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Monitor Student Learning

Monitoring Student Learning Philosophy Statement
        According to Holcomb (2004), "for public schools to survive, all schools and districts must develop the skills and processes needed to gather, display, analyze, interpret, make decisions, and take action with data" (p. xix).  Data is the cornerstone for effective monitoring of student learning.  It provides principals with valuable decision-making information in both the academic and behavioral arenas.
        As a principal, I will advocate that my building has an academic progress monitoring data system in place.  I will also ensure that the data is meaningful, collected frequently, systematically reviewed, and used by myself and teams for problem solving.  When principals base their instructional decisions off of data, they are acting in the best interest of their students, their school, and the field of education.  Data-based decisions can ultimately result in changes that will improve instruction, curriculum, and the learning environment for all students.  As a principal, I plan to utilize the academic progress monitoring data to inform the creation of the master instructional schedule.  Depending on the data, I may need to adjust the schedule to meet the enrichment, remediation, and/or special education needs of my students.  This is where having a tiered service delivery model in place, Response to Intervention (RtI), comes into play.  For more information on my philosophy as it relates to progress monitoring data and RtI, please view my "Instructional Management Philosophy Statement" under the core licensure competency areas.
        In addition to monitoring academic growth, principals need to demonstrate knowledge and skills in monitoring and addressing the social, emotional, and behavioral needs of their students. According to the National Association of School Psychologists (2002), social skills can impact students' "academic performance, behavior, social and family relationships, and involvement in extracurricular activities. Social skills are also linked to the quality of the school environment and school safety" (n.p.).  Therefore, it is important for principals to acknowledge that some students have skill deficits outside of the academic realm that need to be addressed.  Principals should be prepared to consult with teachers and parents, assist with implementing empirical-based interventions, and connect students and families up with outside resources when necessary.  Some of the specific social, emotional, and behavioral supports that I feel strongly about incorporating into my school include a daily advisement program designed to improve school engagement through establishment of a positive adult-student relationship, a strong guidance program focused on the personal, social and career development of all students, and a school-wide Positive Behavioral Interventions and Supports (PBIS) model to improve overall school climate.  For more information regarding my philosophy as it relates to PBIS, please view my "Safety and Security Philosophy Statement" under the core licensure competency areas.    
        By monitoring student learning in both the academic and behavioral arenas, principals will be able to make decisions that will positive impact the instruction, curriculum, and learning environment for all students.  The data collected can be used to identify needs, effectively analyze problems, make adjustments to teaching and learning, and demonstrate progress toward reaching organizational goals.   As a principal, I will strive to be actively engaged in the monitoring of student learning within my building and ensure that the data being collected is used in meaningful ways.

Holcomb, E.L. (2004). Getting excited about data: Combining people, passion, and proof to maximize student achievement (2nd ed.). Thousand Oaks, CA: Crowin Press.

National Association of School Psychologists (2002). Social skills: Promoting positive behavior, academic success, and school safety. Retrieved on March 9, 2010, from:

B.    Monitor Student Learning: Sub-Competency for Principalship

  1. demonstrate the ability to create a culture that fosters a community of learners;
  2. demonstrate an understanding of student guidance systems and auxiliary services;
  3. demonstrate the ability to implement a positive and effective student management system;
  4. demonstrate the ability to develop and implement effective student discipline plans;
  5. demonstrate the ability to develop a master instructional schedule;
  6. demonstrate the ability to meet the enrichment, remediation, and special education needs of all students;
  7. demonstrate the ability to understand and support a comprehensive program of student activities.


The following artifacts demonstrate my compentency in the area of monitoring student learning:

The two artifacts above demonstrate my ability to develop and implement effective student discipline plans (B4).  Working in conjunction with administration, I assisted in the development of a new discipline referral form.  The goal of the new form was to streamline the referral process.  In the past, we had several different referral forms floating around and it was not clear to staff what problem behaviors warranted which type of referral.  In addition, we needed our referral form to line up with the data entry required for our web-based discipline referral information system, School-Wide Information System (SWIS).  In addition to training the staff on how to fill out the new referral form, staff needed training on the difference between major and minor behaviors.  I created the attached Problem Behavior Flow Chart for this purpose.  The flow chart, along with the problem behavior definitions provided by SWIS, were used to train staff on the new referral process and to promote consistency in staff response to problem behaviors.

This artifact demonstrates my ability to meet the enrichment, remediation, and special education needs of all students (B6).  During my principal field experience, I have had the opportunity to make curriculum and instruction decisions for numerous remedial classes (i.e., RtI English 9, RtI English 10, Pre-Algebra, Pre-Algebra Math Lab, Math Lab).  In order to meet the needs of these students, I reviewed their academic data and conducted research on effective curriculum and instruction to match up with the identified needs.  Attached is one example of the type of class structure I have worked on creating with teachers.  In addition to my involvement in the planning phase, I have also provided ongoing support and consultation through observations, integrity checks, and frequent data reviews.

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