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Principals outline instructional-leadership pilots; district staff detail mentoring rollout
Summary
Principals described instructional-leadership teams, peer walkthroughs and a literacy pilot; district staff summarized a three-part mentoring program for new educators including personal mentors, group learning and instructional coaching. The committee requested monthly mentoring observation numbers.
Principals from the district presented their instructional-leadership work and curriculum pilots, and a district staff member provided an overview of the mentoring and induction program for new educators.
Cynthia, a principal, described her buildings structure of five instructional leads and social-emotional leads, weekly HIT (High Impact Teaching) meetings and a focus on cycles of instructional practice, peer walkthroughs and learning together. Another principal said their ILT is prioritizing a transition to proficiency-based learning and is preparing a pilot proposal.
At the elementary level the district is piloting a literacy program described as "Being a Reader/Being a Writer" to integrate reader and writer materials across grades.
Colin (district staff) presented the mentoring programs three components for first-year educators: a personal mentor who meets weekly, group learning sessions for mentees and mentors, and targeted instructional coaching. Mentor activity is logged on Google Forms to permit aggregation of non-confidential data. Colin reported current counts of roughly 11 teachers in year one, about six in year two and four administrators receiving formal mentoring.
Committee members asked for regular data on mentoring activities; Colin agreed the district could provide monthly rollups of observations and mentoring contacts. The committee also discussed processes for textbook or curriculum adoption and aligning units across buffer grades.
