EDL 687 Advanced Ed Leadership II

Name: Justin Goodwin

Date
9/19

Activity
SIP Project
TEAM: RtI
ENGGrade 11
Team Meeting

Field Notes
(Actions taken, Leadership Behaviors & Consequences decisions & next steps)

Actions: Facilitated the preliminary SIP Project team meeting. Discussed

previously established questions and concerns regarding reading
proficiency, and collaborated on next steps. Established group norms and
beliefs.
Consequences: The atmosphere was positive. No energy vampires
present at this time and this small group seems ready to go the extra mile
in order to help students be successful.
Behaviors: Although these initial discussions were relatively general, the
outlook for future progress and productivity seem good. Reaching
consensus on a variety of things was simple as the team meshes well.
Balanced Leadership Connections: By establishing awareness of the
personal aspects of my team and bringing them together for an initial
collaborative conversation, I am demonstrating the BL responsibility of
relationships.

9/26

Data collection,
organization,
review

Actions: Organized data and printed off school reports from the
Nebraska Department of Educations State of the Schools Report
spanning the past 5 years.
Consequences: Initial review of the data indicates definite room for
improvement in reading. This information will be shared with the team
to determine how we will proceed.
Behaviors: Existing relationship with team members is strong and lends
itself to open communication. I anticipate that the data compiled will be
well received and constructive considerations will spring from it.
Balanced Leadership Connections: By obtaining accurate, relevant data,
I am demonstrating the BL responsibilities of situational awareness, as
this information will be used to address current and potential problems.

EDL 687 Advanced Ed Leadership II

Name: Justin Goodwin
Date
10/2

Activity
SIP Project
TEAM: RtI
ENGGrade 11
Team Meeting

Field Notes
(Actions taken, Leadership Behaviors & Consequences decisions & next steps)

Actions: Met with SIP Project team to debrief following 2014 ParentTeacher Conferences. Discussed successes and pitfalls. Held dialogue
regarding perceived levels of student support that exist outside of the
building, and brainstormed strategies for filling in any potential gaps
(What are we currently doing that works? What might we improve on?).
Consequences: Although it is beneficial to hold such debriefing sessions
following an event such as PTCs, the conversation can often become
sour, somewhat defeatist in nature, and unproductiveeven among the
most positive of teachers. With a little subtle redirection, things were
once again focused on purposeful.
Behaviors: Having anticipated the aforementioned potential for
negativity, I had prepared my self to gently nudge conversation back to a
meaningful and more prolific capacity, and was able to easily do so
when the situation presented itself. Everyone can use a good vent every
now and then, but the group was very good about ultimately reeling the
conversation back in.
Balanced Leadership Connections: By establishing a set of operating
procedures/routines and holding the group accountable them, I am
displaying the BL responsibility of order.

10/6

SIP Project
TEAM: RtI
ENGGrade 11
Team Meeting

Actions: Sat down with the team to look through some of the new MAP
testing data and the supports that exist within the MAP testing system.
Consequences: As MAPs is new to GIPS this year, there was much to
learn and toy around with in terms of navigating the system and
information available. By in large the response was a positive one. The
data available is very detailed and informative regarding multiple areas
of reading, information that will definitely aid in the SIP Project and our
goals to improve NeSA-Reading scores.
Behaviors: After familiarizing ourselves with MAPs, the next step is to
utilize the tools available through the program to promote student
growth. As many are still not 100% confident using the program yet, it is
a trail-and-error venture at this time.
Balanced Leadership Connections: As a leader, I am demonstrating the
BL responsibility of optimize by portraying a positive attitude about the
abilities of my team to accomplish substantial things through the use of a
new and unfamiliar program.

EDL 687 Advanced Ed Leadership II

Name: Justin Goodwin
Date
10/17

Activity
RtI ENG
Grade 11 Team
Meeting

Field Notes
(Actions taken, Leadership Behaviors & Consequences decisions & next steps)

Actions: Met with the SIP Project team to discuss project data, evaluate
or purpose, and strategize our next steps. We also discussed struggles we
are facing in our individual classrooms, expressing strategies that have
already been utilize and their overall effectiveness.
Consequences: As with any open discussion pertaining to pitfalls and
hardships, conversation always has the potential to become an off-topic
pity party. However, as we have already established a clear objective
and all group members value their own time, the nonproductive moaning
and groaning was held to a minimum, and most of the conversation was
focused and purposeful. Ultimately, it was clear that our aim was
justified and that there is already some things in place that could be built
upon to improve our odds of success.
Behaviors: For this session, I simply focused on played the role of a true
facilitator: I introduced topics of discussion, presented data to drive
conversation, watched the clock, and guided interactions back to their
intended theme when they strayed.
Balanced Leadership Connections: By establishing a set of operating
procedures/routines and holding the group accountable to them, I am
displaying the BL responsibility of order.

