Domain I—Leadership of the
Educational Community – Competencies 1 - 4
Competency 1 Area:
The superintendent knows how to act with integrity,
fairness, and in an ethical manner in order to promote the success of all
students.
In Activity 29C, when
looking the number of responsibilities an elementary principal has, I realize
that the responsibilities do not end with the job description. I spoke with my school principal and she
shared with me that her job description states that she complete the following
tasks: monitoring instructional and managerial processes, working
with staff to plan, implementing, and evaluating the curriculum, building a common vision
with staff for school improvement, leading a collaborative process to develop
campus performance objectives, observing employee performance, recording observations, and
conducting evaluation conferences with all staff, developing budgets based upon
documented program needs, estimating enrollment, personnel, and other fiscal needs,
managing the use of school facilities, conducting conferences with parents,
students, and teachers concerning school and student issues, articulating the
school’s mission to the community and soliciting support in realizing the
mission, and using appropriate and effective techniques for community and
parent involvement. Often when she is completing these
activities I like to sit in and participate in these activities so that I may
gain valuable experience that I can use in the future. She also stated that though she works hard to
complete all of these tasks that there are other duties that an elementary principal must complete. I learned that her evaluation is based
on how successfully she completes each of these tasks.
In Activity 30C and 33B, I was
able to attend a few board meetings. It
is at these meetings that I was able to get a true feel for the roles that the
board and superintendent play. Often the
superintendent in our district acts as a facilitator. When conflicts arise, he lets the board
president handle it. He chooses not to get involved in board member squabbles,
and for the most part, he lets the board police themselves. The topics of the agenda on board meeting
dates varied, but mainly dealt with personnel issues, discipline issues,
security concerns, the 2013-2014 school calendar, and actions to approve the
following:
·
District
trust property
·
TASB Media Honor Roll nominations
·
2013 Joint
Election Agreement and Resolution between the City of Liberty, Liberty ISD, and
Liberty County Hospital District 1
·
Order of
Election for the May 2013 General for Election of Trustees
·
Amendment to
Adjunct Faculty Agreement
·
Statement of
Impact Amendment regarding Charter Schools
Competency 2 Area:
The superintendent knows how to shape district culture by
facilitating the development, articulation, implementation, and stewardship of
a vision of learning that is shared and supported by the educational community.
In
Activity 1A, I looked at the mission of Liberty ISD which is to ensure that each student reaches
his or her full potential. The vision
statement is reflected in the master schedule which includes enrichment times,
tutorials, computer classes, art classes, PE, and music classes in addition to
core classes. I recommend that the
district include more reading and math intervention classes. Elementary students seem to struggle most in
these two areas and these areas will strengthen students’ learning process in
other subjects.
In Activity 2A, I
spoke with the English/Language Arts staff, the curriculum director, and the
at-risk coordinator on how we can increases student literacy. Students now participate in guided reading, independent
reading, partner activities, and read alouds.
Students participate in IStation, ISIP, and Accelerated Reader. Students also visit the library twice weekly
and read at home.
In Activity 3C,
the educational staff and stakeholders use the assessment data to develop
lessons, implement curriculum, distribute resources, choose professional
develop activities, and analyze student strengths and weaknesses to tailor
instructional practices
In Activity 5B, I reviewed board policy/administrative regulations. I also assessed
compliance and reviewed policy and regulations.
The leadership culture in the district is for leaders to be facilitators
and liaisons between the community, stakeholders, and educators. From meeting with administrators, I believe
that everyone’s leadership style is different, but the goal is the same: to do
what is best for the students of our district. I have also noticed that the
culture and morale of the campus starts from the top. If the campus administrator is compassionate,
effective, and driven that the staff will be the same. I also notice that leadership style varies
depending on the grade level.
In
Activity 6A, I worked with a team whose goal was to create a new schedule for
the upcoming school year. The team is focusing
on a number of factors including test scores, special needs, academic needs,
teacher skills, and student abilities.
Looking at the factors also involved looking at teacher to student
ratio, space, programs, and logistics.
As the group walked through this process, various problems would arise
and the group would brainstorm solutions to each problem. The process is still ongoing, but all
problems will be resolved by the beginning of the 2013-2014 school year.
Competency 3 Area:
The superintendent knows how to communicate and
collaborate with families and community members, respond to diverse community
interests and needs, and mobilize community resources to ensure educational
success for all students.
