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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development
Overview
Critical ReflectionsThis assignment has several purposes. First is gives you the opportunity to explore, in-depth, some facet of instructional leadership you have learned or reviewed during each week of instruction and second, it gives you the opportunity to develop critical thinking and writing skills. You should incorporate a minimum of two outside references. Each reflection should be between 1-2 pages in length as per the formatting guide below.
Each week you will submit the required reflection using this template. You will add weekly reflections to the template and submit the final document with all 5 reflections to Bb and to Tk20.
1. Use APA 6th edition for formatting2. Use double-space 12 font, left justify3. Academic reflections should be written in a scholarly, professional, formal manner
Scholarly Reflection Grading Rubric Criteria Possible Points
Reflection Content Related to Weekly Topic 40Critical Analysis of the Topic 25Application of Critical Analysis to Current Employment 25Mechanics 5References 5
Total Points 100
Content:40 Points: The reflection demonstrates excellent development of the topic and focuses on relevant details. Clearly explained examples support the claims and the topic is well discussed and supported with research.26-39 Points: The reflection contains adequate evidence to support its claims such as anecdotal experience, but will benefit from more research or from more specific development of relevant points.13-25 Points: The reflection has some development but lacks sufficient evidence or contains irrelevant details that do not develop a clear sense of purpose.12 or fewer Points: The reflection needs more details on every level (main ideas, related ideas, and specific ideas).
Critical Analysis:25 Points: The reflection contains a strong argument of pros-cons or in-depth discussion of benefits or negative impacts of the topic to the field of instructional leadership and instructional supervision. 16-24 Points: The overall structure of the reflection is clear, but the analysis requires further
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development
development.
10-15 Points: The reflection has one main idea with little development or discussion related to pros-cons or benefits-negative impacts to the to the field of instructional supervision.9 or fewer Points: Paragraphs are not organized around a critical analysis of the topic and the structure of the paper is difficult to follow.
Application to Current Employment:25 Points: The reflection contains a discussion of the topic and how it can be applied to the current employment of the student. Or a discussion is provided on how the topic can be implemented by the student at his/her campus to improve instruction. 16-24 Points: The overall structure of the reflection is clear, but the application is weak and requires further development. 10-15 Points: The reflection has little development or discussion related to the application to his/her campus to improve instruction. 9 or fewer Points: Application of the topic is lacking or difficult to follow.
Mechanics:5 Points: The reflection demonstrates mastery over sentence structure, sentence completion, structure, variety, word choice, and punctuation.4 Points: The reflection displays evidence of good control over mechanics. Occasional wordiness, punctuation errors, pronoun references, modifiers may be problematic.1-3 Points: Mechanics are problematic; sentence fragments, comma splices, word usage errors, and/or excessive wordiness detract from the readability of the reflection.0 Points: The reflection lacks basic control over mechanics and contains substantive proofreading errors.
References:5 Points: The reflection contains a minimum of two references per reflection from the research literature. APA formatting of every reference is without error. 4 Points: The reflection contains a minimum of two references from the research literature. Less than three APA formatting errors are noted. 1-3 Points: The reflection contains a minimum of two references from the research literature. More than three APA formatting errors are noted. 0 Points: The reflection has less than two references or the amount of errors in the formatting totals more than six.
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development
Using the following criteria, complete your weekly reflections.
1. Use APA 6th edition for formatting2. Use double-space 12 font, left justify3. Academic reflections should be written in a scholarly, professional, formal manner4. You should incorporate a minimum of two outside references per Reflection topic.5. Each reflection should be between 1-2 pages in length as per the formatting guide below.
Why is ILD Important?
With the demands of standardized testing, No Child Left Behind, IDEA, and state and local
expectations for academic achievement and improvement, schools face many diverse challenges
that require effective leadership. While teachers strive to provide relevant academic goals,
collaborative learning, and student engagement in the classroom, effective principals are needed
to facilitate and supervise programs and staff, manage facilities and financial resources, mentor
high-quality staff, communicate and collaborate, and advocate for learning to address the diverse
needs and promote student success. In fact, research shows that “leadership is second only to
teaching among school-related factors as an influence on learning” (Mitgang, 2012, p. 3). In
addition, research indicates that “less effective teachers tend to leave under an effective
principal, while more effective teachers tend to leave when the school is taken over by an
ineffective principal” (Hull, 2012, para. 7). Recognizing the importance of an effective
instructional leader requires aspiring principals to be able to establish and support the systems
that stress quality student learning.
