AB430 Institute

WHAT IS THE AB 430 ADMINISTRATOR TRAINING PROGRAM, MODULE 1

  • 40 hours of professional development that is designed to provide instructional leaders with the skills and knowledge necessary to lead, and effectively support, teachers and staff in the implementation of the district-adopted instructional program. The module also focuses on providing administrators with a clear understanding of the state and district initiatives including the linkage to the Nine Essential Program Components, accountability, standards-based instruction and relevant professional development for teachers.
  • Participants are provided opportunities to interact with the instructional program and all of its component parts, technology, data systems, and their colleagues in discussion and activities. Rich models, both live and video, are utilized to demonstrate the routines and procedures inherent in the program. Administrators are also engaged in activities centered on monitoring and supporting teacher learning and implementation.
  • Module 1 is congruent with our 40 hour SB 472 Teacher Institute to ensure that administrators and teachers receive consistent training and acquire the same general knowledge of content, concepts, instructional strategies and assessments that will be utilized at their site.
 

WHO SHOULD ATTEND?

  • District administrators
  • K-5 principals with teachers utilizing the adopted instructional program
  • K-5 vice/assistant principals with teachers utilizing the adopted instructional program
 

TRAINING OUTCOMES

Participants will be able to:

  • Establish and communicate state and district visions and goals for student focused instructional improvement
  • Create awareness and familiarity with state standards for all instructional team members and core subjects
  • Guide the full implementation of the approved instructional program texts and materials for Open Court 2002 or Imagine It! 2008
  • Direct and support proven staff training and professional development activities for uniform instruction and materials use
  • Manage data and assessment for the purpose of guiding teacher decisions regarding student interventions and school site instructional practices
  • Fully utilize technology and fiscal and human resources for the purpose of student academic success
 

Additionally, participants will gain knowledge and understanding of:

  • The state's strategic focus on English/language arts for elementary schools
  • The necessary actions and support systems required to move schools from low to high performing
  • The required organizational elements that need to be aligned within an academic improvement system
  • The priority of specific components at various grade levels, major procedures, content and strategies of instruction contained within the instructional program
  • Content/concepts and key instructional strategies embedded in the adopted program.
  • Appropriate use of Universal Access and when differentiated instruction is being delivered
  • Use of curriculum-embedded assessments provided in or based on the instructional programs
  • Response to Intervention and special education eligibility
  • How to develop and support data teams focused on the use of instructional and student data to more effectively utilize the district adopted instructional program
  • The merits of the adopted instructional programs’ software, videos, tapes, and CDs that support instruction for both teacher and student
 

FOLLOW-UP PRACTICUM (80 hours)

Adoption Support Plan
For districts participating in our Adoption Support Plan, the 80 hour practicum meets and/or exceeds the state requirements for administrators. Principals are offered trainings in leadership, learning community and technology:

Principal Literacy Leadership Institute (40 hours)
The Principal Literacy Leadership Institute is designed to ensure that principals have the knowledge and skills necessary to manage the advances in literacy instruction at his/her school site. Administrators will be provided research, hands-on activities and case studies to increase their capacity as literacy leaders. Guided by the state’s Essential Program Components and district level high-leverage instructional practice(s), principals’ knowledge and skills will be extended to increase their ability to:

  • Effectively monitor and support classroom and intervention teachers in the implementation of the approved instructional program(s), high leverage instructional practices, universal access materials and the pacing schedule
  • Manage and support collaborative data teams focused on the analysis, interpretation and use of instructional and student data to more effectively facilitate teacher and student success
  • Develop, implement and evaluate a professional development plan that is internally coherent, of sufficient intensity and duration to have a lasting impact and enhances student succes
 

Community of Practice (90 hours per year-combination of Best Practices meetings/Virtual platform)
The goals of this participatory training are to:

  • Create and foster a collaborative community that is based on information, communication, teamwork and practice
  • Engage the literacy leadership team(administrators/school-based support resource) in a professional development process focused on inquiry, problem-solving and creating instructional success
 

Participants will be involved in Best Practices meetings where they will meet with colleagues to discuss key priorities, present evidence of positive instructional change; provide feedback and openly reflect on practices learned in AB 430 and/or the Principal Literacy Leadership Institute. They continually stay abreast of their collaboration through a virtual community of practice on a technology-based participation platform that will allow them to work in a truly portable environment; operate in cohort groupings, without intruding on the work day; communicate and share information daily; think and resolve problems together; post videos; schedule event; explore new research-based practices; automatically receive updated research; post and reflect on data results individually and collectively; and be electronically linked within the platform to a plethora of digital tools that include the California Department of Education, OARS, Data Driven Classroom, Data Quest, CTAP, ACSA, etc.

There are two other technology options available:

  • Technology A is for those administrators who are interested only in the use of the myriad of digital tools and how they can be incorporated into a site’s data systems plan
  • Technology B is for those administrators who want to learn how to create their own virtual community of practice for their school site. This is an intensive and extensive training conducted by our Technology Manager, who will guide the process, management and success of the platform

For those districts not participating in our Adoption Support Plan, Smar²tel will customize trainings that are found in our Professional Development Catalog.