Capstone Project Reflection
APA format Please and see the attachments to help compose the Capstone Project Reflection.
NEEDED BY 9 AM ON MARCH 1, 2020 – IMPERATIVE
Running head: ACTION PLAN 1
2
ACTION PLAN
ACTION PLAN
No Name
EDU:
08/12/2018
Summary
One of the most integral aspects of continuous school improvement is an action plan. Essentially, the action plan defines how the school will get where it wants to be. This paper will provide an analysis of an action plan for the continuous improvement of a given school. To put matters into perspective, the paper will base its analysis on the North Carolina standards for school executives in order to create an understanding of the relevance of the action plan. The culmination will be a detailed and comprehensive reflection from data synthesis.
Based on the data, there were two critical areas that were targeted for improvement. These are improving instructional methods in Math and improving instructional methods in Reading. In order for this to be achieved, the action recommended is the provision of training for all special education teachers. The intuition made in this case is that through training, teachers will be equipped with the necessary skills needed for effective instruction. Under this action plan, the person responsible is the director of special services. The plan is also time bound as it is to be implemented during the 2018 Fall Semester. The importance of resources in the implementation process cannot be underestimated. To this effect therefore, the available resource is professional development of money.
From the data summary, it is evidently clear that the action plan has taken into account certain principles from the North Carolina Standards for School Executives. First and foremost, there is evidence of Instructional Leadership (STANDARD 2). The school environment that is being fostered in the given case is one in which there is distributive leadership and teacher empowerment. This is evidenced by the training plan that has been recommended in order to improve teacher skill set. Generally, this is a move that will challenge the staff members to deeply reflect on the knowledge and skills that are prerequisites for the complete educational development of the students. Further, it is also clear that the school leadership is aimed at promoting instruction that is oriented towards high expectations.
The fact that the focus is on the teaching staff and how they can develop their instructional ability is an illustration that the school is defined by Human Resource Leadership (STANDARD 4). There is the deliberate effort to promote continued adult learning through engagement in activities that promote knowledge development. Most importantly, the move to train teachers to meet the instructional needs of special students is an indication that the school has adequate structures for the development of PLC’s. This is further in alignment with the school continuous improvement plan. On the same note, the data evidences a school that is defined by Managerial Leadership (STANDARD 5). The management of the school has taken efforts to ensure that teacher input is improved with the central focus being on meeting the diverse student needs. Therefore, it can be deduced that there is collaborative effort between the school’s teaching staff and the leadership in bid to improve student performance.
Finally, we see a school whose executives illustrate Academic Achievement Leadership (STANDARD 8). The challenges that have been identified as far as instruction is concerned within the school are in relation of academic achievement. Simply put, the school faces the challenge on instruction in Math and Reading and specifically this is for the students with special needs. From the recommended action plan, the results of closing the academic achievement gap between the students with special needs and the rest of the students will be measurable. This is a clear indication of academic achievement leadership.
The North Carolina Standards for School Executives are based on the fact that there is a new vision of school leadership. This vision is in alignment with the contemporary needs of students in the 21st century. Based on the case data provided, this analysis has highlighted four of these standards. What has been clear is that throughout, we have seen new leadership where leaders are more of executives and less of administrators.
References
n.d.Retrieved from http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx
Running head: ACTION PLAN 1
2
ACTION PLAN
ACTION PLAN
No Name
EDU:
08/12/2018
Summary
One of the most integral aspects of continuous school improvement is an action plan. Essentially, the action plan defines how the school will get where it wants to be. This paper will provide an analysis of an action plan for the continuous improvement of a given school. To put matters into perspective, the paper will base its analysis on the North Carolina standards for school executives in order to create an understanding of the relevance of the action plan. The culmination will be a detailed and comprehensive reflection from data synthesis.
Based on the data, there were two critical areas that were targeted for improvement. These are improving instructional methods in Math and improving instructional methods in Reading. In order for this to be achieved, the action recommended is the provision of training for all special education teachers. The intuition made in this case is that through training, teachers will be equipped with the necessary skills needed for effective instruction. Under this action plan, the person responsible is the director of special services. The plan is also time bound as it is to be implemented during the 2018 Fall Semester. The importance of resources in the implementation process cannot be underestimated. To this effect therefore, the available resource is professional development of money.
