Let's Talk Instruction & Supervision of Learning

Response To Intervention (Blog  #2) Making the Most of Progress Monitoring by Jung      The article “Making the Most of Progress Monitoring” by Jung stood out to me most out of all the articles for Module 3. I am familiar with data collection based on my background in special education, however, tracking RTI is a bit different. The features Jung mentioned caught my attention based on the similarities and differences when compared to special education. Working at the secondary level, we often feel like RTI is non-existent. The reading supported was well communicating that elementary reading has strong development, but other subjects and secondary reading have very little guidance or direction. Therefore, the features discussed could be highly beneficial to the secondary level. Understanding that short-term and long-term goals/targets should be specific in nature, not vague. We do not want different interpretations or opinions to cast a different light on what is being...

Let's Talk CO and Campus Leaders      "A key force leading to meaningful. long-term change is leadership sustainability" (Hargreaves and Fink, 2004). Do you agree with this statement when applied to campus leaders and the central office? Central Office staff members are our behind-the-scenes staff members. Campus Leaders are the ones physically in the "trenches" right? I hear colleagues often communicate that we are top-heavy with central office personnel. I too at times struggle with this same idea when I just need a little more support and cannot seem to get in touch with the right person or I've waited days for an email reply. Frustrating, right?  However, where the problem lies is teachers do not understand the roles of Central Office staff members or even know/comprehend their job descriptions. This piece is what I believe makes teachers not visualize the work they are doing. Further clarification would be beneficial.      Central Office focuses o...