Lindsay Nowakowski

EDAD 543
WWU Fall 2016

Inquiry Cycle Evidence

The Inquiry Cycle: Staff Learning- What Kind of Evidence Are

You Collecting?
AWSP Leadership Standards
Element 3.4 Assists staff to use data to guide, modify and improve
classroom teaching and student learning.
Element 4.2 Assists staff in aligning best instructional practices to state
and district learning goals.
Element 5.3 Assists staff in implementing effective instruction and
assessment practices.
Write about your current experiences as a classroom teacher or TOSA. How do you know you
are learning and improving your practice? What are you focusing on? When thinking about your
own learning, how do you rely on both quantitative and qualitative data? Why? At the end of the
year, what evidence will you give your supervisor/ evaluator?

Currently I am I my second year as a K-5 TOSA. My job description evolves and

adjusts based on need of the students and teachers that I support under the
guidance of district vision and goals. The organization and implementation of
larger systems, such as supporting the implementation of school wide
intervention and learning support, as well as directing district level teams,
offering professional development opportunities and coaching, is in response to
various forms of data that indicate need. Similar to the same teaching and
learning cycle used by teachers in the classroom- if teacher instructional
practice is the leading factor in student achievement, my leadership should be
directly aligned to the reciprocal learning needs of both teachers and students.
A positive impact on student achievement should be the end result. If teacher
instruction improves through continuous learning, student learning improves as
well.

For the 2016-2017 school year our district has a learning focus on literacy; more
specifically, getting to know our readers through conferring. This is
connected to our district instructional focus, which is nested in criterion 3
Recognizing individual needs and developing strategies to meet those needs.
Based on multiple years of both qualitative and quantitative data (standardized
tests, observation, feedback, data snaps, needs based assessment, etc) we
have identified our achievement gap in students reading performance.

2016-201 Cycle of Inquiry- Knowing Our Readers through Conferring:

The qualitative and quantitative evidence

that I will collect includes:
Observation notes
Data snap with Kindergarten during
literacy times.
Copies of teacher cycles (mine aligns
with theirs)
Student performance data using
WAKIDS, progress monitoring,
sight
word data, specific data for
identified
sub group
Feedback cycles with
evaluator/principal
Video Clip/Photos of facilitation of PD
opportunities provided to staff
Staff Feedback forms/exit tickets
Collecting both qualitative and quantitative
data helps provide a more holistic view of teacher learning, student
performance and my impact on the two.

At the end of the year, I will provide my evaluator with evidence and artifacts
(listed above) that highlight my work with staff and the impact it had on both
teachers and students. I will show how what I taught teachers in relation to
identifying student needs based on data, and how meet those needs through
the use of conferring, transferred into their classrooms, and then to student
learning.