Quality student learning can be supported when instructional leaders structure learning
environments that address the key concepts of the ILD Framework. These key concepts are
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development learner-centered, high expectations, collaborative, and continuous improvement. When education
is learner-centered, teachers seek background information about students, provide a variety of
assessments, monitor objectives, accommodate for learners’ needs, create hands-on relevant
experiences, and maintain a safe and orderly class environment. High expectations can include
consistency in expectations, equitable opportunities, self- reflection, positive reinforcement,
maximized student on-task time, and engaging lessons. Examples of collaboration are leadership
opportunities, shared decision-making, community engagement, clear communication, and
support with professional development. The last concept, continuous improvement, can entail
researching and implementing new programs, responding to test results, recognizing ineffective
school procedures, fostering community partnerships, differentiating in the classroom, promoting
student accountability, creating growth plans based on data, encouraging staff communication,
and shared decision-making.
Although these key concepts help guide the school culture, instructional leaders should
always be striving for improvement. From the e-campus workshop, a diagram illustrating a
framework for Instructional Leadership Development for School Improvement was presented.
This model illustrated that the environment should have a learner-centered setting where high
expectations are emphasized, designed collaboration driving continuous improvement, and
decisions guided by ethics and integrity to ensure honesty, fairness, and respect for individual
differences (Using ILD Framework for Student Improvement, 2014). These components are
interconnected, making it possible for stakeholders to accept responsibility for student success.
In conclusion, effective principals have a measurable impact on student achievement in
numerous ways; “A highly effective principal can increase his or her students’ scores up to 10
percentile points on standardized tests in just one year” (Hull, 2012, para. 5). Recognizing that
today’s instructional leaders are required to do more than manage, they need “…training that
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development prepares them to lead improved instruction and school change…” (Mitgang, 2012, p. 11).
Effective leaders must be familiar with the data-driven ILD framework because their vision will
drive decisions that lead to quality learning, student achievement, and continual improvement.
Thinking at High Cognitive Levels
Concept-based Curriculum and Instruction for the Thinking Classroom (2007) discusses a
national need for schools to “engage students emotionally, creatively, and intellectually to instill
deep and passionate curiosity in learning” (Erickson & Tomlinson, p. 6). When curriculums are
designed using a concept-based approach, as opposed to a context-based model, students are
encouraged to integrate their own knowledge and experiences into the lesson, thus internalizing
it for deeper meaning. This higher-order thinking is crucial for their future success because,
when a learner possesses a deeper conceptual understanding, they are able to transfer the
knowledge to other real-world contexts (Erickson & Tomlinson, 2007). This conviction is
supported in McBain’s study (2011); “higher order thinking skills are valued because they are
believed to better prepare students for the challenges of adult work and daily life and advanced
academic work and higher order thinking may also help raise standardized test scores” (p. 2).
Conversely, Kilgore (2011) discusses the importance for all learners to be involved in high-level
thinking because “knowledge and skills are necessary but not sufficient elements of
understanding for long-term retention and achievement” (para. 17). If learning for all is
expected, then schools need to embrace a curriculum that promotes higher cognitive skill
development.
The Texas Depth and Complexity Model is a strategy that combines Bloom’s Taxonomy and
Erickson’s Structure of Knowledge to encourage curriculum planning for higher cognitive
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development development. Although Bloom’s Taxonomy has been incorporated into the curriculum since the
1950s, it has been primarily the teacher’s responsibility to interpret the educational goals and
encourage students to achieve higher order thinking skills through a systematic process (McBain,
2011). Yet, “results showed that only 41.66% of students had a sound knowledge of the six
levels of Bloom’s Taxonomy ranging from knowledge to evaluation” (McBain, 2011, p. 8).
Whereas Bloom’s Taxonomy encourages the tiered advancement of skill levels (knowledge,
comprehension, application, analysis, synthesis, evaluation), it doesn’t necessarily create
complex thinking for lower-level learners. For this reason, Erickson’s Structure of Knowledge
(fact, topic, concepts, generalization/principles) is used to help curriculums create a conceptual
lens in which interactive synergy; “the mind to process information on two cognitive levels—the
factual and the conceptual” can be established (Erickson & Tomlinson, 2007, p. 10). In the Texas
Depth and Complexity Model, higher order levels are measured using Bloom’s Taxonomy on the
vertical depth side and Erickson’s Structure of Knowledge on the horizontal complexity side.
The charting of curriculums through this model inspires all students to perform higher order
thinking skills and the inductive transfer of concepts.
