Summary of Leadership Effectiveness Efforts

Instructional Excellence

Instructional excellence is essential to establishing a connected and aligned continuum of high-quality early learning experiences for children from birth through Grade 3. The Superintendents’ Plan includes targeted efforts to help educators and instructional leaders develop capacity and utilize high leverage strategies that promote young children’s learning and development, academic achievement, and lifelong success. As a result of their experiences during the pandemic, educators have confronted formidable challenges, leading to increased levels of stress and exhaustion. They have reported learning loss among their students, as well as more frequent interruptions due to behavior challenges. As part of the Superintendents’ Plan, Institute staff is positioned to support and guide educators to provide quality, continuity, and equity in their instructional practices. To meet this responsibility during the 2021–2022 school year required flexibility and strategic action to balance support for educators’ well-being while ensuring children had access to necessary instructional supports.

GOAL STATEMENT

Educators will engage in coaching, modeling, and professional learning opportunities that guide effective instruction with a focus on children’s access and opportunities. Institute staff will be responsive and adaptive to the requests of educators and school leaders with an intentional focus on quality, continuity, and equity in children’s learning and development. They will provide guidance for fostering children’s social-emotional development and providing support for challenging behaviors. During coaching, modeling, and professional learning opportunities with school staff, Institute staff will guide effective instruction with a focus on children’s access and opportunities to experience: • Cultural, Linguistic, and Personal Relevance • Language-Rich Communication • Cognitive Challenge • Collaboration Among Peers • Child Decision-Making and Planning • Child-Initiated Exploration and Innovation

TRANSITION YEAR 2021–2022 ACCOMPLISHMENTS

Institute staff: • Worked alongside the district and school administrators, instructional coaches, leaders, educators, and paraprofessionals/teacher assistants supporting the needs of school districts. • Worked closely with school leaders to support staffing. Specifically, due to substitute shortages in November through January, Institute staff substituted and covered classes daily to help support the school staff. In addition, the team was on call and willing to support in other ways as needed. They substituted and covered