The timely, individualized feedback tool
enables administrators to provide to their
teaching staff a springboard for meaning-
ful conversations and individual growth
among staff. Reporting features allow for
site administrators to identify schoolwide
areas of growth that are not observed dur-
ing walkthroughs and create professional
learning opportunities that are designed to
meet specific needs for the school. District
level administration uses the tool to moni-
tor the amount of walkthroughs, the types
of feedback being provided and as a tool to
help us engage in discussions around site
focus areas and the principal’s own learn-
ing when we conduct our monthly school
site visits.
Our DigiCoach walkthrough tool is one
of the key instruments we utilize to assess
and provide necessary support within our
instructional program. This process rein-
forces our fundamental belief that system-
atic ongoing feedback at all levels of the
organization is critical to the continued
growth of our teachers and administrators.
We place a high value on effective col-
laboration and its impact on student
achievement. As a result, our teachers and
site administrators engage in two profes-
sional learning community sessions per
week to analyze various forms of student
performance data. As struggling students
are identified, grade levels then develop a
plan to design or redesign lessons that will
help struggling students experience suc-
cess. This is an ongoing cycle of assessing
student academic progress, with teachers
creating a response for extra supports and
interventions.
Allocating resources
In California, our funding model is now
based on the actual needs of each district
and school and not tied to special interests.
Our money has fewer strings than ever be-
fore.
Initially, we reviewed the many initia-
tives in which the district was involved. It
was essential to prioritize initiatives based
on the district goals and remove items
that were not aligned with the LCAP
goals. As California educators are aware,
many changes transpired at once. Within
the last couple of years, we have traversed
new math and ELA standards, along
with a new state exam, new Social Sci-
ence Framework, new science standards
(NGSS), new approach to English learners
(with new assessment coming soon), new
funding model and new accountability
model.
At the same time these mandated
changes were occurring in the state, in-
structional technolog y was becoming
more and more critical to provide to teach-
ers and students. In Romoland, we saw in-
structional technology as a must-have for
our teachers and students. We understood
that unless we bridged the digital divide,
we would contribute to a widening infor-
mation and access gap between students
attending our schools from wide-ranging
economic backgrounds.
12
Leadership