In Activity 4D, to develop more
effective communication, I chose to use the listening techniques of asking
probing questions and active listening.
I feel that when I speak to parents face to face or on the phone it is
important to hear what is being said.
Parents are concerned about their children, so first, their concerns
must be addressed. Parents also want to
know that something is being done, so I must agree to act. Finally, parents want follow through, so
often it is necessary to follow up with parents to inform them of the outcome
of the situation. Students when asked
will try to avoid the truth if it will keep them from getting
consequences. When talking to students,
they will make admissions or reveal enough information to determine the
facts. During both transactions, I make
a point of being professional, polite, fair, and consistent.
Activity 28A involved
compiling a list of social agencies available in our community. The community where my district is located is
fairly small so resources are limited.
The resources that are available to help and support students,
faculty, and administration include: Child Protective Services, Crisis
Intervention Agencies, Texas Department of Health Services, Texas Department of
Housing and Community Affairs, Kristin Brooks Hope Center, Region 4 ESC, and
Region 5 ESC.
Additional resources are located in the nearby city of Houston or in the
nearby communities of Atascosita, Humble, Kingwood, and Beaumont.
In
Activity 25A, our assistant superintendent also serves as legal counsel for the
district. He is the one responsible for
press releases and scheduling interviews with the local radio station. All questions and concerns are addressed to
him. He states that it is difficult to
protect the district from all negative publicity, but he believes in being proactive,
yet open and about sensitive topics.
In
Activity 26C, I had to write a proposal to increase parental involvement. One thing I would propose would be to keep
parents informed on issues that affect their children. We would have a parent night each semester to
inform parents about tutorials, testing, expectations, and yearly goals. We also need to do a membership drive to
increase PTO membership. I also would
like to see more fathers get involved.
The fathers could act as greeters by opening doors, greeting parents and
volunteers, and having a male presence on a campus of women. To assist our Hispanic parents, I propose
that we institute Latino Family Literacy Project which consists of training
workshops for parent involvement to
teachers who work with Latino parents and their children in building a regular
family reading routine and developing strong English-language skills.
In
Activity 27C, I developed and implemented a plan to promote
cultural diversity in the district, school, or classroom which included
being committed to closing achievement gaps
that exist and persist among students of various races and ethnicities,
socio-economic backgrounds, and genders.
Our district provides orientation sessions to all staff and parents
concerning features and services for all special population groups, such as
special education, at-risk, LEP, ESL, Bilingual, Gifted and Talented, dyslexia
and 504. In dealing with the current
trends in growth and diversity in our area, the district is making a strong
effort to close the achievement gap of our Hispanic student population. Liberty ISD has set the following goals to
address identified needs in the Bilingual/ESL program:
Ã
Increase the
number of Bilingual certified teachers in the district as needed.
Ã
Increase the
number of ESL endorsed teachers in the district.
Ã
Continue
implementation of the dual language program.
Ã
Clarify LEP
transition plans between grades/ campuses and measure for effectiveness.
Every member of the
Liberty ISD community - students, parents, teachers, paraprofessionals,
principals, central and school staff, partners and others are asked to share in
the belief that the achievement gaps among our students can be closed and have
a personal commitment to closing them.
Competency 4 Area:
The superintendent knows how to respond to and influence
the larger political, social, economic, legal, and cultural context, including
working with the board of trustees, to achieve the district's educational
vision.
In Activity
31B, I met with a group
of school staff
members to discuss
their perspectives of ethical/unethical behaviors of certified personnel in the
school/district. The
staff agreed that most of the staff makes ethical decisions and does the best
to follow laws and policies. There are a
few that the staff named through the years that they believe made unethical
decisions from teaching staff to administration. The staff admitted that in the past they did
not report things that they noticed in fear that they would be associated with
this individual or fear of retaliation.
They agreed that all staff need to be trained in ethical practices, each
campus leader needs to define what is acceptable and unacceptable, and the
staff needs to be given a copy of district policies with an emphasis on
consequences for unethical practices.
In
Activity 32A, I worked on my interpersonal skills. On a daily basis, I talk to people of all
ages, backgrounds, and cultures. It is
impossible to be able to solve everyone’s problems, but it is important to try
to solve as many as needed to run day to day operations of the school. I often listen to concerns of children,
staff, and parents. I try to be an
active listener and deal with the situation in a timely fashion. Every day I use the skills of listening,
talking, asking and answering questions, solving problems, and communicating in
a sympathetic, professional manner.