From the data summary, it is evidently clear that the action plan has taken into account certain principles from the North Carolina Standards for School Executives. First and foremost, there is evidence of Instructional Leadership (STANDARD 2). The school environment that is being fostered in the given case is one in which there is distributive leadership and teacher empowerment. This is evidenced by the training plan that has been recommended in order to improve teacher skill set. Generally, this is a move that will challenge the staff members to deeply reflect on the knowledge and skills that are prerequisites for the complete educational development of the students. Further, it is also clear that the school leadership is aimed at promoting instruction that is oriented towards high expectations.
The fact that the focus is on the teaching staff and how they can develop their instructional ability is an illustration that the school is defined by Human Resource Leadership (STANDARD 4). There is the deliberate effort to promote continued adult learning through engagement in activities that promote knowledge development. Most importantly, the move to train teachers to meet the instructional needs of special students is an indication that the school has adequate structures for the development of PLC’s. This is further in alignment with the school continuous improvement plan. On the same note, the data evidences a school that is defined by Managerial Leadership (STANDARD 5). The management of the school has taken efforts to ensure that teacher input is improved with the central focus being on meeting the diverse student needs. Therefore, it can be deduced that there is collaborative effort between the school’s teaching staff and the leadership in bid to improve student performance.
Finally, we see a school whose executives illustrate Academic Achievement Leadership (STANDARD 8). The challenges that have been identified as far as instruction is concerned within the school are in relation of academic achievement. Simply put, the school faces the challenge on instruction in Math and Reading and specifically this is for the students with special needs. From the recommended action plan, the results of closing the academic achievement gap between the students with special needs and the rest of the students will be measurable. This is a clear indication of academic achievement leadership.
The North Carolina Standards for School Executives are based on the fact that there is a new vision of school leadership. This vision is in alignment with the contemporary needs of students in the 21st century. Based on the case data provided, this analysis has highlighted four of these standards. What has been clear is that throughout, we have seen new leadership where leaders are more of executives and less of administrators.
References
n.d.Retrieved from http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx
Question 4: How are we going to get to where we want to be?
(Action Plan for Continuous School Improvement)
Target Areas for Improvement
(Based On Data)
Recommended Action
Person
Responsible
Timeline for Implementation of Action
Available Resources
Improve Instructional Methods in Math
Teacher training for all special education teachers
Director of Special Services
Fall Semester of 2018
Professional Development Money
Improve Instructional Methods in Reading
Teacher training for all special education teachers
Director of Special Services
Fall Semester of 2018
Professional Development Money
Runninghead:
REFLECTIVE PAPER
1
3
REFLECTIVE PAPER
Resources Template and Reflective Paper
No Name
University
06/17/2018
Summary
Regardless of the school, there always will be the results that the school wants to get. On the other hand, there are the results that the school is getting with the current processes. The difference between the two creates an achievement gap. One of the issues that define differences in a school is the diversity. The goal of this paper is to relate leadership, gaps and diversity. This paper is founded on the backdrop that there is a new vision for school leaders where the leader is an executive instead of an administrator. The paper will use the North Carolina Standards for School Executives to make a comparative analysis to a given school community.
The following data was obtained as far as student achievement was concerned: (1) total number of students – 522, (2) no. of students on level – 158, (3) no. of students below level -225, and (4) no. of students above level – 139. The number of students below level is definitely higher than the number of students on level and the number or of students above level. These results are mainly due to the number of students with disabilities who are essentially missing core elements of instruction. The school leader has to adopt Instructional Leadership (STANDARD 2) in order ensure that there is an alignment between the methods of instruction and the needs of the student. Also through Cultural Leadership (STANDARD 3), a supportive environment for the students with disabilities inherently needs to be created. Specifically, there needs to be a shared system of values where the beliefs and needs of the students with disabilities are taken into account.
The results indicated that perception could explain the gap in teacher working conditions. Human Resource Leadership (STANDARD 4) is the standard that needs to come into play in this case. The teachers need to be empowered and engaged in order to improve their perception. Through having clear and shared goals, perception should not be an issue. Generally, the school is a professional learning community.
