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Mary makes every effort to attend these weekly grade-level meetings, or she makes sure she is a part of the conversations about these meetings with her staff to ensure that the weekly PLC meetings are meaningful and productive. As one kinder garden teacher noted: Mary constantly checks in with us regarding our PLC meetings and helps make them meaningful to our teaching practice; she reviews our meeting goals and gives helpful feedback. Data drives our instruction, which we focus on through a student-centered environment. Mary prides herself on being a facilitator of collaboration. She has built a positive school culture through TRIBES, parent involvement, and professional learning communities. These three components comprise a systematically developed management plan that Mary can maintain and then move into an instructional leader role. Student data show that Monroe Elementary School has very few suspensions. Though it is not conclusive that the low suspension rate is a direct result of the TRIBES program, the infrequency of negative behavior does positively affect the school community by limiting the amount of time teachers and administrators have to spend handling negative student behavior. In addition, parent involvement is seen as an open, positive relationship between parents and the school. Parental involvement is not viewed as a separate entity; it is viewed as part of the school process. This collaborative environment creates a positive rapport with parents and gives them a positive feeling about their child’s school. The implementation of professional learning communities puts teachers and administrators on the same page about how to look at student achievement data and develop plans to raise student achievement. Teachers, through
Page 20Academy of Educational Leadership Journal, Volume 19, Number 2, 2015these meetings, all speak the same language and all report student achievement data the same way. Scheduling “If I gave you ten great ideas regarding things you could do tomorrow but it took you 30 hours to do them, some things wouldn’tget done. Not that they are bad ideas, but it’simpossible to do them all in a day.” A superintendent toldme this one time when talking about scheduling. Good administrators need to know how to establish a schedule that identifies and prioritizes the necessary tasks and activities and puts people in a position to execute them to increase student achievement. When scheduling at an elementary school, the specialist schedule is the key component in establishing core curriculum blocks. Many districts do this differently; some work through the district office for scheduling, and some like the Beaumont School District rely on the principals.