DOMAIN II—INSTRUCTIONAL
LEADERSHIP – COMPETENCIES 5 - 7
Competency 5 Area:
The superintendent knows how to facilitate the planning
and implementation of strategic plans that enhance teaching and learning;
ensure alignment among curriculum, curriculum resources, and assessment; use
the current accountability system; and promote the use of varied assessments to
measure student performance.
In Activity 7D, I was
able to participate in the implementation process of a school/district
curriculum. When looking at a new
curriculum, we are presented with different options that fit the goals of the
students on our campus. Once we find a
curriculum that fits students’ needs several aspects have to be analyzed: who
will be responsible for curriculum implementation, what resources will need to
be purchased, how will staff be trained, what is the schedule for implementation,
how will the curriculum be maintained throughout the school year, and how will
students be assessed on the effectiveness of the curriculum.
In
Activity 8B, I was able to participate in the process of student class
scheduling. A member of each grade level
and subject area as well as the PEIMS clerk, at-risk coordinator, special
education director, assistant principal and principal participated in this
process. The team examined academic
needs, teacher skills, student abilities, special needs, student to teacher
ratio, class size, sex, and parental requests.
In
activity 9E, I observed one instructional assistant
in the bilingual class. She assisted the
teacher in monitoring students, answering questions, providing academic assistance to the
students, and helping to maintain classroom management. The aide spent 45 minutes in the class and
the teacher aide was able to help English speaking and non-English speaking
students. The aide was once a student in
a bilingual class, and she is able to relate to students struggling with
learning the English language.
In Activity 13A, I reviewed board policy and evaluated school
compliance with policy that
applies to supervision of co-curricular education. Our district has only one high school and one
middle school. Our coaches each receive
a stipend for each sport that they coach in addition to courses they
teach. Each member of the coaching staff
has been trained in medical assistance.
At each school event medical staff is present, and an AED and first aid
kit is readily available. Students and
staff are expected to represent the district in their actions and behavior on
and off campus and follow all school rules, regulations, and policies.
In Activity 34B, I attended an annual ARD
meeting. I was able to serve as the
administrator for the ARD committee. The
members present were a regular ed teacher, special ed teacher, diagnostician, administrator, and the
parents of the student. We discussed
student abilities, testing, grades, behavior, needs, accommodations,
modifications, and interventions. All necessary documentation was reviewed, any
changes to the program were put in writing, and parents were given the
opportunity to address concerns and complete all necessary paperwork.
Competency 6 Area:
The superintendent knows how to advocate, promote, and
sustain an instructional program and a district culture that are conducive to
student learning and staff professional growth.
In Activity 10B, I surveyed a school
faculty member on
methods used to motivate students. I learned that teachers enjoy using a variety of awards including stickers, certificates,
notes home, positive phone calls, extra computer time, and tickets for prizes,
panther bucks, and treats. The students
from grades 2 to 5 stated that they enjoy tangible rewards such as a toy from
the treasure box, snow cones, popcorn, eating with a friend, a visit to the VIP
room, and awards. The teachers want the
students to be intrinsically motivated, but more students are motivated by
external awards.
In Activity 11D, I observed the use of technologies in the
classroom, library, and/or computer lab. The technology in
the classroom needs to be updated. Also,
the computer equipment and software needs to be upgraded. The staff complains of glitches in the system
and problems with the equipment lasting under constant use. The computer labs are much more upgraded
because the systems are the most modern on campus. There currently is not technology being used
in the library. One computer lab aide
stated that problems existed when we needed to administer the TELPAS exam. The system had been to be reconfigured so
that the students could take the computer adapted version of the exam.
In Activity 12D, I
organized and led a team of
teachers to study and develop a plan for improving test
scores. The teachers viewed test results for last year
and noticed that weaknesses appeared in 3rd grade reading, 4th grade
writing, and 5th grade math. The plan the team developed included enrichment
classes, math and reading intervention, tutorials, enhanced math, reading, and
writing instruction. Teachers will
receive in house training as well as attend workshops, conferences, and a
writing academy. Funds will have to be
made available for supplemental materials, texts, travel, and
registration.