There was also a gap in tutoring programs. This was explained by the disconnection between what is taught in class and what is taught in after school. Tutoring programs are meant to contribute positively to academic success. The Academic Achievement Leadership (STANDARD 8) standard postulates that programs such as tutoring should result in growth. The leader needs to ensure that there is consistency between what is being taught in class and what is taught after school during tutoring programs.
According to the results, the school did not offer any programs designated at closing the gap. It would be vital for the school leader to challenge the status quo through introducing programs that will help in closing of the gap. This is through the standard of Strategic Leadership (STANDARD 1) where programs with potentially beneficial outcomes are used. For instance, such programs could include tutoring, mentors and peer support groups.
The deduction that can be made from this analysis is that the school leader needs to be proactive and therefore, act with a certain sense of urgency. Further, his or her goal should be to ensure that there is sustainable and continuous improvement in the school’s mode of operation. One of the priority objectives is to create a school where gaps explained by diversity are greatly diminished. The role of the leader is significant; it should be a social act whereby the leader works both with and through people.
Reference:
n.d.Retrieved from
http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx
Runninghead: RESOURCES AND REFLECTIVE PAPER
5
RESOURCES AND REFLECTIVE PAPER
Resources and Reflective Paper
No Name
EDU:
02/18/2018
Summary
The objective of public education is the creation of a leader that is not simply an administrator but an executive. The underlying goal in this case is to promote performance improvement. As a result, it consequently follows that school leaders should aim over and beyond maintenance of the status quo. Instead, their concern should be to create schools that could adapt quickly to dynamic changes to improve their performance. To achieve this there is the inherent needs for school heads to create relationships with their staff members based a common purpose. Both the school heads and the staff should work in conformity with this set of values that define decision making. Similarly, the staff should build bridges with students, resulting in more concrete relationships with the parent and student community. Based on the NC Standards for School Executives, this discussion aims at highlighting these standards in relation to a provided scenario.
Regarding the demographics of the data obtained, it can be concluded that the population is diverse. The parameters of interest in this case are race, gender and linguistic background. The monthly rate of absenteeism is 3 % across both genders. The number of students transferring to the school is 3 and no homeschoolers transferred to the institution. In the previous year, three students were referred for special education. The school motto is defined by academic engagement and relationship building in preparation for high school. The reliability of the school program is relatively low in the sense that it is not doing what it is designed to do. The school curriculum as well as the associated benchmarks is state-mandated. Eighty-six percent of the student population comes from low-income families. Half of the teachers have graduate degrees while three of them are national board certified. Most of the teachers have an experience of six years and above. The school also has other support staff members, out of which one is a guidance counselor, .33 school psychologist, five para-professionals and one parent coordinator.
The school has been able to illustrate the standard of Strategic Leadership (STANDARD 1). Specifically, this is in relation to their vision which is staying ‘committed to assisting students with the development of the social and academic skills needed to be college and career ready in an ever-changing society.’ Instructional Leadership (STANDARD 2) has also been demonstrated since the school has adopted 21st century methods of assessment. This is further evidenced by the fact that teachers create conducive class environments based on data. There is the evidence of use of formative assessments in order to impact instruction. There is also evidence of External Development Leadership (STANDARD 6). This is justified by the way in which the school leadership engages the community in decision making. As a matter of fact, education in the school is based on the collaborative effort of parents, teachers, administrators and the community at large. In other words, the systems are designed in such a way that the community is engaged in the responsibility of ensuring success in education. Academic Achievement Leadership (STANDARD 8) has equally been illustrated from the data. There are systems designed to ensure that achievement is measurable, and this is specifically through course assessment, grade assessment and student learning evaluation. The fact that the school acknowledges the importance of culture in its performance is an illustration of Cultural Leadership (STANDARD 3). The Arts and co-curricular programs such as the band, drama, and music and so on are all cultural aspects that recognize the cultural diversity in the school.
Clearly, there is proactive leadership in the school, consistent with the NC standards for executives. Leadership has been demonstrated as a social act as the executives are striving to work with the people, for the people and through the people. It has also been clear that process and systems have been relied heavily upon to make this type of leadership a reality.
References
n.d.Retrieved from
http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx
Question 1: Where are we now?
