edl 541, school building leadership course …...edl 541, school building leadership, online course...

Stony Brook University

EDL 541, School Building Leadership, Online

COURSE SYLLABUS

Fall 2017 (August 28 – November 5)

Instructor: Professor Jeffrey Soloff

[email protected]

Course Description:

The design of this online course will be focused around the concept of Leadership for

Change. Education has clearly embarked on a new era of change. Providing

leadership, through what can be a massive potential for school restructuring, will be

the challenge of tomorrow's school principals. What we have been subjected to as

students of the system and then, to what we were taught as aspiring educators

working within the system, are coming under continual scrutiny from all segments of

our society. While providing leadership to a school may be disorienting to many, it

can be empowering to those who wish to lead. As Edgar H. Schein keenly wrote, “…

if one wants to distinguish leadership from management or administration, one can

agree that leaders create and change cultures, while managers and administrators

live within them.”

Our course discussions will cover the traditional topics related to school building

administration but in the context of those issues that confront educational

administrators today and tomorrow. The topics include but are not limited to the

following: tasks of a building administrator; creating a vision for our schools;

building organizations and staff utilization; curriculum development;

school/community culture, evaluating the school or program performance and

involving staff in making changes; leadership; maintaining safe schools; engaging

teachers, staff and parents in the decision-making process; facilities management;

employee relations, student affairs; public relations; maintaining collaboration

between home and the school; and the integration and evaluation of technology.

Overview:

The emphasis of the online course will be on active student participation. You are

part of this course by engaging with other people’s work. Learning is the

responsibility of the student. Creating the conditions that promotes learning and

providing opportunities for study, analysis, discussion, and personal reflection is the

responsibility of the instructor. Communicating in writing is a critical leadership skill;

students will be required to practice this skill in the ongoing Discussion Forums, as

well as a variety of activities and assignments. The instructor will check all thread

postings and student progress within the required assignments no less than five

times per week.

Required Texts:

The Principalship: New Roles in a Professional Learning Community by Matthews &

Crow. ISBN #020554567. Available in the Digital Library.

The Principal: Traversing the High-Wire with No Net Below. 79 Places Where the

High-Wire Can Be Greasy. Don Sternberg. Pittsburgh, PA. Dorrance Publishing, 2012.

ISBN: 978-1-4349-3108-5

Suggested Reading:

Fullan, Michael, (1991). The New Meaning of Educational Change. New York:

Teachers College Press.

George, B. (2007). True North. San Francisco: Jossey-Bass. 13-978-0-7879-8751-0

Kouzes, J.M. & Posner, BZ. The Leadership Challenge, 5th edition, San Francisco, CA,

Jossey-Bass, 2007. ISBN: 978-0-470-65172-8

Maxwell, J. The 21 Irrefutable Laws of Leadership. 2007. Thomas Nelson Pub.

Maxwell, J. Leadership 101 (2002).

Sergiovanni, Thomas J. (2001). The Principalship: A Reflective Practice Perspective.

MA: Allyn and Bacon, 4th Edition.

Course Expectations: The expected outcomes for the course are measured by performance through a variety of techniques including but not limited to the following:

• substantive participation in Discussion Board Forums [except during Week 1] • writing assignments

We are on a Monday morning to Sunday night workweek schedule.

As part of the course requirement, you must actively participate in weekly

Discussion Board dialogues a minimum of three (3) times a week, on at least three

(3) different days, for a total of not less than six (6) postings [except during

Week 1]. Starting in Week 2, your first postings for the week must consist of at

least a response to one (1) of the Discussion Questions (DQ) and at least one (1)

general response with both being posted no later than Wednesday of each week. In

order to earn full participation points each week, you must: 1) respond to each

Discussion Question (DQ) presented each week, 2) add to the dialogues at least

three additional times, 3) meet the Wednesday deadline, and 4) meet the days/week

time frame. While there will be additional topics posted each week for your

consideration to dialogue, participation in those discussions will only count toward

your weekly participation after you have addressed each of the three (3) DQs. Under

no circumstances can missed participation in the discussion threads be made up after

a week has concluded, nor can additional work be submitted in lieu of discussion

posts.

In total for the week, you must add at least six substantive thoughts or

perspectives relevant to the discussions taking place during the week (this includes

your response to the Discussion Questions). A posted message that reads simply, "I

agree," for example, would not constitute participation since it does not add anything

of substance to the discourse. Your postings must facilitate a dialogue that is

meaningful and substantive. This means, for example, that you stay on topic,

respond to the comments of classmates or me, pose new relevant questions, share

professional experiences, and/or contribute additional information from credible

sources.