10/25
10/26

Best Practices
Research

Actions: Conducted research regarding the best, research-based,

practices currently being used for the purpose of improving reading
comprehension.
Consequences: After sifting through many articles, I was able to select
three that seemed to best fit my current school setting, with consideration
given to age group, demographic, and the current realities that exist at
Grand Island Senior High
Behaviors: I performed my own online searches for credible and relevant
material regarding the focus of my SIP Project in addition to enlisting the
help of the Language Arts Department Chair and the Districts Literacy
Coach.
Balanced Leadership Connections: By ensuring that my team is aware of
the most current theories and practices and willingly challenging the
status at GISH, I am displaying the BL responsibility or intellectual
stimulation and change agent.

EDL 687 Advanced Ed Leadership II

Name: Justin Goodwin
Date
10/30

Activity
RtI ENG
Grade 11 Team
Meeting

Field Notes
(Actions taken, Leadership Behaviors & Consequences decisions & next steps)

Actions: Facilitated a meeting with my SIP Project team with the

purpose of evaluating the best practices data previously collected,
ultimately determining which strategy/intervention best suits the needs of
our students and fits the climate/culture of Grand Island Senior High.
Consequences: The research conducted proved to be extremely
beneficial and generated some quality conversations regarding what our
students need and how we as teacher may best provide it to them. More
importantly, our findings provided validation for our professional
motivations and filled the team with hope for successfully promoting
student growth
Behaviors: I presented several scholarly articles and professional studies
conducted regarding the three potential intervention, and prepared
myself for potential resistance to some of the proposals. I was receptive
to the ideas and concerns of my team and ultimately guided the group
toward consensus.
Balanced Leadership Connections: By establishing a set of operating
procedures/routines and holding the group accountable to them, I am
displaying the BL responsibility of order.

EDL 687 Advanced Ed Leadership II

Name: Justin Goodwin
Date
11/7

Activity
RtI ENG
Grade 11 Team
Meeting

Field Notes
(Actions taken, Leadership Behaviors & Consequences decisions & next steps)

Actions: Based on the previously collected best practices research, the

group engaged in meaningful discussion regarding appropriate, practical,
and effective implementation of those decided upon for the SIP Project.
Consequences: The group discussed annotation practices that are already
being used in each of our respective classrooms, established what
seemed to be working and correlated that with the best, and noted where
adjustments needed to be made according to the previously conducted
research. The group also addressed appropriate and meaningful goal
setting using data from the fall MAP testing session.
Behaviors: Considering that text annotation is already a practice that is
implemented in classrooms across Senior Highs campus, adjusting how
it is taught within the SIP team to ensure effective improvement in
comprehensive reading skills was relatively painless. Additionally, the
data generated from MAP testing provides each student with
comparative score information as well as reading strengths and areas of
potential concern, thus making goal setting extremely specific, easily
measurable, and simple to walk students through.
Balanced Leadership Connections: By establishing high, concrete goals
for curriculum, instruction and assessment practices within the school I
am displaying the BL responsibility of focus.

11/12

SIP best
practices
implementation
goal setting

Actions: Facilitated a goal setting session with students based on the data
generated from fall MAP testing session.
Consequences: Looked at students individual strengths and areas for
improvement and set individual goals for each.
Behaviors: I expressed to students that MAP data was individualized and
geared toward personal growth. I assisted them in generating obtainable
goals and action steps to achieve them.
Balanced Leadership Connections: Through my portrayal of a positive
attitude about the ability of students to accomplish substantial things I
am displaying the BL responsibility of optimizer.

EDL 687 Advanced Ed Leadership II

Name: Justin Goodwin
Date
11/19

Activity
RtI ENG
Grade 11 Team
Meeting

Field Notes
(Actions taken, Leadership Behaviors & Consequences decisions & next steps)

Actions: Lead a team meeting regarding goal setting with students (what
went well and what could be improved), adjustment of annotation
instruction and its utilization as an active reading strategy, and classroom
measurements used to monitor student growth.
Consequences: Because of the ease of use of MAP reports and the clarity
of the data presented, all teachers were in agreement that the resulting
goal setting was a success. Students (for the most part) took ownership
of their own learning by acknowledging where they can improve and
wanting to take the necessary steps to get there. Changes to how we
annotate is still a work in progress, but definitely moving in the right
direction, and common assessments already in place will easily serve as
measurement tools for the SIP project.
Behaviors: As the leader, I kept conversation on the intended track and
validated the individual efforts of each team member in the
implementation of the best practice that were previously decided upon. It
is evident that all members have fallen into the appropriate mindset for
achieving success as a SIP teameveryone is focused, contributing, and
positive.
Balanced Leadership Connections: As a leader, I am demonstrating the
BL responsibility of optimize by portraying a positive attitude about the
abilities of my team to accomplish substantial things through the use of a
new and unfamiliar program.