Students need to be challenged to not only learn facts and topics, but to also learn how to
apply them in real-world situations. This requires educators to emphasize questioning,
application, analysis, synthesis, and evaluation through engaging, relevant, hands-on activities
aimed at generalization and principles. The benefits of moving from a fact-based curriculum to a
conceptual relationship are immeasurable; “cognitive capability can be developed practically on
a large scale in a reasonable amount of time, and it can produce the substantial amounts and
varieties of academic and social growth that are needed to reduce the learning gap” (Pogrow,
2005, p. 72). However, the teacher cannot be the only responsible stakeholder for student
achievement. For schools to be effective, it must be a united effort of all stakeholders. Therefore,
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development if all students are to learn, it is upon the instructional leader to work with stakeholders to
guarantee that resources, professional development, and decisions are made that create desirable
conditions to think at higher cognitive levels and make connections across the curriculum and
life.
Addressing Various Needs
“The new mission for public education can be stated simply: Learning for all, whatever it
takes” (Lezotte, 2010, p.1). It is reported that “by 2035, students of color will be a majority in
our schools, with increasing populations of children of immigrant and migrant families
expanding the presence of cultural diversity in schools” (Tomlinson, Brighton, Hertberg,
Callahan, Moon, Brimijoin, Conover, & Reynolds, 2003, p. 120). So if “learning for all” is
expected, how can it be achieved when students come from different backgrounds with diverse
learning needs?
The goal of “learning for all” requires schools to structure learning environments that
integrate key concepts from the Curriculum, Instruction, Assessment of Course Development
Model (CIA) and the Texas Depth and Complexity Model, design curriculums utilizing the
Backward Design Model, and offer differentiation in instruction in the classroom. To begin,
schools need to consider the crucial concepts of the CIA Model; quality student performance
occurs through the alignment of the curriculum, instruction, and assessments. When all three
components are aligned, students are more likely to learn because the instruction informs them
about the skills and concepts they need to know, understand, and demonstrate in their work. The
next step is to gauge whether the lessons are encouraging high cognitive skills as modeled in
Texas Depth and Complexity Model; is the learning environment student-driven by high
expectations and continuous improvement toward the synthesis and evaluation of principles?
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development This approach is important because it creates layers of knowledge that enable students to make
relationships across disciplines.
In order to create these layers, curriculums and lessons must be designed “backwards” so
students can understand the purpose of their learning and teachers can scaffold meaningful
formative and summative assessments. When using the Backwards Design Model, instructional
practices begin by identifying the desired results, then determining valid and effective
assessments, then guiding their planning and instruction to align with the goals. As Wiggins and
McTighe state; “Agreement on needed evidence of learning leads to greater curricular coherence
and more reliable evaluation by teacher” which is essential for long-term learning because the
“…teacher, student, and parent (gain) insight about what does and does not count as evidence of
meeting complex standards (n.d., p. 3).
The final step is differentiating instructional practices in order to address diverse student
needs. Differentiation necessitates that teachers assess the students’ interests and skill levels,
prepare the classroom for various methods of student interaction, deliver instruction through a
variety of collaborative strategies, pace the material and resources to meet students’ needs, and
align assessments so they support knowledge and learner-centered goals. When teaching is
individualized and responsive to the students’ needs, it can enhance student engagement,
increase the student’s self-confidence, and improve their abilities to transfer and apply concepts
(Tomlinson et al., 2003). These issues are essential for learning because, as Schunk and
Zimmerman (1997) disclose, “students who have a sense of self-efficacy are more willing to
participate, work harder and persist longer when they encounter difficulties, and achieve at a
higher level than students who doubt their learning capabilities” (p. 4). Although differentiating
instruction might require teachers to re-evaluate their teaching methods, when they implement a
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development variety of individualized guided practices before students are expected to work independently, it
creates a higher quality of education for all learners (Tomlinson et al., 2003).
As Lezotte (2010) states on page 2, “learning is no longer optional”; schools do not have the
choice whether they will address learning but they can choose how they will meet the learner
needs. Schools need to “develop classroom routines that attend to, rather than ignore, variance in
learner readiness, interest, and learning profile (Tomlinson et al., 2003, p. 121). In order to
effectively teach so students recognize the value of learning, schools must acknowledge and
address the wide variety of learner needs.
Developmental Supervision
An important part of an effective school is the developmental supervision of teaching staff.
This can be problematic because of teacher variances, such as years of experience, education and
training, differences in opinions, and life or work events. Add to this structure the varying levels
of development and effectiveness and it quickly becomes obvious that teacher evaluations should
be individualized. Just as educators strive to encourage individual student success through
differentiation in an open and safe environment, administrators should also customize their
approach to teacher evaluations (Fritz & Miller, 2003).