Resources
Data Considerations
Is data available? (Yes, No)
Record Data In This Column
Demographics
· Gender (no. of males; females)
· Ethnicity (Hispanic, Caucasian, African American)
· ELL (English Language Learners)
· Exceptional Learners
· Others
Yes
Males: 258
Females: 228
Black: 190
White: 214
Hispanic: 53
ELL: 9
LD: 35
BED: 7
Others: 6
Attendance Rates (overall monthly % of absences rates).
Yes
Absences: 3% males
3% females
Student transfers from other schools/home schools (previous year; no. transferring yearly in these categories)
Yes
No. transfers from other schools: 3
No. homeschoolers transferring in: 0
Student referral process for special classes (previous year)
Yes
3 referrals
Perceptions of school culture/climate/mission
Yes
See Attached/Attachment – Word Document
School program(s) – tutoring
Yes
No, the program is not doing what it was designed to do.
School Processes for choosing curriculum, instruction, assessment
Yes
Curriculum is mandated by the state along with benchmarks and assessments – including MAP Testing
Characteristics of parents/community (i.e. high, middle, low income; highest education level)
Yes
Percentages:
Students from Low-Income Families – 86%
Teacher education levels (No. of advanced degrees, NB Certified; number in each category out of total no. of faculty)
Yes
Teachers with graduate degrees: 17/33
Nat’l Board: 3/33
Teacher experience (see explanation below)
· 0-2 yrs.
· 3-5 yrs.
· 6-10 yrs.
· 11-15 yrs.
· 16+ yrs.
Teaching experience in your school (use breakdowns above)
Teacher attendance rates
Teachers w/tenure
Teacher turnover rates
Yes
· 0-2 yrs. (3)
· 3-5 yrs. (5)
· 6-10 yrs. (7)
· 11-15 yrs. (8)
· 16+ yrs. (10)
Continue through 16+ years
Teacher attendance rate:91.3 % present monthly
Teachers with tenure: 64 %
Teacher turnover rate: 15%
Annually
Other support staff (number of):
Guidance counselors
School psychologists
Paraprofessional staff
Other
Yes
List number in each category
Guidance counselors – 1
School psychologists – .3
SLP – .3
OT – .3
Paraprofessional staff – 5
Other:
Parent Coordinator – 1
Question 1: Where are we now?
Resources
Data Considerations
Is data available? (Yes, No)
Record Data In This Column
Demographics
· Gender (no. of males; females)
· Ethnicity (Hispanic, Caucasian, African American)
· ELL (English Language Learners)
· Exceptional Learners
· Others
Yes
Males: 258
Females: 228
Black: 190
White: 214
Hispanic: 53
ELL: 9
LD: 35
BED: 7
Others: 6
Attendance Rates (overall monthly % of absences rates).
Yes
Absences: 3% males
3% females
Student transfers from other schools/home schools (previous year; no. transferring yearly in these categories)
Yes
No. transfers from other schools: 3
No. homeschoolers transferring in: 0
Student referral process for special classes (previous year)
Yes
3 referrals
Perceptions of school culture/climate/mission
Yes
See Attached/Attachment – Word Document
School program(s) – tutoring
Yes
No, the program is not doing what it was designed to do.
School Processes for choosing curriculum, instruction, assessment
Yes
Curriculum is mandated by the state along with benchmarks and assessments – including MAP Testing
Characteristics of parents/community (i.e. high, middle, low income; highest education level)
Yes
Percentages:
Students from Low-Income Families – 86%
Teacher education levels (No. of advanced degrees, NB Certified; number in each category out of total no. of faculty)
Yes
Teachers with graduate degrees: 17/33
Nat’l Board: 3/33
Teacher experience (see explanation below)
· 0-2 yrs.
· 3-5 yrs.
· 6-10 yrs.
· 11-15 yrs.
· 16+ yrs.