EDL 695 Research and Project Implementation

Name: Justin Goodwin

Date
1/9

Activity
RtI ENG
Grade 11 Team
Meeting

Field Notes
(Actions taken, Leadership Behaviors & Consequences decisions & next steps)

Actions: Based on the previously collected best practices research, the

group engaged in meaningful discussion regarding appropriate, practical,
and effective implementation of those decided upon for the SIP Project.
Consequences: The group discussed annotation practices that are already
being used in each of our respective classrooms, established what
seemed to be working and correlated that with the best, and noted where
adjustments needed to be made according to the previously conducted
research. The group also addressed using meaningful goal setting in
preparation for NeSA Writing.
Behaviors: Considering that text annotation is already a practice that is
implemented in classrooms across Senior Highs campus, adjusting how
it is taught within the SIP team to ensure effective improvement in
comprehensive reading skills was relatively painless.
Balanced Leadership Connections: By establishing high, concrete goals
for curriculum, instruction and assessment practices within the school I
am displaying the BL responsibility of focus.

1/16
1/23

SIP best
practices
implementation
goal setting

Actions: Facilitated a goal setting session with students in preparation for

NeSA Writing.
After testing was completed, discussed the perceived effectiveness with
SIP Project team.
Consequences: Looked at students individual strengths and areas for
improvement and set individual goals for each.
Team felt that students were more invested and more reluctant students
took the test more seriously then in previous years.
Behaviors: I expressed to students that although not reflected in their
grade, NeSA Writing was worthy of their best efforts for a multitude of
reasons. I assisted them in generating obtainable goals and action steps to
achieve them.
After testing was completed, evaluated with team members the process
used for goal-setting in the class room and adjustments to be made for
NeSA Reading.
Balanced Leadership Connections: Through my portrayal of a positive
attitude about the ability of students to accomplish substantial things I
am displaying the BL responsibility of optimizer.

EDL 695 Research and Project Implementation

Name: Justin Goodwin

Date
2/6

Activity
RtI ENG
Grade 11 Team
Meeting

Field Notes

(Actions taken, Leadership Behaviors & Consequences decisions & next steps)

Actions: Lead a team meeting regarding goal setting with students (what
went well and what could be improved), adjustment of annotation
instruction and its utilization as an active reading strategy, and classroom
measurements used to monitor student growth. Discussed collection of
data and evaluated any findings that have already been gathered
Consequences: As with MAP goal setting, NeSA goal setting saw
students taking ownership of their own learning by acknowledging
where they can improve and wanting to take the necessary steps to get
there. Changes to how we annotate continues to be an adjustment, but
paired with the goal setting, most SIP Project team members are seeing
positive gains.
Behaviors: As the leader, I kept conversation on the intended track and
validated the individual efforts of each team member in the
implementation of the best practice that were previously decided upon. It
is evident that all members have fallen into the appropriate mindset for
achieving success as a SIP teameveryone is focused, contributing, and
positive.
Balanced Leadership Connections: As a leader, I am demonstrating the
BL responsibility of optimize by portraying a positive attitude about the
abilities of my team to accomplish substantial things through the use of a
new and unfamiliar program.

EDL 695 Research and Project Implementation

Name: Justin Goodwin

Date
2/27

Activity
RtI ENG
Grade 11 Team
Meeting

Field Notes

(Actions taken, Leadership Behaviors & Consequences decisions & next steps)

Actions: Lead a team meeting regarding the final collection of project

data. Discussed themes present and evaluated the overall success of the
intervention. Also, had conversation regarding adjustments for future
implementation.
Consequences: The team was pleased with the success of the
interventions used and had positive suggestions and intentions for the
future application of these strategies.
Behaviors: As the leader, I recognized and commended the efforts,
professionalism, and meaningful contribution provided by all team
members.
Balanced Leadership Connections: As a leader, I am demonstrating the
BL responsibility of contingent rewards by recognizing and rewarding
individual accomplishments based on hard work and results.