All performance activities and assignments must be submitted on time, unless

previous arrangements have been made with me. To earn the best possible grade,

your submission must be your original work in response to the specific assignment

and not previously used for another class. You will be posting papers through

SafeAssign to ensure that you are meeting the above criteria. Please adhere to the

question(s) being asked and fulfill all the components of the assignment. The work

submitted must be logical and well sequenced and free of grammatical and spelling

errors. Each assignment must have an effective opening and closing/summary

component. Papers are to be double-spaced and in 12-point font. All papers require a

Title Page as well as a Reference Page. Your Title and Reference pages do not count

in the total page count. I provide feedback though the use of a narrative and the use

of Track Changes. Please make sure your computer is set up to receive this form of

feedback.

Graduate level papers must make reference to research/data/opinions from

leaders in the field within the body of the paper. It is expected that you will utilize

and appropriately cite your text readings as well as the additional readings and other

outside sources in your response to all assigned papers. These references must be

clearly cited in the body of your text and also noted on a reference page at the

conclusion of the paper (in proper APA format). Here again, SafeAssign will be

extremely useful to you. Your citations and references will be utilized to support your

position and to link theory to relevant examples of current experience and industry

practice. Please utilize my ‘80/20 Rule of Thumb’ when writing a paper. Eighty

percent of any paper must be your original work supported by the use of twenty

percent references (clearly and accurately cited) from various literature sources.

While the ‘80/20 Rule of Thumb’ is not expected for Case Study Analysis, use of

some outside literature to support your comments would certainly be great.

Late assignments will be penalized with a 10% grade deduction for each day late.

Any paper that is over two (2) weeks late will not be accepted, unless you have

made prior arrangements with me. Deadlines will be defined as the time posted in

Blackboard (Bb). Any time you feel you might be falling behind in the course, it's

best to contact me to discuss your situation.

Please note that I do not accept resubmitted assignments. Please make sure that

you carefully prepare and post your response to all assignments. Carefully read the

assignment, make an outline of your planned response, and then write a draft of the

response. Prior to submitting your final copy of the assignment, reread the question

and then your response to make sure that you have fully responded to the

assignment. If you have any questions about any assignment or what is expected,

ask me first and write second.

Please remember to be courteous in your interactions with your colleagues.

Disagreement during discourse results in growth but must be maintained on a

professional level at all times. Inappropriate behavior in the discussion forum will not

be tolerated.

Writing Assignments:

You will be asked to write three (3) papers and perform [write] one (1) Case Study

Analysis. Individual papers are due the fourth, eighth, and tenth week of the course.

A Case Study is due at the end of the second week. Please see the Summary of

Deliverables chart in this syllabus for specific due dates.

1. Reflection Paper: (not less than 3 pages, no more than 5)

A reflection paper is required which is meant for you to analyze, interpret and react

to a topic(s) discussed online or a reaction to an article or textbook passage that you

have read. You must take a position that requires knowledge and understanding of

that particular topic and supported by some outside literature source, clearly and

accurately cited. Your insight and knowledge of the issue at hand is the basis of

evaluation as well as you expository writing ability. The topic should obviously be of

interest to you and its existence should have a direct impact on your present or

future work (either interpreted as positive or negative) in a leadership capacity.

Please make sure you refer to Course Expectations as you begin this writing

assignment.

2. Case Study Analysis: (No page length requirement but the responses must be

logical and substantive.)

The case study analysis located as an addendum at the end of this Course Syllabus

will assist you in preparing for the complicated events and decisions that must be

made as an educational leader. In many cases, the use of educational theory and

data will be useful in coming to realistic and logical decisions. Complete the Case

Study Task (in an essay format) located at the end of the Case Study. The Case

Study will allow you to analyze and seek to address the situation, moving toward a

positive fruition.

3. Authentic Performance Activity: (not less than 4 pages, no more than 6)

Part of the course objectives (ISLLC standards) are directly linked to challenging and

comprehensive authentic experiences that contribute to the professional

development of each candidate. These Authentic Performance Activities apply the

knowledge, skills, and dispositions acquired within the coursework to your actual

work setting[s]. To satisfy this requirement, please complete the following:

Identify and examine your school or district based activities with staff and parents

that provide for the development of a shared vision and strategic plan that focuses

on improving both an actual teaching/learning environment and the school’s ethos.

Develop a compilation of best practices and detail why you believe they have been

successful in your school and/or school district. Please make sure you refer to Course

Expectations as you begin this writing assignment.

4. Application of Published Concepts: (not less than 3 pages, no more than 5)

Select a book, other than the texts assigned for this class or any other class in this

program, related to leadership. Your selection does not have to be about education

and/or leadership in schools. Read the book. Explain what you have learned from the

book relative to your role as a future leader. Explain how you will apply what you

have learned in your professional life and specifically in administrative practice.

