Systemic Leadership
Changing adult behaviors to impact student outcomes!
Systemic Leadership to Raise Achievement
Bring your leadership team to our Systemic Leadership Series to learn how to transform your school by changing adult behaviors to impact student outcomes.
Raising achievement requires a coherent, strategic focus on improving the quality of teaching and learning in the classrooms, and transforming school and district cultures by developing the instructional capacity of teachers and administrators is essential to accomplish this goal.
November 28 – “Leading the Change”
Matt Pope is an #ImpactAgent committed to a collaborative effort to transform teaching and learning by providing proven, data-driven services to schools. Pope is formerly the principal of the award-winning Simon Middle School. Under his leadership, the school received multiple recognitions and awards. He has been highlighted as a leader in implementing effective, successful Response to Intervention.
November 30th – “System Problem or People Problem?”
Guiding principles for effective systemic reform are grounded in the belief that all children can achieve at higher, if not exceptional, levels. Systems thinking is an ongoing, continuous process that requires understanding and practice. When education leaders view their districts as a system, with myriad parts that affect each other, they can focus on how to make that system better. The goal of the Texas State Literacy Plan (TSLP) is to ensure that every Texas child is strategically prepared for the literacy demands of college and career by high school graduation. To achieve this goal, the plan centers on the integration and alignment of early language and pre-literacy skills for children 0 to school entry and on reading and writing instruction for students in kindergarten through grade 12.
Dr. Daryl Michel brings a broad skill set to IPSI including school improvement initiatives, systemic change, and effective teaching practices. Dr. Henry’s extensive background in education spans PK-20 settings offering experience in educational leadership, instructional coaching, technical assistance, research, and classroom teaching.
January 18th - "Ignite Instruction"
We can make teachers' lives more straight-forward by viewing Differentiated Instruction and Response to Intervention as two aspects of a whole. At no point in any RTI tier should instruction be provided in a strictly one-size-fits-all format. Differentiation should occur naturally within each tier. RTI is not just a referral process. RTI is for every student.
Dr. Althea Woodruff currently provides support to Texas state-level partners, districts, and schools through the Building RTI Capacity for Implementation in Texas Schools project at UT Austin’s Meadows Center. She also helped write theTexas Literacy Achievement Academies (LAAs) for grades K-1, and she is the lead author on the LAAs, grades 2-3, and Reading to Learn Academies, grades 4-5. Prior to this work, Dr. Woodruff was the reading specialist and English/language arts coordinator for Del Valle ISD. Through her work as a district administrator, researcher, lecturer, and consultant, Dr. Woodruff has provided extensive support to Texas educators in effective, research-based reading and writing instruction. She has created and delivered multiple reading and writing trainings for the state of Texas and several of its statewide initiatives, including Texas Reading First, the Texas Literacy Initiative, and Write for Texas.
Literacy Specialist
806-281-5841
Literacy and Special Programs
Literacy Specialist
806-281-5844