Gary Hecht Superintendent
Division of Students with Disabilities & English Language Learners
Collaborative Administrator Debriefing Log (CAD)
Specialist’s Name: Kaydeon Munn-Andrade Visit Date: 12-19-12
Administrator Name: Roderick Platon School/Site: 140K@main
Specialist’s Focus (What support was provided to the Teacher and/or Paraprofessional?):Coach met with site based coach Ms. Bynum and Principal Mr. Platon and classroom teacher Ms. Achong. Topics of discussion were:
1. Coach discussed SANDI assessment and importance of data driven instruction. Coach discussed strategies in which to close gaps between assessment and instruction.
2. SANDI assessment: the distinction between students functional age and chronological age as it pertains to the CCLS.
3. Collecting data.
4. Bulletin boards and the components: i.e. task, rubric, standards and student work products.
Coach discussed and provided the principal and site based coach with templates of the structure for a teacher assessment binder/student portfolio as well as a generic template of a data collection sheet and bulletin board components.
Met with Ms. Achong and reviewed birthdays for NYSAA and adding new student to student profile. / Classroom Action Plan (What were the next steps discussed with the Teacher and/or Paraprofessional?):
1. Coach will facilitate a PLC focused on SANDI assessment, IEP goals and instructional strategies.
2. Mini PD on the SANDI assessment, Data Collection and Disabilities.
Administrator Focus a) What training and/or support are being requested by administration for subsequent visits?
b) What preparations will be implemented to support the specialist’s return visit? (i.e. common prep, materials, etc.?)
1. A Schedule
2. access to materials / Specialist’s Action Plan (What are the follow-up supports which will be put in place to promote the professional growth of the Teacher and/or Paraprofessional and foster student learning?):
1. Prepare to discuss assessment strategies and implementations of lessons.
2. Prepare to discuss and demonstrate classroom management strategies.
3. Prepare to demonstrate NYSAA tasks and strategies of conducting assessment during instructional time.
4. Provide mini PD’s
STANDARDS FOR PROFESSIONAL PRACTICE for INSTRUCTIONAL SPECIALISTS
DOMAIN 1: PLANNING AND PREPARATION
· Component 1a: Demonstrating Knowledge of Current Trends in Specialty Area and Professional Development
· Component 1b: Demonstrating Knowledge of the School’s Program and Levels of Teacher Skill in Delivering that Program
· Component 1c: Establishing Goals for the Instructional Support Program appropriate to the Setting and the Teachers and Students Served
· Component 1d: Demonstrating Knowledge of Resources, both within and beyond the School and District
· Component 1e: Planning the Instructional Support Program, integrated with the overall School Program
· Component 1f: Developing a Plan to Evaluate the Instructional Support Program / DOMAIN 2: THE ENVIRONMENT
· Component 2a: Creating an Environment of Trust and Respect
· Component 2b: Establishing a Culture for ongoing Instructional Improvement
· Component 2c: Establishing Clear Procedures for Teachers to Gain Access to Instructional Support
· Component 2d: Establishing and Maintaining Norms of Behavior for Professional Interactions
· Component 2e: Organizing Physical Space for Workshops or Training
· Component 2f: Interacting with Students
DOMAIN 3: DELIVERY OF SERVICE
· Component 3a: Collaborating with Teachers in the Design of Instructional Units and Lessons
· Component 3b: Engaging Teachers in Learning New Instructional Skills
· Component 3c: Sharing Expertise with Staff
· Component 3d: Locating Resources for Teachers to Support Instructional Improvement
· Component 3e: Demonstrating Flexibility and Responsiveness / DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
· Component 4a: Reflecting on Practice
· Component 4b: Preparing and Submitting Budgets and Reports
· Component 4c: Coordinating Work with other Instructional Specialists
· Component 4d: Participating in a Professional Community
· Component 4e: Engaging in Professional Development
· Component 4f: Showing Professionalism, including Integrity and Confidentiality
· Component 4g: Complying with School and District Regulations
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