[Please remember to indicate the title of the book, author(s), year of publication,

publisher, and the book’s ISBN number]. Referencing outside (other) educational

literature is not required for this paper, however, a little comparing and contrasting

is never bad. Points will not be deducted from this paper if you select not to utilize

additional literature. Please be aware that your effort to demonstrate your

understanding of your selected text, and its subsequent application to leadership in

schools, will necessitate you providing evidence from the selected text within your

paper.

Class Schedule:

Week 1: Course Introduction/Welcoming Forum

1. Introduce yourself to our colleagues in the thread provided.

2. Respond to questions presented by me and share ideas, theories, and concepts

presented within our discussion thread(s).

3. Select your book for our Application of Published Concepts assignment.

4. Post any procedural/assignment questions.

5. Respond to each of the following Introduction Week Questions in the established

threads:

1) “Fortune favors the prepared mind” (Louis Pasteur). What do expect from

this course and why will that be important to you?

2) What do you feel you need to learn/experience to prepare you for school

building leadership?

3) What do you see as the potential biggest obstacle to your success once

you become a building leader?

6. Read and react to the article “Assessing Your Leadership Style”. You will find the

article if you Google Assessing Your Leadership Style. It will have KKY & TBS after

the link. Read the three leadership styles described on the fourth page and predict

which style you exemplify. Then compare your prediction to the results after you

score the activity. Comment on the activity, your prediction and your results.

7. Read the Introduction of The Principal and react to this question: What does

‘leadership coming in layers’ mean to you?

Week 2: Educational Leadership

Readings: The Principalship: New Roles…, pages 1 - 16.

The Principal, Chapter 1.

Discussion Board Questions: [Please post your response in the threads provided this

week.]

1. What is leadership and what does it mean?

2. What must a leader be, know, do and why?

3. Respond to question #4 in the Self- Reflective Activities area of The Principalship:

New Roles…, on page 17. Prepare a brief outline of your presentation.

Week 3: Examination of the School as a Community




week.]

1. What are the structures and systems that a leader operates in that helps create

healthy communities?

2. Explain the nature of organizational change. In regards to organizational change,

describe how opportunity and timing comes into play?

3. After reading Chapter 3 in The Principalship: New Roles…, respond to question #1

in the Self-Reflection Activities section on page 56.

Week 4: Role of the Assistant Principal/Chairpeople



week.]

1. What are some of the various roles in a school organization and how do leaders

work with individuals in a school organization to create an effective school?

2. How does leadership affect the performance, motivation and satisfaction of

teachers and staff?

3. Conduct Deal and Peterson’s cultural audit (page 89 in The Principalship: New

Roles…) within your school. Relate Wagner’s three cultural elements (professional

collaboration, affiliative and collegial relationships, and efficacy or self-

determination) and write a brief overview of what you have learned about the ethos

of your school.

Week 5: Data, Data, Data



View Video:

http://www.bing.com/videos/search?q=school+leadership+videos&mid=56A886386

74B1E730F1756A88638674B1E730F17&view=detail&FORM=VIRE1


week.]

1. How is data being utilized within your school and how are resources being focused

based upon data retrieval and subsequent usage?

2. How are problems discovered within your school/school district based upon the

use of data?

3. Obtain assessment results for one course over a five year period in your school.

Analyze the data for trends, strengths and weaknesses. Make recommendations for

changes in curriculum and instructional practices.

Week 6: Creating a Vision for Tomorrow's Schools

Reading: The Principalship: New Roles…, pages 330 - 336.


week.]

1. In two (2) paragraphs, describe what you believe a typical suburban school will

look like in the year 2037.

2. How do you determine when change is necessary?

3. Select a problem in your department, school or district and briefly (one or two

paragraphs) explain how it will need to change in the 21st century.

Week 7: Technology in Schools Today and Tomorrow




week.]

1. How do leaders use technology to communicate and work with all educational

stakeholders?

2. Discuss how technology can enhance school management.

3. What would you identify as critical elements in a focused professional

development program to enhance teacher use of technology?

Week 8: Understanding School Culture




week.]

1. How does the current climate impact educational leaders? How do leaders

implement effective practices within a culturally diverse organization? Specifics to be

analyzed are family involvement in a diverse society, learning differences,

multicultural awareness, gender sensitivity, and appreciation of ethnic diversity.

2. Discuss strategies that a principal can utilize to promote cultural awareness and

sensitivity among the staff and students.

3. Are all students in a single classroom on a level playing field? Explain why or why

not and if not, what can a principal do about it? How do we keep from magnifying

inequities of students while they are in school?

http://www.bing.com/videos/search?q=school+leadership+videos&mid=56A88638674B1E730F1756A88638674B1E730F17&view=detail&FORM=VIRE1

http://www.bing.com/videos/search?q=school+leadership+videos&mid=56A88638674B1E730F1756A88638674B1E730F17&view=detail&FORM=VIRE1

Week 9: Reflection

View: https://www.youtube.com/watch?v=aPwXeg8ThWI Discussion Board Questions: [Please post your response in the threads provided this

week.]

