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Customization
means that all services are tailored to the client school’s needs.
Principals are decision-makers. The ICI role is to support schools in
meeting their accountability targets by listening to principals’ concerns, by
reviewing data with principals and helping them to unpack their thinking through
the use of coaching maps and protocols. For example, principals voice
their own professional development needs and the Research and Development (R&D)
team constructs institutes designed to meet those needs. Similarly,
curriculum choices, program choices, professional development affiliates if any,
are all in the purview of the principal. Any adult learning opportunity
whether workshop, institute, study group, coaching conversation, web resources
or bulletins is constructed with input from the field to meet the needs of
different student demographics, school grade levels, school size, special
programs and the like.
Differentiation
means that services are tailored to the adult learner’s needs. Principal’s
experience and expertise as well as staff demographics drive the delivery of
support. School goals determined by data analysis both formal and informal
define outcomes. Co-determined task analysis and diagnosis of the adult
learners set activities and objectives. Through flexible grouping of
school staff, ICI meets the needs of different adult learners. Finally,
principals and partners co-determine evidence of mastery in addition to DOE
accountability measures.
One way to customize and to
differentiate is to offer three levels of service in each of the service
categories based on school-determined needs and choice:
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On-demand
- Basic Services package
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Consultative Coaching
– Basic Services and additional professional development, planning and
coaching offerings
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Technical Coaching
– Consultative Coaching and more intensive services from Research &
Development and Field Team
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Another is to tailor services by school type. For example:
School Type |
A Sampling of
Services |
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Elementary
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Deep work with
learning teams in Primary Literacy and Math, Science and
Applied Learning Standards
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Reading Recovery
for at risk first graders
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Coaching of
teacher leaders and AP’s in research-based instruction
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Effective use of
37.5 minutes of targeted support
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Providing model
curriculum units in content areas in addition to literacy and math
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K-8
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Collecting and
sharing materials and ideas through an updated ICI K-8 school web
page and blog.
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Work with
principal to develop master schedule with flexible blocks.
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Training in ESL
and Sp Ed strategies and differentiated instruction in units of
study (Wilson, Fundations…)
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Increasing parent
involvement especially in upper grades.
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Coaching in
maintaining integrity of K-8 community of students and faculty and
differentiating instruction across grade levels.
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Middle
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Work with
principal to develop master schedule with flexible blocks.
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Coaching around
effective use of small group instruction.
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Coaching in use
of data to inform differentiated instruction.
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Organizing and
facilitating learning teams of principals with similar concerns;
e.g. arts magnets, ELL populations, etc to share useful practices
and to participate in intervisitation and peer feedback.
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Secondary and
Small High Schools
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Facilitating
research into and implementation and evaluation of effective
advisory-type programs.
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Examination of
standards-driven curriculum and SED requirements in developing and
offering special curricula.
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Disseminating and
discussing SED regulations and guidelines re: content standards.
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Facilitating
group conversations with OSEPO, OSID and OYD.
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High Schools
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Providing model
curriculum units, research-based instructional practices and
alternative organization models to accelerated learning by overage
under-credited students
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Facilitating
“like school” or program study groups around standards driven
curriculum in CTE and specialty areas.
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Organizing
learning teams of principals and/or AP’s for intervisitation and
inquiry into practice.
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