In
Activity 16B, I examined the
school/district discipline policy and analyzed its strengths and weaknesses. Each campus because of the grade levels does
things somewhat differently.
Strengths I see in the discipline policy include:
o A strong attempt to address
all behavioral issues
o Fair and consistent
consequences
o Communication with
parents/guardians
o Safety is a main concern
Weaknesses
I see in the discipline policy include:
o Difficult to create a policy
to cover all behavioral situations
o Clear cut plan for dealing
with all special needs students
o Discipline plan does not take
account home life issues or external factors
o No training on how to deal
with difficult parents/guardians
In
Activity 36A, I compiled a list
of current issues that affect teaching and learning. These issues include:
o Limited resources
o Lack of funds
o Student skills
o Gaps in learning
o Health issues
o Socioeconomic factors
o Class size
o Parental involvement
o Inadequate training
o Lack of reference (No expert
in the subject area to discuss issues)
o Time management
o Scheduling conflicts
o Behavioral issues
o Learning disabilities
o Medication issues
Competency 7 Area:
The superintendent knows how to implement a staff
evaluation and development system and select appropriate models for supervision
and staff development to improve the performance of all staff members.
In
activity 14B, I gathered
evidence for the
yearly school/district staff development plan. Staff
development is a very important component on our campus. During our scheduled staff development days,
training is often scheduled for the whole staff, but it is also divided by
grade levels and departments. The
district also must have realized the need for staff development because now we
have five staff development days before school starts, ½ days in December,
January, February, two full staff development days in February, and three
teacher workdays throughout the year.
The most effective professional development activities this year have
been geared towards specific subject areas.
The teachers seem to gain more when they can ask questions that relate
to their subject area, their students, and their style of teaching. The staff is very vocal about what training
is and is not effective. The principal
constantly looks for experts in various subject areas to bring them to our
campus. As an instructional leader, our
principal is very hands on when dealing with subject area of math. Teachers feel confident in approaching with
her with questions about the curriculum and discovering techniques that would
improve student learning. Professional
development for English/Language Arts teachers is handled primarily by our
at-risk coordinator and district curriculum director. Staff development is built into the school
calendar each year.
DOMAIN III—ADMINISTRATIVE
LEADERSHIP – COMPETENCIES 8 – 10
Competency 8 Area:
The superintendent knows how to apply principles of
effective leadership and management in relation to district budgeting,
personnel, resource utilization, financial management, and technology
application.
In Activity 18C, I observed
an office administrative
assistant to assess the needs and demands of the
position,
including access to and use of technology resources. The demands of the administrative assistant
included: answering phones, calling teachers on the PA system, completing
transportation notices, issuing tardy slips, documenting attendance,
translating, taking messages, checking student schedules, passing out student
lunches, making copies, contacting other schools, checking parents in and out,
and dealing with students sent to the office.
In Activity 19B, I met
with the school/district attendance officer. We discussed
the rules, procedures, and ramifications of attendance on law, finance, and
general school/district operations. The students in our district are only allowed
to be absent 10% of the school year. Once
a student has more than 10% absences, a committee will meet to determine if the
child will be retained. Once a child has
excessive absences, the parent faces the chance that truancy charges will be
filed against them which results in community service, a fine, or jail time. The PEIMS clerk then attends the truancy
hearing with all evidence and the judge makes his decision. If the parent receives a fine, the
information then goes into the students’ discipline record. Attendance is important to the school because
it is source of funding. The school
receives $27 to $32 a day per student.
In Activity 23B, I participated
in the interviews in the position of the In School Suspension aide. Interview questions dealt with experience,
background, several scenario questions dealing with discipline issues, and
information on training for the position.
In Activity 24A, I examined the
school budget and the various accounts under the discretion and responsibility
of the principal. In Liberty ISD, the mission statement
is “to ensure that every student reaches his or her potential.” With that goal in mind, each year, Liberty
ISD creates a goal-driven budget. A
goal-driven budget is, as it sounds, a budget driven by the goals that the
board and school administrators have set for the district. The goals are determined by the needs of the
students in the district. The goal
driven budget analyzes each goal and bases its spending on these goals. If these guidelines are not followed, resources will
be wasted and student needs will be unmet. Working with my campus principal, I
learned how
to develop a budget calendar, understand resource allocations, prepare budget
worksheets, learn account codes, and review projected revenue estimates. In this, I also learned that the principal oversees the campus budget, checks into various accounts
for specific funding. The principal
makes campus deposits and determines where funds are placed. As funding is added, the principal ensures
that money is placed into the correct account.
