Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Instructional Leadership topic
No spam. Unsubscribe anytime.
HCISD outlines districtwide instructional‑leadership strategy: instructional rounds, peer observations, coaching
Summary
District leaders described an instructional‑leadership framework that overlays a leadership model with an emphasis on instructional rounds, peer‑to‑peer observations, mini observations and a coaching cycle tied to evaluation (TPEST). The program will invite principals to senior‑team meetings and use design teams to spread practice.
Dr. (Fortan) presented the district's instructional‑leadership framework, describing an overlay of the district's leadership definition ("Heart for People" and "Commitment to Excellence") with a four‑perspective leadership model to build common language across campuses.
The presentation highlighted three practices the district will scale: instructional rounds, peer‑to‑peer classroom observations and mini observations to increase leader presence in classrooms. "When we're looking at instructional rounds and peer‑to‑peer observations, it's not necessarily an evaluation of the teachers," the presenter said; the stated aim is professional learning and the rapid spread of effective practices.
Administrators described a coaching cycle tied to principal evaluations (TPEST), including guided reflection, mid‑year chats, and end‑of‑year assessment, and emphasized a new practice of inviting two principals (one elementary, one secondary) to monthly senior‑team meetings so principals can add campus voice to planning. The district also plans design teams that include Teachers of the Year and a three‑year new‑principal institute.
Board members asked how this work differs from PLC‑Plus and whether teachers will have opportunities to participate directly. Administrators said PLCs and PLC‑Plus can incorporate these activities but that the new emphasis is on in‑classroom observation and coaching for authentic practice spread. The district said teacher advisory groups and Teachers of the Year will participate in design teams and that principals may bring teacher representatives to senior‑team sessions.
Administrators said they will report back with evidence of early implementation at the committee's September meeting.
