E(1) Administrators are trained four-hour workshop was provided identify and address are encouraged to and school administrators are “A “Principals “Principals “LEA Facilitative appropriately on the for principals of schools participating in teachers’ needs (e.g., make participate in training. The training required to support implementation of Administrative practices and the SPDG. Principals learned how to adjustments to teacher schedules) and provided to administrators outlines the SPDG-supported practices.” Support/ have knowledge of how to identify and address teachers’ support teachers in making appropriate processes for supporting effective Systems support its implementation. (e.g., make adjustments to teacher accommodations to meet student implementation of SPDG-supported Intervention schedules) and support teachers in learning needs. Principals also ensure practices.” Required elements: making appropriate accommodations that team members have adequate Role/job description of to meet student learning needs. planning time and made administrators relative to Principals were also advised to ensure recommendations for additional program implementation that team members have adequate coaching. All principals regularly review provided. planning time, and they were trained in student outcome data to obtain Describe how the SPDG how to recognize that a PD participant feedback from teachers on trains and supports may need additional coaching. All implementation to assess progress administrators so that they principals attended the workshop, and toward improving student outcomes.” may in turn support they meet monthly with a member of implementers. the SPDG steering committee to discuss how the principals are supporting the implementers and receive ideas for strategies and support for their efforts. Recommendations for improvement are provided if necessary. Principals regularly review student outcome data and obtain feedback from teachers on implementation to assess progress toward improving student outcomes.”
E(1) Facilitative Administrative Support/ Systems Intervention Administrators are trained appropriately on the practices and have knowledge of how to support its implementation. Required elements: Role/job description of administrators relative to program implementation provided. Describe how the SPDG trains and supports administrators so that they may in turn support implementers. “A four-hour workshop was provided for principals of schools participating in the SPDG. Principals learned how to identify and address teachers’ (e.g., make adjustments to teacher schedules) and support teachers in making appropriate accommodations to meet student learning needs. Principals were also advised to ensure that team members have adequate planning time, and they were trained in how to recognize that a PD participant may need additional coaching. All principals attended the workshop, and they meet monthly with a member of the SPDG steering committee to discuss how the principals are supporting the implementers and receive ideas for strategies and support for their efforts. Recommendations for improvement are provided if necessary. Principals regularly review student outcome data and obtain feedback from teachers on implementation to assess progress toward improving student outcomes.” “Principals identify and address teachers’ needs (e.g., make adjustments to teacher schedules) and support teachers in making appropriate accommodations to meet student learning needs. Principals also ensure that team members have adequate planning time and made recommendations for additional coaching. All principals regularly review student outcome data to obtain feedback from teachers on implementation to assess progress toward improving student outcomes.” “Principals are encouraged to participate in training. The training provided to administrators outlines the processes for supporting effective implementation of SPDG-supported practices.” “LEA and school administrators are required to support implementation of SPDG-supported practices.”
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