Each account has a sub code and the principal verifies that the money is
taken from the proper account. In terms
of general funds, the principal must specify which percentage of funds is used
for additional programming i.e. bilingual students, special education students,
etc. In January, the principal reviews
the budget planning calendar along with the superintendent and board of
trustees. In May, the principal returns facility, furniture, and equipment
needs to the business office. The
principal also submits revised campus budgets and preliminary departmental budgets
to the business office at this time.
In Activity 37A,
I compiled a
list of professional associations, service organizations, and local, state, and
federal agencies that provide expertise and service to the position of
principal including:
Tasanet.org
TASA
(Texas
Association of School Administrators)
TEPSA (Texas Elementary Principals and Supervisors Association)
NAESP (National Association of Elementary
School Principals)
NASSP (National Association of Secondary
School Principals)
TASSP (Texas Association Secondary School
Principals)
(TASB) Texas Association of School Boards
American Federation of Teachers
National Federation of Teachers
National Association of Black School Educators
I am currently a member of TEPSA and TASA and
it is a great system of networking.
Being a part of these professional organizations allows me to meet with
people from other districts in and out of Texas. It allows administrators to stay current on
trends and issues that affect education.
In Activity 38A, I
compiled a list
of books, publications, training manuals, and district or state publications
used or recommended for the principal.
This
list includes:
Texas Education Code
Documentation Handbook
Instructional
Leader
School Administrator
Moving into
the Superintendency
How to Succeed in Making the Transition
Competency 9 Area:
The superintendent knows how to apply principles of
leadership and management to the district's physical plant and support systems
to ensure a safe and effective learning environment.
In Activity 22A, I interviewed the school/district food service manager and discuss
the current requirements of, concerns about, and issues regarding the food
program. I did not realize that strict nutritional guidelines that must be
followed as current trends focus on putting an end to childhood obesity. The current menus used at
our campus increases the availability of fruits, vegetables, and whole
grains. New dietary
specifications set specific calorie limits to ensure age-appropriate meals for
grades K-5, 6-8, and 9-12. Being on a Title I campus most of my students are eligible
for free and reduced lunch. Any child at a participating
school may purchase a meal through the National School Lunch Program. Children
from families with incomes at or below 130 percent of the poverty level are
eligible for free meals. Those with incomes between 130 percent and 185 percent
of the poverty level are eligible for reduced‐price meals, for which students
can be charged no more than 40 cents.
Our food service director said it is difficult to implement new menu items
because the guidelines are so strict.
She said that she has to follow a stringent chain of command.
In Activity 20B, I met with the head custodian
and reviewed job responsibilities and staff schedules. Two crews work each day. One shift works 7:00 to 3:00 and the second
shift works 1:30 to 9:30 with three members on each crew. As I followed her, I realized that she was
responsible for developing and maintaining a cleaning
schedule, she and her staff are required to report promptly to the principal or
area supervisor, and director of custodial services any acts of vandalism,
defects, or accidental destruction that may prove injurious to students and
staff, and she must maintain inventory of supplies and equipment and order
additional supplies as needed and ensure that the building is secured during
evening hours and energy management policies are followed. In addition to
this, she showed me the custodians’ job description which included the
following duties:
- Keep all buildings in a clean and orderly condition.
- Sweep, mop or scrub hallways, classrooms, offices, restrooms and
stairs.
- Empty trash and garbage containers into designated trash bin for
the building.
- Clean debris from sidewalk and driveway from street to
building.
- Mow lawn, trim shrubbery, and cultivate flowers, using hand tools
and power tools.
- Move and/or set up desks, tables, file/storage cabinets, and chairs
in building as directed.
- Clean restrooms fixtures with proper cleaning solution and
disinfectant.
- Remove old wax from floor and prepare for new wax as directed or
scheduled.
- Mix water, detergents, or chemicals to prepare cleaning solutions
according to specifications.
- Scrub with appropriate cleaning solution and/or apply wax or other
protective coating as required to walls, shelves, tables, sinks, desks
etc.
- Keep building secure from other persons entering after regular
school operating hours.
