The Improvement of Teaching & Learning Year 1 Educational leaders must understand the link between teaching and

student learning. As supervisors, they must have the skills to work effectively with adults to analyze instruction and facilitate quality lesson planning. They must guide the professional development of staff toward improved instruction that leads to improved student achievement. (L4L)

Facilitators, from new apprentice to veteran trainer level, must always strive to improve their scope of practice, mentor those they work with, and facilitate a strong sequence for youth to adult life skill development. (KOT)

1. Articulate a theory-based vision of deeply-engaging, culturally-responsive, and intellectually-challenging instruction and adult professional learning. Claim 1 Lead trainer for Portable, Low, and High Course facilitator trainings that

engage and push adult comfort zones and have them experience and adopt adventure education practices, and create pathways where they can use their trainings in classroom/ work/ trainings, etc. Pathways from a new apprentice facilitator to a certified facilitator, maybe even lead to future trainer. Evidence 1 After leading several 3-day and 5-day low and portable trainings, I am a

certified Lead Trainer (March 2013) within the WA State 4H system of adventure education trainers. I have co-lead two high course trainings and should be certified as a lead high course training next spring (source: leader file)

2. Construct/adapt/select and use instructional frameworks and other leadership tools to

optimize student and adult professional learning. Claim 2 I attempted to expand 5D+ for challenge facilitators; however Patty

Maxwell at CEL talked me out of this idea. However, I will take some examples from
Proficient to Unsatisfactory and can give 'challenge' examples to each one.

Evidence 2

This is merely an idea. We really do not have frameworks in the 4H

system, but do understand the purpose and would like to adopt 5D concepts for facilitators. Sequim School District has meddled adult 4H adventure education curriculum with Danielson model. (source: Duchow, M. Building Successful Learning Communities and the TPEP/Danielson Model http://www.sequimschools.wednet.edu/Page/3462)

3. Engage relevant players collaboratively and draw from school-based and community expertise and resources in instructional improvement work. Claim 3 Work with CCC partners to create a stronger program and partnership; need

to keep partners' skills on a higher level; especially if they only facilitate on the course 2-3 times a year. Evidence 3 This is a constant challenge. 4h wants to spread its teaching platform through

facilitator trainings. However, facilitators are not improving their practice if they are only on the course couple times each year; not developing proficiency.

Claim 4 clock hours. Evidence 4

Work with local school systems to create trainings for teachers, plus offer

Two years in a row, we have created a 3-hour in-service (in May after class)

for Seattle Public School Teachers (mostly PE) to visit Camp Long and experience a (free) adventure education sequence of Portable-Low-High activities.

4. Fashion and enact systems to support and sustain instructional leadership, inside and outside of schools.

Claim 5

Lead school faculty team building for several schools, plus the

Superintendent and Principal staffs of Reynolds School District in Portland, OR.

Evidence 5 Created full day school faculty team buildings for: Reynolds School District in Portland (Aug 2012) Green Lake Elementary School (Oct 2012)

West Seattle Elementary School (Oct 20123) Interagency High School (Aug 2013) Highland Park Elementary School (Aug 2013)

5. Craft/adapt instructional visions, practices, and other supports appropriately for meeting specialized learning needs (e.g., of ELLs, students with identified disabilities) No Claim- In Seattle, there is plenty of funding (Seattle Youth Violence Prevention Initiative- SYVPI) to fund at-risk-students to use the low and high course several times. This is something on my plate for the fall of 2013.

6. Analyze assessment practices and use assessment data of various kinds to improve instruction.

Claim 6

Healthy Youth data from Seattle Public Schools gives 'life skill data' for

numerous middle and high schools.

Evidence 6 From my Cycle of Inquiry last year, I used Healthy Youth data from 4 high

schools (grade 10) to compare student confidence (self-esteem) in an effort to argue for academic resilience using challenge courses.