achievement of the outcomes for the unit.                                           online.
Evaluations are progressing with tier 1 and tier 2 teachers. I am reinforcing positive teaching
moves related to the science initiative and examining classroom data with each teacher.
(Balanced Leadership - Knowledge of Curriculum and Instruction; Monitors/Evaluates.)

8    Reflection 3: Describe implementation of your Action Plan with results to date (reference Balanced
     Leadership Responsibilities and Learning Leader Tools). (March)
The intervention system to meet the needs of struggling learners is in place. All staff members are
participating providing small group and individual support to both the struggling learners and
those that have mastered core concepts/skills. We have set aside time in the schedule to
accommodate all of our learners without taking them out of core instruction. We are already
seeing progress.
The Student Assistance Team reported that they had successfully completed solution focus
interventions for 15 out of the 18 students referred to the SAT in the first semester. Phone
conferences or person-to-person conferences were held with parents to set-up the interventions
for the students on solution focused plans. 100% of the parents participated in the process in
person or on a phone conference call. The other three students are proceeding through the
assessment phase for special education placement.
The general education teachers were surveyed on their response to the SAT procedures and 85%
agreed the process was effective, 10% were somewhat satisfied and 5% were dissatisfied with the
process. I feel that this has been one of the most important improvements in student services
since I came to the building. I’m very pleased with the team’s performance and response to the
families of at-risk students. The conference call was a great idea!
(Balanced Leadership – Knowledge of Curriculum, Instruction, Assessment; Outreach)
9   Reflection 4: Describe implementation of your Action Plan with results to date (reference
    Balanced Leadership Responsibilities and Learning Leader Tools). (April)
While the inquiry based science instructional system has been embraced by the upper grade
teachers, the lower grade teachers still struggle with the transition from “centers” where kids do
activities to problem-based activities where they are responsible for results. I will look into
additional training for them this summer.
Formative Assessments have given us hope for meeting our proficiency goal in science. ITBS
testing is complete. I am looking forward to getting the results.
(Balanced Leadership – Resources)

                                                        3                                September 26, 2006
10 a Summary of Results – Improvement Initiative Data: (Required) (June 22)
360 Survey - In May I re-administered the survey to my staff and supervisor and took it myself
once again and discovered that there is less of a discrepancy between staff and myself on the
following responsibilities: Communication, Culture, Input, and Order. Although I still perceived
myself higher in Communication and Input, the discrepancies have been reduced. On average the          Note: This form
staff ratings were as follows: Culture (Increased 2 to 3), Communication (increased 2 to 4), Input     will be completed
(3 Stayed the same, but my perception was lower), and Order (Increased 2 to 3). I have also had a
conversation with my supervisor about her perception of my performance in these responsibilities.
                                                                                                       and submitted
Purposeful Community Reflection Tool – I administered the scale at the end of May. In the
area of collective efficacy, there was a positive change in the belief of colleagues being able to
work through difficult challenges. More work needs to be done in building skills to accomplish
goals (I noted this earlier, that the lower grades need more work in developing their skills. They
will be provided the training this summer).

The ratings in outcomes that matter to all were all rated to a great extent. There was significant
movement in this area. I believe the staff meetings focusing on our building goals contributed to
this positive shift.

In the area of agreed upon processes, the communication score went up from a 2 to a 3. I will
continue to work on this area, knowing that communication is negatively affected when a second
order change is occurring.

In the area of use of all available assets, two of the areas moved into the 4 range. I will continue
to work on this area next year.
10 b Summary of Results – Student Achievement: (Required) (June 22)

Proficiency increased 13.60% in grade three and 12.00% in grade five. Both increases exceed the
goal of 10%. Grade five students also showed an increase in both math and reading, however,
third grade students showed slightly lower proficiency percentages in both reading and math. I
wonder if the integration of reading and math in fifth and six grade science influenced the
improvement in proficiency in these two areas. Why did the third grade scores flat line, but the
science proficiency improve?

Grade 3
% Proficient Analysis
Iowa Tests of Basic Skills (ITBS)
Reading 69.3 ( -0.07)
Math 71.8 (- 2.40)
Science 63 (+13.60)

Grade 5
% Proficient Analysis
Iowa Tests of Basic Skills (ITBS)
Reading 72.9 (+5.0)
Math 72.0 (+4.1)
Science 69.4 (+12.00)

                                                     4                               September 26, 2006
10 c Summary of Results – Other (June 22)
1.   Implementation Log for Inquiry Science indicated that overall 80% of all teachers were
     rated as high implementers of the curriculum and strategies during final collection of data in
     May. High implementers taught curriculum assigned, used instructional strategies as intended
     and with frequency agreed upon, monitored student learning, and provided academic                    Note: This form
     supports for students who did not meet expectations. More grades 4-6 teachers were high              will be completed
     implementers than were teachers in grades K-3. Although we hoped to meet the 90% target,
     the leadership team felt that we made excellent progress.
                                                                                                          and submitted
2.   Walk-Through Calendars – administrative team was able to keep their commitment to                    online.
     getting into the classroom 5 times per week. The data collected was shared monthly. The
     data was used as part of the information to determine if the school met the building wide
     goals set in the fall. The walk-throughs were essential in monitoring and evaluating the
     progress the staff was making on the science initiative. It also assisted the administrative staff
     in being actively involved with curriculum and instruction. It allowed the administrative team
     be visible to the staff and sent the message that the science initiative was important.
     Personally the walk-throughs provided me with valuable information as an administrator on
     the climate and culture of the building. I was able to see how the progression of the initiative
     unfolded through the year.
3.   Supplemental and Intensive Instruction – We just got this going, but 80 % of the students
     requiring this support have demonstrated proficiency on the standards targeted. We will make
     adjustments to the schedule and the practices used during this time next year.
11   Summary of Learning: Comment on your results. (June 22)
I learned that the adoption of new science curriculum and instruction is much more challenging
than in reading and math. Teachers are less prepared to teach science and have less interest in it.
However, those teachers who embraced the inquiry training did very well with it and. Most
importantly, student learning increased in science. We may need to team people together to get
them to adopt more quickly and with more confidence (e.g. high implementers with those
emerging). I learned to attend to leadership responsibilities that need to be addressed during
change that is perceived as second order through distributed leadership, attending to
responsibilities that research indicates would make a difference. I felt very good about the level of
parent involvement this year. Parent/Teacher contacts were up, especially with at risk student

I found it invaluable to work with the administrative and leadership team in meeting our building
goals. Distributed leadership has been vital in getting the work done to ensure success towards
our building goals. I could never have accomplished all of the tasks that needed to be completed
by myself. The teams commitment to walk-throughs, faculty meetings, and working with the
teacher collaborative teams, I believe has made a significant difference in moving forward with our
science initiative. The visibility and commitment of the team sent the message that the science
initiative was important and we were all in it together.

The hard work during the faculty meetings and through the teacher evaluation process paid off in
developing a purposeful community. The sense of collective efficacy increased. I will continue to
work on maintaining and improving all areas next year.
12   Comments: (June 22)
The specific application of Balanced Leadership behaviors that contribute to higher student
achievement has made a difference. My PLA implementation team included schools adopting
science. The team was very supportive and helped me anticipate problems and find solutions to
those that emerged. We collected best practice from the implemented curriculum and instructional
practices and shared with the staffs of each of our schools. They, in turn, formed an on-line
learning team through the AEA to continue the work next year.

                                                      5                              September 26, 2006

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