Teaching experience in your school (use breakdowns above)
Teacher attendance rates
Teachers w/tenure
Teacher turnover rates
Yes
· 0-2 yrs. (3)
· 3-5 yrs. (5)
· 6-10 yrs. (7)
· 11-15 yrs. (8)
· 16+ yrs. (10)
Continue through 16+ years
Teacher attendance rate:91.3 % present monthly
Teachers with tenure: 64 %
Teacher turnover rate: 15%
Annually
Other support staff (number of):
Guidance counselors
School psychologists
Paraprofessional staff
Other
Yes
List number in each category
Guidance counselors – 1
School psychologists – .3
SLP – .3
OT – .3
Paraprofessional staff – 5
Other:
Parent Coordinator – 1
Runninghead: RESOURCES AND REFLECTIVE PAPER 1
5
RESOURCES AND REFLECTIVE PAPER
Standards for School Executives: A Reflection
No Name
University
Summary
With reference to the contemporary society, the perspective of school leadership has essentially changed. As a matter of fact, there is a new vision of school leadership whereby the role of the manager is not simply limited to the management of complex operations. Rather, it has extended to being able to create schools that are able to create systems that are adaptive to change. Critically important to point out is that these systems need to be founded on effective relationships founded on a common understanding on the purpose of the school. The following paper delves much deeper into this analysis, providing a reflection on collected data. The reflection will be exploratory, and will make reference to the North Carolina Standards for School Executives as approved by the State Board of Education – December 2006 and July 2011.
The school’s purpose is defined by two primary goals; creating citizens and producing workers. These Goals are in line with the needs of the 21st century where the market is waiting for effective citizens that are equally productive workers. Clearly, the standard of Strategic Leadership (STANDARD 1) is reflected in the purpose of the school. Specifically, the implication in this case is that the school is re-imagined as an educational institution that prepares students for an unpredictable future.
The fact that the school holds curriculum mapping in high regard is also an indication of Instructional Leadership (STANDARD 2). In essence, curriculum mapping aligns the school curriculum to the mission, vision and goals of the school. Therefore, the deduction that can be made is that the school leadership is knowledgeable of the best school practices that engage school work for students. The intuition here is that what is taught and how it is taught is examined through curriculum mapping.
The data also highlights that the school has processes as well as strategies in place that enable the fair professional evaluation of staff members. The standard of reference in this case is human resource leadership. Basically, this implies that the school leadership defines the school as a professional learning community. In other words, the fact that school practices consistent and fair evaluation of teachers is an indication that the school executive practices Human Resource Leadership (STANDARD 4).
The school leadership further has a collaborative work environment where the strong ideals and belief of every cultural structure are respected. In effect therefore, the conclusion that can be made is that the school executives practice Cultural Leadership (STANDARD 3). From this organization of the school therefore, it is clear that each day, the executive is involved in understanding the school culturally and connection with the cultural differences of the school in order to promote achievement of individual and collective goals.
The external community is also an important aspect of achievement in this school. Specifically, the interests of different members of the stakeholder community are taken into account. More objectively, the school ensures that is communicates effectives with the external community, considers their opinion of various issues affecting the schools ensures that relevant information reaches the external community. This shows External Development Leadership (STANDARD 6). The school has systems in which all community stakeholders are engaged in the shared responsibility of school successes.
Academic achievement is one of the primary goals of any school and this was is definitely not an exception. However, the new vision of school leadership redefines academic achievement whereby it is measured by school-wide growth. With reference to the school, there
is evidence of Academic Achievement Leadership (STANDARD 8) through the academic achievement expectations that are set by the school. These are meant to ensure that academic achievement can be measured and so can growth.
From the data therefore, there is a clear indication of the application of the North Carolina Standards for School Executives. It is clear that the school executive has made a conscious effort in creating a new vision for school leadership. Leadership has been re-engineered to meet the changing needs and demands of the 21st century society.
References
Http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-
Global-Competency.aspx [Pamphlet]. (n.d.).
Question 2: Where do we want to be?
Identifying Targets
Resources
Data Considerations
Is this clearly defined? (Yes, No)
If yes, how is this moving the school toward improved student achievement?
If no, what action should be taken to define this element/consideration?
School purpose
Yes
two goals, producing workers and creating citizens
N/A
School mission/vision/goals
Yes
Your new vision should be tied to your district’s Mission Statement, but build up on it. The vision should describe why it is important to achieve your mission statement while looking to the future. It should portray what will be achieved if the school is successful in achieving its goals. Everyone should be invested in the vision with a total buy-in from the entire school. You have to keep your eye on the prize and never veer from your vision.