1. Explain your understanding of the 5 Levels of Leadership and their applicability

toward your success as a leader in a school setting.

2. Specifically, how would each of the levels equate to the enhancement of education

within your school? Why?

3. What is the overall concept that you have learned about yourself as a potential

leader and that you will have to become to fulfill each level (Position, Permission,

Production, People Development, and Pinnacle)?

Week 10: School Improvement Plan


The Principal, Pages 162 – 169.


week.]

1. Why is gathering data/information critical for improving actions and outcomes?

2. What other forms of assessment will you utilize to drive instruction?

3. During the course you selected a book related to leadership and/or building

administration. You read the book. Please provide the class with the name of the

book and its author(s) along with a brief overview of what you have learned from the

book relative to dealing with people on a building level. Explain how you will apply it

in your professional life and in administrative practice.

4. After viewing the video http://youtu.be/NgSFEYHcApo apply your reflective

practice based upon our work during the past 9 weeks: What is your personal

leadership mantra? What will drive you toward leadership perfection?

https://www.youtube.com/watch?v=aPwXeg8ThWI

http://youtu.be/NgSFEYHcApo

Grading:

Discussion Board Participation [up to 4 points per week] 36 points (Weeks 2 - 100

Reflection Paper 20

Case Study 8

Authentic Performance Activity 18

Application of Published Concepts 18

Total 100 points

Course Grading Formula:

Points Grade Points Grade

94+ A 69-73 C+

89-93 A- 64-68 C

84-88 B+ 59-63 C-

79-83 B 0-58 F

74-78 B-

Partial points with be rounded to the nearest full point, [e.g. 83.4=83; 83.5=84].

Grading Criteria:

A Exemplary graduate work, worthy of sharing with a wider audience

A- Very good quality graduate work, some areas of improvement identified

B+ Satisfactory graduate work with one or two important weaknesses identified

B Satisfactory graduate work, a major weakness identified

B- Does not meet criteria sufficient for graduate quality

C Major shortcomings

F Unacceptable

Summary of Deliverables:

Assignment Due

Participation and

Discussion Questions

(3) each week

Minimum 3 days per

week and all DQs (3)

each week [except

for Week 1]

Case Study Sunday, Sept. 10

Reflection Paper Sunday, Sept. 24

Authentic

Performance Activity

Sunday, Oct. 15

Application of

Published Concepts

Sunday, Nov. 5

Writing Rubric:

Content/Development (50%)

Subject Matter:

• Key elements of assignments covered

• Content is comprehensive/accurate/persuasive

• Major points supported by specific details/examples

• Writer has gone beyond textbook for resources [at least three]

Higher-Order Thinking:

• Writer compares/contrasts/integrates theory/subject matter with work

environment/experience

• At an appropriate level, the writer analyzes and synthesizes theory/practice to

develop new ideas and ways of conceptualizing and performing

Organization (20%)

• The introduction provides a sufficient background on the topic and previews

major points

• Central theme/purpose is immediately clear

• Structure is clear, logical, and easy to follow

• Subsequent sections develop/support the central theme

• Conclusion/summary follow logically from the body of the paper

Style/Mechanics (30%)

Format--10%

• Citations/reference page follow APA guidelines

• Properly cites ideas/info from other sources

• Paper is laid out effectively--uses, heading and reader-friendly tools

• Paper is neat/shows attention to detail

Grammar/Punctuation/Spelling--15%

• Rules of grammar, usage, punctuation are followed

• Spelling is correct

Readability/Style--5%

• Sentences are complete, clear, and concise

• Sentences are well-constructed with varied structure

• Transitions between sentences/paragraphs/sections help maintain the flow of

thought

• Words used are precise and unambiguous

• The tone professional and is appropriate to the audience, content, and

assignment.

Academic Honesty

Intellectual honesty is the cornerstone of all academic and scholarly work. Therefore

the University views any form of academic dishonesty as a serious matter and

requires all instructors to report every case of academic dishonesty to the SPD

Committee on Academic Standing, which keeps records of all cases. All work

submitted or posted by students in this course must be their own. Submission of

writing or ideas that are not the original work of the student (and not properly

referenced) is considered plagiarism. Unintentional plagiarism is still plagiarism, so if

you have any questions about the proper acknowledgement of sources, be sure to

ask your instructor who can advise you about various electronic tools available to

assist you in self-screening your work. Self-plagiarism is the act of presenting one’s

previously used work as an original work in subsequent assignments and is

inconsistent with honesty and truthfulness in scholarship. Submitting the same

coursework to multiple courses also violates Academic Integrity unless the

resubmitted work is substantially changed and cited as previous work.

