1. APPLICATION FOR EMPLOYMENT AND PLAN FOR IMPROVEMENT AT HAYES ELEMENTARY SCHOOL Cindy Lillemo

2. TABLE OF CONTENTS  Introduction and position summary  Philosophy of Education  Classroom Management Plan  Different School Models  Effective Lesson Planning and Design  Assessment Matters  Professional Learning Communities

3. INTRODUCTION  Cynthia “Cindy” Lillemo  Completed my Master of Education at Ashford University in July of 2017  Certified in August 2017  Completed my student teaching at Symphony Smile Academy in Hiwasse, Virginia  Member of: Learning Forward, ASCD, ISTE, AERA, NAEYC, IRA, CEC

4. LEAD TEACHER POSITION SUMMARY  In addition to standard job responsibilities as outlined (Newman, 2013) the following responsibilities apply: Lead on-site PLC Identify areas of concern and develop program for improvement Oversee continuous cycle of evaluation and improvement Provide regular reporting to Principal on progress

5. PHILOSOPHY OF EDUCATION  I believe a student-centered model is critical in order to achieve student success both in the classroom and in the long term.  This means allowing our students greater control over their learning style and overall educational goals.  I believe our teachers need to adapt to the needs of the 21 st century in order to prepare our students for sustainable achievement and long term career success.

6. CLASSROOM MANAGEMENT PLAN  In support of my education philosophy, a student-centered approach is used  Students will take an active part in establishing the rules and expectations of the classroom, learning and helping to teach their fellow students Use of KWILT (Passman, 2001) or Green, Yellow, Red model (Rystad, 2013)

7. DIFFERENT SCHOOL MODELS  Traditional Model – this system has been in place at Hayes Elementary since its founding. There are several reasons why this model is not currently working for the school and its students.  Recommendation: Implementation of Hybrid Model with a Virtual option The Hybrid Model allows teachers to maximize teaching time The Virtual Model allows children the option to choose the model that works best for them and their families.

8. EFFECTIVE LESSON PLANNING AND DESIGN  Backwards planning will be used to avoid the pitfalls common to lesson planning  This will allow teachers to design a rich learning experience that understands where the students are, where they need to go and what the need to learn in order to get there (Newman, 2013)

9. ASSESSMENT MATTERS  Formative Assessment: Formative assessment offers students the greatest opportunity for mastery of skills and continuous improvement (Black and William, 1998) Teachers will receive ongoing training and support on the use of formative assessment  Summative Assessment: Summative assessment will be used as necessary for final grading and school progress reports Summative assessments will not take precedence over student learning

10. PROFESSIONAL LEARNING COMMUNITIES  At Symphony Smile Academy I coordinated the local PLC on Best Practices in the Classroom. We were able to help member teachers improve student achievement by 7% in the first year and by 12% in the second year.  Initially participation in PLC at Hayes Elementary School will assist teachers with the transition to the new hybrid/virtual model.  Once established focus will shift to address issues and needs as identified by a focus group of administrators, teachers and parents.

11. REFERENCES  Black, Paul and Wiliam, Dylan. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Retrieved February 9, 2015 from http://www.dpi.state.nc.us/docs/accountability/educators/insidetheblackbox1998. pdf http://www.dpi.state.nc.us/docs/accountability/educators/insidetheblackbox1998. pdf  Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.Teaching and learning in the 21st century: Connecting the dots  Rystad, M. (2013, April 7). Assessment for learning [Video file]. Retrieved from http://www.youtube.com/watch?v=HcLMlY6R7RMAssessment for learning