St.
Andrew
Montessori and
High School, Inc.
Nancayasan,
Urdaneta City,
Pangasinan
Administrators
Development
Program
Theory of Action
Focus Areas to Achieve Theory of Action
Supporting Structures
• Standards-based School Improvement Plans (SSIP)
• Differentiated Coaching & Support
• Principal/Leadership Meetings and Opportunities
Theory of Action (TOA)
• Executive Directors
• Principals
• Teachers
• Students
If Executive Directors focus their leadership on…
• Developing instructional leadership capacity
• Promoting a teaching and learning agenda
• Creating conditions for leading
• Developing data and evidence‐based practices
• Developing equitable practices
If Principals focus their leadership on…
• Knowing instruction well and supporting teachers in their
professional development
• Promoting a learning agenda and high expectations
• Implementing conditions for learning
• Implementing a system of knowing where students are in their
learning and responding in a timely manner
• Instilling a belief that each and every student is capable of high
levels of learning
If Teachers focuson…
• Exhibiting the instructional skills and knowledge needed to meet
the needs of all students
• Convey high expectations for all students and afford them
access and opportunities to achieve at high levels
• Collaborate in meaningful ways with colleagues on curriculum,
instruction and assessment
• Assess and respond to the needs of each and every student
• Utilize equitable practices to create a culture of inclusivity and
accountability
Then Students will… experience success
with our instructional initiatives
• Develop habits of learning that can be applied to new situations
• Engage in rigorous and productive thinking and interaction
• Be clear about the standards they are expected to meet
• Be self-aware, set goals, and monitor own learning
• Access opportunities and supports to achieve academic success
• Develop self-efficacy as a life‐long learner
• Graduate high school college, career and life ready
Focus Areas to Achieve the TOA
Improving the quality of instruction
Improving student learning
Believing in each and every student
Peer Group
Small group practice in the field
Practice leadership skills
Feedback from peers
Accountability
Coaching
Individual support
Differentiated training & support
Feedback
Accountability
What would concentration on improving the quality of
instruction look like?
• Conducting informal and formal observations in a timely and
systematic manner based on individual teacher needs
• Ensuring continuous improvement of professional practice of
teachers
• Providing meaningful feedback on an ongoing basis
• Facilitating individual, small group, and staff professional
development based on identified needs
• Identifying and facilitating support to teachers based on
identified needs
• Possessing the courage to address instructional concerns
What would concentration on improving student
learning look like?
• Embracing instructional initiatives and goals
• Analyzing and interpreting data
• Implementing interventions and systems of support
• Monitoring progress and making adjustments, as necessary
• Ensuring school‐wide professional development is directly
related to improving student learning
What would concentration onbelieving in each and every student
look like?
• Modeling, promoting, and ensuring high expectations for all
students
• Promoting and ensuring access to and success in rigorous
coursework for all students
• Owning and instilling clarity of district mission, goals, and
instructional initiatives
• Providing, promoting, and ensure equitable opportunities for all
students
Coaching visits are differentiatedand concentrate on…
Focus areas
Improve the quality of instruction
Improve student learning
Believe in all students
Professional Growth Goals
Principal Meetings as a Meansof