Refer to page 12 of the online SPD Student Handbook for further Information on

Academic Honesty and associated Grievance Procedures.

(http://www.stonybrook.edu/spd/assets/pdf/f05handbook.pdf)

Stony Brook University Disability Support Services Statement

If you have a physical, psychological, medical, or learning disability that may impact

your course work, please contact Disability Support Services (631) 632-6748 or

[email protected] or visit their website at

http://studentaffairs.stonybrook.edu/dss/. They will determine with you what

accommodations are necessary and appropriate. All information and documentation

is confidential.

On Campus Support

Students who require assistance during emergency evacuation are encouraged to

discuss their needs with their professors and Disability Support Services. For

procedures and information go to the following website:

http://www.sunysb.edu/facilities/ehs/fire/disabilities.shtml

Critical Incident Management:

Stony Brook University expects students to respect the rights, privileges, and

property of other people. Faculty are required to report to the Office of Judicial

Affairs any disruptive behavior that interrupts their ability to teach, compromises the

safety of the learning environment, or inhibits students' ability to learn. Faculty in

the HSC Schools and the School of Medicine are required to follow their school-

specific procedures.

Course Content:

Course material accessed from Blackboard, SB Connect, SB Capture or a Stony

Brook Course website is for the exclusive use of students who are currently enrolled

in the course. Content from these systems cannot be reused or distributed without

written permission of the instructor and/or the copyright holder. Duplication of

materials protected by copyright, without permission of the copyright holder is a

violation of the Federal copyright law, as well as a violation of Stony Brook's

Academic Integrity and Student Conduct Codes

http://www.stonybrook.edu/uaa/academicjudiciary/policies.shtml (you may have to

copy and paste the address in a browser).

Confidentiality:

An underlying purpose of this course, in addition to teaching the specific subject

matter, is to further improve and refine each student’s communication skills.

Accordingly, each student’s writing, whether in a discussion board or assignments,

shall reflect the highest level of professional excellence. To meet this requirement,

you should treat all of your written work as if it were to be presented in a public

forum on behalf of your school board.

That being said, there are many times when the sharing of stories about our

workplaces can be informative and educational. This can add to student learning by

integrating the real-life experiences. There may be times, however, when you may

want to leave out specific information that would identify your employer, work

colleagues, or sensitive work occurrences in current or former workplaces. It is

imperative that we all treat any specific examples that are given by our course

mailto:[email protected]

http://www.sunysb.edu/facilities/ehs/fire/disabilities.shtml

http://www.stonybrook.edu/uaa/academicjudiciary/policies.shtml

colleagues with the utmost appropriate care and concern for privacy. Lastly, students

are not to share any workplace information that is protected by confidentiality laws

or is otherwise prohibited.

Useful Links:

www.edweek.com Educational Week Newspaper

www.engageny.org NYS Commissioner of Education

www.ed.gov U.S. Department of Education

www.askeric.org Educational Internet resource database.

www.nassp.org National Association of Secondary School Principals

ISLLC Standards

At the conclusion of this course, the student will be able to gain the knowledge, skills

and dispositions in the following Interstate School Leaders Licensure Consortium

(ISLLC) standards:

ISLLC Standard #1: An education leader promotes the success of every student by

facilitating the development, articulation, implementation, and stewardship of a vision

of learning that is shared and supported by all stakeholders.

Standard Function Distinguished Performance for Meeting the Standard

A. Collaboratively

develop and

implement a

shared vision and

mission.

Candidate can effectively develop and demonstrate the skills

needed to work collaboratively with stakeholders to facilitate the

development of a vision of learning for a school district that

promotes the success of all students.

Candidate can formulate many initiatives to motivate staff,

students, and families to achieve a school district’s vision.

Candidate demonstrates the ability to bring together and

communicate effectively with all stakeholders within the

district and the larger community concerning implementation

and realization of the vision.

B. Collect and use

data to identify

goals, assess

organizational

effectiveness, and

promote

organizational

learning.

Candidate demonstrates a comprehensive use of data-based

research strategies and strategic planning processes that focus

on student learning to develop a vision, drawing on relevant

information sources such as student assessment results,

student and family demographic data, and an analysis of

community needs.

Candidate has a comprehensive understanding of the theory

and research related to organizational and educational

leadership.

C. Create and

implement plans to

achieve goals.

Candidate can design many research-based plans and/or

processes to effectively implement a district vision throughout

an entire school district and community.

D. Promote

continuous and

sustainable

improvement.