- Be sure all doors to be locked are locked and all windows are
closed and locked before leaving each day/night.
- Report major building maintenance repair needs to the
principal.
- Dust and/or wax desks, table tops, and work surfaces as
directed.
- Strip floor surfaces of wax or other protective coating and apply
new wax or a protective wax.
- Operate buffer and other cleaning equipment within common,
acceptable, and demonstrated safety procedures.
- Keep outside walkways clean of debris and dirt.
- Maintain security in school building in accordance with school
policy procedures.
- Perform minor and routine maintenance through painting, plumbing,
and other activities.
- Performs all duties in a safe manner to avoid injury to oneself
and/or to others.
This exercise made me have a new
appreciation for what our custodial staff does each day. They have a number of tasks to complete
within a limited time.
In Activity 21A, I interviewed the director of
transportation and discussed current issues and needs regarding
transportation. He stated one current
issue is the need to sell the buses that are in disrepair and buy new
buses. He is currently working on a
grant that would cover 75% of the costs of the four new buses. He also stated that there are several
concerns with personnel; it is difficult to hire and retain workers. He says that child safety is also a concern,
but not seat belts on the older buses and there are not video cameras available
on each bus. The lack of cameras makes
it difficult to issue swift and fair punishment for students who misbehave on
the bus.
Competency 10 Area:
The superintendent knows how to apply organizational,
decision-making, and problem-solving skills to comply with federal and state
requirements and facilitate positive change in varied contexts.
In Activity 15B, I met with current leaders
involved in implementing a school/district change. The change deals with issues
of discipline. Positive student behavior
seems to be deteriorating during this time of the year. All of the campus administrators and
counselors in the district as well as the superintendent and assistant
superintendent were present for a round table meeting to discuss bullying and
discipline problems. The group listened to
one administrator facilitate the meeting and give tips on how to positively
deal with negative behavior. Each member
gave feedback and discussed techniques used on each campus. The changes would affect each campus and all
members supported the changes and planned to implement them immediately on
his/her campus.
In Activity 17C, I interviewed
the school nurse and discussed the major requirements, concerns, and goals for
the school health program. The school
nurse is required to be certified in vision/hearing screening, CPR/AED
training, and spinal screenings.
Students who require medication must bring the original container and
labeled accompanied by a note from the parent stating directions for
administering the medication to the student including dosage, time of
administration, and a signature for consent. The nurse deals with issues such
as injuries, sudden illness, and lice detection. There are occasions where the nurse deals
with psychiatric issues. Goals of the
school health program are to teach students proper hygiene habits to reduce the
number of illness related absences.
In activity 35A, I chose the school-related issue of
whether or not first grade students should be self-contained or continue being
taught subjects by a team of teachers.
Advantages for self-contained
·
Improve
test scores for students from lower socioeconomic backgrounds
·
Create
positive teacher/student relationships
·
Allows
students to become well acquainted with the teacher
·
Students
develop better social skills
·
Classroom
time should be more efficient
·
Allows
for more flexibility in scheduling and less transition time
Advantages for Departmentalization
·
Teachers
specialize in one or two subject areas
·
Meets
the needs of the whole child
·
Specialized
instruction
·
Allows
instructional time to be better utilized
·
Teachers
are able to complete more in depth lessons
List of concerns that each
side has about the opposing side:
Self-contained:
·
Limited
interaction with other students
·
Behavioral
problems will affect instruction
·
Can
one teacher help each child reach his or her
full academic potential in all subject areas?
·
Are
students able to have their social and emotional needs met when switching
classes and having to develop relationships with many
teachers?
Departmentalization:
·
Students
were not socially and emotionally capable of handling more than one teacher at
the elementary level.
·
Students
could not stay organized with more than one teacher
·
Other
students could not handle the rigor and quantity of homework from having more
than one teacher
·
Teachers
need more preparation time
·
Parents
feel their children struggled with refocusing
after switching classes
·
Students
have to adjust to varied teaching methods
Resolution to help both sides
achieve their goals and addresses all concerns.
·
Teachers
need to focus on lesson planning and assessment of student work
·
Provide
teachers with professional development needed to implement an innovative
program
·
Provide
teachers with needed resources
·
All
teachers must be working towards the same goals
·
Teachers
need to have common planning time to discuss lesson plans
·
Daily
routines are kept consistent in all classrooms
