ents, students and families, including our two feeder elementary schools. We have partnered with CSU Fullerton


and have initiated a Financial Literacy Pro- gram where parents save money for college and US Bank matches funds. This is a win/ win situation for our students. Parents and students attend financial literacy classes as part of this collaboration. We have also in- stituted the AVID Program. As part of the CSU Fullerton partner-


ship, we have initiated a collaborative team teaching model for the master teacher and student teacher. Presently, we have six teach- ers participating. We have also partnered with UC Irvine to put into place health ini- tiatives for our students.


Kim Hendricks: Before I was principal


there were three initiatives that did not exist at Bethune Elementary: standards-based instruction, grade-level planning and data analysis. Standards-based instruction – The dis-


trict had a pacing guide but it was based on the core materials. We decided as a staff to modify the pacing guide as well as daily les- son plans. Then we looked at the California standards and determine what they were asking students to know and be able to do. Grade-level plans – Each grade level


created weekly lesson plans based on the essential standards. Each teacher (includ- ing special education) used the same plan, modifying it if needed to meet the needs of individual students. Each grade level also created “rituals.” The rituals were based on the essential standards, which were a spiral review of essential standards. Data analysis – Each grade level met to


examine student data at least twice a trimes- ter by class and grade level. Each team met with an instructional coach and adminis- trator to discuss data, evaluate strengths and weaknesses, determine essential stan- dards, set goals, determine materials to be used, create lessons, and monitor and assess throughout. Students were also made aware of their strengths and weaknesses. They owned their scores. Other initiatives included modifying


the regular kindergarten schedule to ensure 85-95 percent of all students would leave


ACSA members Teresa López Alonzo, Kim Hendricks and Minerva Gandara are panelists in a session on the principalship at the Women in School Leadership Forum in San Diego.


cabulary (Tampa Reads). Lastly, we targeted English learners and African American stu- dents. [Note: Since the panel convened last October, Hendricks has become principal of Sunnymeadows Elementary School in Moreno Valley.]


Teresa López Alonzo:My first year as prin-


cipal of César E. Chávez Elementary we wel- comed our first class of fifth-graders and, thus all of the challenges of a larger school without the administrative structure of a school similar in size. Previously, the school had a kindergarten to fourth-grade configu- ration with an assistant principal. Another transition during my principal-


ship was the adoption of focus on science as the vehicle to teach English Language De- velopment. Currently, our schedule includes a schoolwide ELD/science period where stu- dents are grouped by proficiency levels for targeted ELD instruction. These efforts have contributed a 60 percent increase in the re- classification rate for our English learners.


note-taking skills necessary for success in middle, high school, college and career. I also notice an increase in the awareness that students have about college.


2.


Describe how you use your leadership team.


Minerva Gandara:Open communication


is critical for our leadership team. We have many critical conversations to discuss what is best for student learning. Our leadership team is involved in all decisions for our school. We problem-solve, prioritize needs and have a shared commitment that all de- cisions are for the academic achievement of all students.


Kim Hendricks: My leadership team was


used to help determine school-wide deci- sions, lead grade-level (PLC) meetings, bring concerns to me, and lead school-wide committees.


Teresa López Alonzo:Our leadership team


consists of one teacher representative from March/April 2012


9


kindergarten prepared for first grade. We also created our own lesson design model, based on Madelyn Hunter’s Essential Ele- ments of Instruction. It was called BEE-I, or Bethune’s Effective Elements of Instruction. The idea was all teachers would teach direct lessons daily; mid-way through year three we began to use the National Reading Vo-


The AVID College readiness program


in fourth and fifth grades, now in its third year, continues to thrive. We have also in- stituted spirit wear days, and Wednesdays are dedicated to collegiate apparel. As I con- duct my classroom visits, agenda checks and “binder shakes,” I notice that our students are indeed learning the organizational and


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