Candidate demonstrates a strong ability to articulate the

components of this vision for a district and the leadership

processes necessary to implement and support the vision.

E. Monitor and

evaluate progress

and revise plans.

Candidate regularly engages in the collection, organization,

and analysis of a variety of information, including student

performance data, required to assess progress toward a

district’s vision, mission, and goals.


advocating, nurturing, and sustaining a school culture and instructional program

conducive to student learning and staff professional growth.


A. Nurture and

sustain a culture of

collaboration,

trust, learning, and

high expectations.

Candidate can effectively develop a sustained approach to

improve and maintain a positive district culture for learning that

capitalizes on multiple aspects of diversity to meet the learning

needs of all students.

B. Create a

comprehensive,

rigorous, and

coherent curricular

program.

Candidate can demonstrate an understanding of a variety of

instructional research methodologies and can analyze the

comparable strengths and weaknesses of each method.

Candidate can demonstrate the ability to use and promote

technology and information systems to enrich district curriculum

and instruction, monitor instructional practices, and provide

assistance to administrators who have needs for improvement.

C. Create a

personalized and

motivating learning

environment for

students.

Candidate comprehensively understands and can apply

human development theory, proven learning, and motivational

theories, and concern for diversity to the learning process.

Candidate comprehensively understands how to use

appropriate research strategies to profile student performance

in a district and analyze differences among subgroups.

D. Supervise

instruction.

Candidate can demonstrate the ability to use strategies such as

observations and collaborative reflection to help form

comprehensive professional growth plans with district and

school personnel.

E. Develop

assessment and

accountability

systems to monitor

student progress

Candidate is able to use qualitative and quantitative data,

appropriate research methods, technology, and information

systems to develop a long-range plan for a district that assesses

the district’s improvement and accountability systems.

F. Develop the

instructional and

leadership capacity

of staff.

Candidate can effectively develop personal professional growth

plans that reflect commitment to life-long learning and best

practices.

G. Maximize time

spent on quality

instruction.

Candidate can ascertain the relationship between time

management and quality instruction.

H. Promote the use

of the most

effective and

appropriate

technologies to

support teaching

and learning.

Candidates can demonstrate knowledge of adult learning

strategies and the ability to apply technology and research to

professional development design focusing on authentic problems

and tasks, mentoring, coaching, conferencing, and other

techniques that promote new knowledge and skills in the

workplace.

I. Monitor and

evaluate the

impact of the

instructional

program.

Candidate can demonstrate the ability to facilitate and engage

in activities that use best practices and sound educational

research to improve instructional programs.

Candidate can demonstrate the ability to allocate and justify

resources to sustain the instructional program.


ensuring management of the organization, operation, and resources for a safe,

efficient, and effective learning environment.


A. Monitor and

evaluate the

management and

operational

systems.

Candidate demonstrates a strong ability to use research-based

knowledge of learning, teaching, student development,

organizational development, and data management to optimize

learning for all students.

B. Obtain, allocate,

align, and

efficiently utilize

human, fiscal, and

technological

resources.

Candidate effectively uses problem-solving skills and

knowledge of strategic, long-range, and operational planning

(including applications of technology) in the effective, legal, and

equitable use of fiscal, human, and material resource allocation

that focuses on teaching and learning.

Candidate creatively seeks new resources to facilitate learning.

Candidate effectively applies an understanding of school

district finance structures and models to ensure that adequate

financial resources are allocated equitably for the district.

Candidate can effectively apply and assess current

technologies for management, business procedures, and

scheduling.

C. Promote and

protect the welfare

and safety of

students and staff.

Candidate demonstrates effective organization of fiscal,

human, and material resources, giving strong priority to

student learning and safety.

Candidate demonstrates a comprehensive understanding of

how to apply legal principles to promote educational equity and

provide a safe, effective, and efficient facilities.

D. Develop the

capacity for

distributed

leadership.

Candidate has a comprehensive understanding of the

dynamics of distributed leadership and can effectively

implement its components among staff members.

E. Ensure teacher

and organizational

time is focused to

support quality

instruction and

student learning.

Candidate demonstrates a strong ability to manage time

effectively and to deploy financial and human resources in a

way that promotes student achievement.

ISLLC Standard #4: An education leader promotes the success of every

student by collaborating with faculty and community members, responding

to diverse community interests and needs, and mobilizing community

resources.


A. Collect and

analyze data and

information

pertinent to the

educational

environment.

Candidate can engage in the collection, organization, and

analysis of a variety of information, including student

performance data, required to assess progress toward a

district’s vision, mission, and goals.

B. Promote

understanding,

appreciation, and

use of the

community’s

diverse cultural,

social, and

intellectual

Candidate can demonstrate the ability to facilitate the planning

and implementation of programs and services that bring

together the resources of families and the community to

positively affect student learning.

resources.

