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Board hears report on feeder‑pattern site support teams and instructional walks; more student academic discourse observed
Summary
Leadership executive directors described feeder‑pattern site support teams that conduct differentiated professional learning, PLC coaching and non‑evaluative instructional walks. District instructional‑walk data show increases in observed academic discourse and a need for more visible models and teacher-to-teacher classroom visits.
Las Cruces Public Schools’ leadership executive directors told the board May 6 that feeder‑pattern site support teams have been deployed to provide differentiated, campus‑level professional learning and to support the district’s transition to an equity‑driven standards‑based instructional framework.
Tara Favor and Leanne Garcia, leadership executive directors, described teams that include content specialists, bilingual and data specialists, and special education administrators. The teams conducted initial campus visits, developed individualized action plans and provided modeling, coaching and PLC facilitation at schools.
Garcia explained how the site teams connect district goals to…
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