N/A
Student expectations
Yes
Introduce Students to Their Data — As obvious as this may sound, many times teachers take on the burden of the responsibility and do not allow students to take ownership of their education. Involve students by sharing their data with them from standardized test data to classroom data.
.Expectations — Expectations go hand-in-hand with increasing rigor. Students will rise to expectations. Make sure the expectations are not set too low and demonstrate an expectation that all students can achieve the objectives of courses.
Teach Students How to Learn — Students are taught what to learn. In order for them to be successful as learners, they also have to discover how to learn and to develop an appetite for learning. I’m convinced that one of the reasons some students do not succeed in college is that they sail through high school learning the prescribed curriculum, but never learn how to learn.
Students, at an early age have to be taught how to:
•self-regulate theirlearning
•set their own academic goals
•develop strategies to meet their goals
•reflect on their academic performance
N/A
School Improvement Plan
Yes
School Improvement Planning is more than a plan, it is a framework for change. The plan, itself, is simply a map that identifies the school’s destination and requires both decision-making and action from a variety of stakeholders to reach that destination in the most direct route. As Dr. Sam Redding wrote in The Mega System Handbook, “high-functioning schools and schools cited for their effectiveness do the right things, do them continuously, and always look for ways to improve. Schools that fail with comprehensive school reform do so not for lack of resources, other than time, but for want of determination and internal discipline.”
N/A
Curriculum Map or Sequence Chart
Yes
Curriculum mapping is
a method to align instruction with desired goals and program outcomes.
It can also be used to explore what is taught and how. The curriculum map is a table with one
column for each learning outcome and one row for each course or required event/experience (or
vice versa: each row contains a course and each column lists a learning outcome).
N/A
Special Programs
Yes
Enhance Learner Outcomes
N/A
Master Schedule
Yes
The master schedule is to a school what grading policies are to teachers and classrooms. It reveals the
true beliefs, attitudes, values, and priorities of the school. The school’s master schedule is like looking at
an MRI of the inner workings of a school. It is the window to the soul of the school.
N/A
Professional Learning Communities
No
N/A
PLC’s should be established at the school level
Communication with all stakeholders—plan
presently in place
Yes
Stakeholders are the people and organizations whose attitudes and actions have an impact on the success of your project or your company. Your stakeholders include employees, labor unions, suppliers, customers, business partners, investors and shareholders, the local community, government authorities and regulators. Different stakeholders have different interests, attitudes and priorities. Effective communication ensures that they receive information that is relevant to their needs and builds positive attitudes to your company or project.
N/A
Disaggregate Math/Reading Scores where
Applicable by:
Ethnicity
ELL
Socioeconomic levels
Special needs children (any additional)
Yes
Data help:
• Measure student progress
• Make sure students don’t fall through the cracks
• Measure program effectiveness
• Assess instructional effectiveness
• Guide curriculum development
• Allocate resources wisely
• Promote accountability
• Report to the community
• Meet state and federal reporting requirements
• Maintain educational focus
• Show trends (but not necessarily solutions)
N/A
Processes in place for fair and equitable evaluation of staff
Yes
It does both…and more! – It is to protect yourself, and the company, in the event of a legal action by a disgruntled ex-employee by documenting negative behavior or below-average work-related performance and it is to keep track of high performing workers in order to reward them appropriately
N/A
Queens University of Charlotte Masters in Educational Leadership
Runninghead:
REFLECTIVE PAPER
1
3
REFLECTIVE PAPER
Resources Template and Reflective Paper
No Name
University
06/17/2018
Summary
Regardless of the school, there always will be the results that the school wants to get. On the other hand, there are the results that the school is getting with the current processes. The difference between the two creates an achievement gap. One of the issues that define differences in a school is the diversity. The goal of this paper is to relate leadership, gaps and diversity. This paper is founded on the backdrop that there is a new vision for school leaders where the leader is an executive instead of an administrator. The paper will use the North Carolina Standards for School Executives to make a comparative analysis to a given school community.