C. Build and

sustain positive

relationships with

families and

caregivers.

Candidate can develop and implement strategies that support

the involvement of families in the education of their children

that reinforces for district staff a belief that families have the

best interests of their children in mind.

D. Build and

sustain productive

relationships with

community

partners.

Candidate can apply an understanding of community relations

models, marketing strategies and processes, data driven

decision-making, and communication theory to craft frameworks

for school, business, community, government, and higher

education partnerships.

Candidate can demonstrate an ability to develop and implement

a plan for nurturing relationships with community leaders and

reaching out to different business, religious, political, and

service organizations to strengthen programs and support

district goals.

Candidate can demonstrate the ability to involve community

members, groups, and other stakeholders in district decision-

making, reflecting an understanding of strategies to capitalize

on the district’s integral role in the larger community.

Candidate can demonstrate the ability to collaborate with

community agencies to integrate health, social, and other

services in the schools to address student and family conditions

that affect learning.

ISLLC Standard #5: An education leader promotes the success of every

student by acting with integrity, fairness, and in an ethical manner.


B. Model principles

of self-awareness,

reflective practice,

transparency, and

ethical behavior.

Candidates can demonstrate knowledge of adult learning

strategies and the ability to apply technology and research to

professional development design focusing on authentic problems

and tasks, mentoring, coaching, conferencing, and other

techniques that promote new knowledge and skills in the

workplace.

Candidate can demonstrate the ability to use strategies such as

observations and collaborative reflection to help form

comprehensive professional growth plans with district and

school personnel.

Candidate can develop personal professional growth plans that

reflect commitment to life-long learning and best practices.

C. Safeguard the

values of

democracy, equity,

and diversity.

Candidate can demonstrate the ability to combine impartiality,

sensitivity to student diversity, and ethical considerations in

their interactions with others.

Candidate can understand and can apply human development

theory, proven learning, and motivational theories, and concern

for diversity to the learning process.

Candidate can understand how to use appropriate research

strategies to profile student performance in a district and

analyze differences among subgroups.

Candidate can demonstrate the ability to effectively and

appropriately assess, research, and plan for diverse district and

community conditions and dynamics and capitalize on the

diversity of the community to improve district performance and

student achievement.

CASE STUDY ANALYSIS

Forman Academy

1410 Students

79 Teachers

Forman Academy

The Forman Academy is a grade K-5 elementary school located in a blue collar multi-ethnic community within an urban area. The school is quite large having 1410 students from a variety of ethnic backgrounds. You have been Principal at this school for four years and you are assisted by four Assistant Principals. You have established a school management committee and a data subcommittee consisting of administrators, teachers and parents. There are 79 teachers on staff with a small number of them (11), teaching less than three years. The school’s data subcommittee has examined the school’s achievement data, concluding that there are some academic issues.

Discussion

The leadership characteristics and strategies used to facilitate the use of data at the school

to include:

• Establishing a clear vision for the use of data:

The Principal at the Forman Academy has established a vision for using data by

implementing structures that involve teachers in data analysis. The management

team and the data subcommittee are both structures that emphasize teacher

participation in the use of data.

• Providing supports that promote a data-driven environment:

The Principal and the four Assistant Principals have encouraged teacher

participation via school management and data analysis teams.

• Making data an ongoing part of the improvement process:

The Forman Academy has made the analysis part of the improvement process by

establishing a data subcommittee.

• Creating a process or structure to analyze data: The data subcommittee includes

administrators, teachers and parents and is charged with examining student

achievement data and making suggestions to the school management committee

for instructional improvement.

• Teaching students to examine their own data: There are no structures evident that

support students having opportunities to examine their own data.

• Providing professional development on what the data tells you and how to use it:

Although not specifically mentioned in the narrative, the implication that a data

subcommittee is examining the achievement data and reporting back to the school

management committee implies action to be taken regarding that information. In

providing the school management committee finding regarding the analysis of

data, it is implied that the next logical step would include professional

development in teaching and learning based upon those findings.

• Facilitating an organizational culture that supports data use for continuous

improvement:

This school culture is positive involving teachers in leadership opportunities in

school management and data analysis.

• Providing teacher/data coach leadership: Although there is a school governance

committee and data analysis subcommittee in place, there is no indication of any

teacher leader or data coach on staff. However, shared decision making implies

the potential to involve teachers in leadership opportunities.

Table 1: Staffing

Principal 1

Assistant Principal 4

Total teachers 79

Teacher turnover rate 9%

Teachers teaching out of license 1

Teachers with less than 3 years 11/13%

Teachers with Master’s + 30 55/70%

Percent teachers not highly qualified 0

Ineffective rating (number/%) 0/0%

Developing rating (number/%) 2/3%

Effective rating (number/%) 58/73%

Highly Effective rating (number/%) 19/24%

Table 2: Student Demographics

Total Pop.

Black Hispanic Asian White ELL SWD Suspensions Attend. Free/Red Lunch

8% 28% 60% 4% 4% 14% 94% 86%

1410 112 396 839 63 63 204 4 1207

Table 3: English Language Arts Achievement

Grade 3: % scoring at level:



1 2 3 4 3+4 1 2 3 4 3+4 1 2 3 4 3+4

Statewide 32 37 22 9 31 31 37 23 10 33 36 36 20 9 29

All Students

18 39 29 15 44 11 45 26 18 44 24 39 19 18 37

Gen Education

15 38 25 22 47 9 42 29 20 49 18 41 21 20 41

SWD 48 42 8 2 10 23 60 14 3 17 62 27 8 4 12

Asian 15 37 30 17 47 9 41 27 23 50 21 39 21 19 40

Black 15 38 30 17 47 4 43 35 17 52 18 27 18 36 54

Hispanic 22 44 26 8 34 15 54 25 6 31 29 45 16 11 27

Poverty 19 41 28 12 40 12 48 26 14 40 24 40 21 14 35

Table 4: Mathematics Achievement

Grade 3: % scoring at level



1 2 3 4 3+4 1 2 3 4 3+4 1 2 3 4 3+4

Statewide 31 33 24 14 36 27 31 24 18 42 32 29 24 15 39

All Students

19 38 24 19 43 11 34 28 27 55 11 27 29 32 61

Gen Education

13 38 32 17 49 7 35 28 30 58 9 27 30 34 64

SWD 53 32 12 3 15 31 29 31 9 40 31 31 23 15 38

Asian 15 35 26 24 50 8 32 25 35 60 10 24 32 34 66

Black 17 35 28 20 48 9 26 48 17 65 9 36 18 36 54

Hispanic 28 45 17 10 27 16 44 26 14 40 14 33 26 26 52

Poverty 21 40 23 17 40 12 36 27 25 52 12 29 29 29 58

Table 5: Accountability - Adequate Yearly Progress (AYP)

English Language Arts Mathematics

Made AYP

95% Tested

Safe Harbor

Made AYP

95% Tested

Safe Harbor

All Students

YES YES YES YES YES YES

Asian YES YES YES YES YES YES

Black YES YES YES YES YES YES

Hispanic YES YES YES YES YES YES

SWD NO YES NO NO YES NO

Free/Red. Lunch

YES YES YES YES YES YES

Selected Response:

1. As Principal of the Forman Academy, after reviewing the data about your school,

what would be a pressing issue you would identify?

A. The percent of SWD functioning at Levels 3 & 4 on English Language Arts

and Mathematics Assessments.

B. Low performance, at Levels 3 & 4, for Asians on English Language Arts and

Mathematics assessments.

C. The high rate of suspensions over the current school year.

D. The high rate of teacher turnover.

2. In looking carefully at the English Language Arts assessment the Principal

determined:

A. SWD in grades 3, 4, & 5 scored above the statewide average as evidenced by

their

Level 3+4 scores.

B. Students in grades 3, 4 & 5 performed consistently above the statewide

average as evidenced by their Level 3+4 scores.

C. Students identified as “Poverty” scored below the statewide average as

evidenced by their Level 3+4 scores.

D. The highest scoring subgroup identified on Table 3 was Asian.

3. In looking carefully at the Mathematics assessment in Table 4 for this school, the

Principal confirmed all the following were correct, except:

A. “All Students” performed consistently above the statewide average.

B. All students demonstrated increased performance in Level 3+4 in all grades

over three years.

C. Students with Disabilities (SWD) Mathematics scores in Levels 1 and 2 were

higher than scores for Levels 3+4 across all grades.

D. The Asian subgroup performed consistently lower in Levels 3+4 across all

grades.

4. Looking at Table 5, Accountability Results for the Forman Academy, which of the

following statements is correct:

A. The Hispanic subgroup did not attain Adequate Yearly Progress.

B. The Free/Reduced Lunch subgroup did not attain Adequate Yearly Progress.

C. The Black subgroup did not attain Adequate Yearly Progress.

D. All subgroups attained Adequate Yearly Progress.

Performance Task:

1. What are two primary issues presented by the data and why do you believe it to be so? Two primary issues presented by the data: 2. What are two important questions you must address as Principal to explore this issue? Explain why each question is important? 3. How will you go about getting answers to each question? What challenges might you face in getting answers to your questions? 4. Describe one possible finding of your inquiry process and the potential action that finding would imply.

edl 541, school building leadership course …...edl 541, school building leadership, online course...

Documents