The following data was obtained as far as student achievement was concerned: (1) total number of students – 522, (2) no. of students on level – 158, (3) no. of students below level -225, and (4) no. of students above level – 139. The number of students below level is definitely higher than the number of students on level and the number or of students above level. These results are mainly due to the number of students with disabilities who are essentially missing core elements of instruction. The school leader has to adopt Instructional Leadership (STANDARD 2) in order ensure that there is an alignment between the methods of instruction and the needs of the student. Also through Cultural Leadership (STANDARD 3), a supportive environment for the students with disabilities inherently needs to be created. Specifically, there needs to be a shared system of values where the beliefs and needs of the students with disabilities are taken into account.
The results indicated that perception could explain the gap in teacher working conditions. Human Resource Leadership (STANDARD 4) is the standard that needs to come into play in this case. The teachers need to be empowered and engaged in order to improve their perception. Through having clear and shared goals, perception should not be an issue. Generally, the school is a professional learning community.
There was also a gap in tutoring programs. This was explained by the disconnection between what is taught in class and what is taught in after school. Tutoring programs are meant to contribute positively to academic success. The Academic Achievement Leadership (STANDARD 8) standard postulates that programs such as tutoring should result in growth. The leader needs to ensure that there is consistency between what is being taught in class and what is taught after school during tutoring programs.
According to the results, the school did not offer any programs designated at closing the gap. It would be vital for the school leader to challenge the status quo through introducing programs that will help in closing of the gap. This is through the standard of Strategic Leadership (STANDARD 1) where programs with potentially beneficial outcomes are used. For instance, such programs could include tutoring, mentors and peer support groups.
The deduction that can be made from this analysis is that the school leader needs to be proactive and therefore, act with a certain sense of urgency. Further, his or her goal should be to ensure that there is sustainable and continuous improvement in the school’s mode of operation. One of the priority objectives is to create a school where gaps explained by diversity are greatly diminished. The role of the leader is significant; it should be a social act whereby the leader works both with and through people.
Reference:
n.d.Retrieved from
http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx
Question 3: How did we get to where we are now?
Identify Gaps
Resources
|
Data Considerations |
Is data available? (Yes, No) |
Is there a perceived gap as compared to the standard? |
What would you define as a root cause for identified gap(s)? |
|||
|
Student achievement data Total number of students No. of students on level No. of students below level No. of students above level |
Yes |
The root cause for the identified gap would be the SWD (Students with Disabilities). The gap is created because SWD are being served in pull-out setting and missing key elements of core content instruction. Also these same students are some of the very same students who are approaching meeting grade level scores. A root cause here would also be the disconnect between the special education teachers and the general education teachers in delivery of instruction (method) and what instruction is delivered . |
||||
|
Teacher Working Conditions Survey (data to help identify gaps and causes). |
I would define perception as root cause for identified gap. |
|||||
|
If tutoring program is offered, is it doing what it is designed to do? (data on whether tutoring program is impacting student achievement) If not, why not? |
No |
The root cause for the identified gap is a disconnect with teachers who teach afterschool and what is going on with students in class. |
||||
|
Other programs offered by the school to close gaps? (Are they working)? |
No None |
N/A |
Question 3: How did we get to where we are now?
Identify Gaps
Resources
|
Data Considerations |
Is data available? (Yes, No) |
Is there a perceived gap as compared to the standard? |
What would you define as a root cause for identified gap(s)? |
|||
|
Student achievement data Total number of students No. of students on level No. of students below level No. of students above level |
Yes |
The root cause for the identified gap would be the SWD (Students with Disabilities). The gap is created because SWD are being served in pull-out setting and missing key elements of core content instruction. Also these same students are some of the very same students who are approaching meeting grade level scores. A root cause here would also be the disconnect between the special education teachers and the general education teachers in delivery of instruction (method) and what instruction is delivered . |
||||
|
Teacher Working Conditions Survey (data to help identify gaps and causes). |
I would define perception as root cause for identified gap. |
|||||
|
If tutoring program is offered, is it doing what it is designed to do? (data on whether tutoring program is impacting student achievement) If not, why not? |
No |
The root cause for the identified gap is a disconnect with teachers who teach afterschool and what is going on with students in class. |
||||
|
Other programs offered by the school to close gaps? (Are they working)? |
No None |
N/A |