According to Fritz and Miller (2003) developmental supervision is “the match of initial
supervisory approach with the teacher or group’s developmental levels, expertise, and
commitment” (p. 18). A significant part of this process is accurately identifying the teacher’s
current stage and providing appropriate feedback and support so they can progress, or scaffold,
to the next stage (Smith, 2009). However, as Fritz and Miller (2003) mention; “If the
instructional leader lacks adequate knowledge of supervision and does not know how to meet the
needs of the teacher, then an unproductive working relationship may be established” (p. 15).
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development Therefore, it is important that the instructional leader is knowledgeable about the supervision
process in order to create a collaborative atmosphere that promotes effective improvement to “…
experience greater reward from the supervisory process” (p. 15).
The supervisory process begins with using the high-leverage points of informal observations:
walk-throughs, being involved in the planning process, reviewing samples of student work, and
informal conferencing, and linking it to the categories of Curriculum Instruction Assessment
(CIA) high expectations: thinking at high cognitive levels, addressing varied needs, assessing
student progress, and aligning learning objectives. This should be an ongoing process intended to
provide the teacher quality feedback so they can meet learner and school expectations.
The formal process of development supervision is comprised of seven steps. Step one is the
preconference; the principal meets with the teacher to share expectations and evaluation tools. It
also provides the teacher an opportunity to share relevant information such as student or
scheduling concerns, areas of strength, classroom demographics, and questions about the
process. Step two is data collection and involves a formal observation of the teacher in the
classroom where scripted specific facts about the teaching process can be recorded. Step three is
data analysis and includes objective investigation about the observation. It is important to include
examples of nonjudgmental, observable teacher and student behavior that can be charted on the
Texas Depth and Complexity Model. Step four is preparing for the post-observation conference.
The goal of the post-observation should be to clearly communicate objective information that
can be used for reflection and guidance of the development plan. During this stage, the appraiser
needs to be aware of their supervisory behavior approach (non-directive interpersonal,
collaborative, directive informational interpersonal) as the productivity of the conference could
hinge on the method used. Step five is conducting the post-observation conference. Once again,
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development the observer should consider how they will guide the meeting and offer developmental
suggestions. Step six is planning and conducting a follow-up conference, in order for the
appraisee to share their progress and review timelines in their development plan. It is also a
beneficial time for the appraiser to plan how they are supporting the appraisee before the
summative conference. The seventh, and final step is to conduct the summative conference. This
conference is a compilation of the collected data that can guide future developmental plans.
In conclusion, it is imperative to acknowledge that the type of support given to the appraisee
should be based on multiple evaluations and clear teaching standards because, as Smith (2009)
points out on page 9, the “supervisee may be in different stages simultaneously”. This sentiment
is reiterated in the Kyriakides, Creemers, and Antoniou (2009) article on page 13; “…
improvement of teacher effectiveness can be focused not on the acquisition of isolated
skills/competencies (Gilberts & Lignugaris-Kraft, 1997) but on helping teachers exercise and/or
develop types of teacher behaviour that are more effective than others”. Texas statutes, section
Teacher Appraisal TEC 21.351, 21.352, describes the appraisal process and criteria used to
evaluate teachers, which it is crucial because the teacher and the administration are the
foundations for student success. In the end, if the instructional leader is knowledgeable and
recognizes the importance of the teacher evaluation system, it can result in a program that
benefits all participants.
Professional Development
In the Instructional Leadership Development model, professional development is identified as
an essential part of creating a school culture that supports “learning for all”. However, if
professional development does not reflect the five critical levels of an effective plan:
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development participants’ reactions, participants’ learning, organization support and change, use of new
knowledge and skills, and student learning outcomes, it could be viewed as an ineffective
method to increase student performance; “the “one-shot” professional development that has been
widely criticized” (DeMonte, 2013, p. 23). Nevertheless, when professional development is
well-organized, carefully structured, and purposefully directed, it has “…the power to improve
teaching and enhance student learning” (p. 3).
This facet is imperative to the continuous improvement process, because “no improvement in
effort has ever succeeded in the absence of thoughtfully planned and well implemented
professional development” (Guskey, 2009, p. 497). In order to have meaningful professional
development, there are several components to consider. The first component is the purpose and
methods used for engaging in professional development opportunities. Professional development
should address student performances in relation to the specific school, provide help and feedback
to generic and content-specific skills, represent teacher knowledge, skills, and application, be a
cohesive part of the professional community and the school wide instructional program, offer
multiple opportunities for implementation, and include principal leadership (DeMonte, 2013).
Several methods are recommended to achieve these goals and create significant experiences for
teacher implementation. They include individual/self-directed learning, mentoring/coaching of
peers, group planning, instruction/training, inquiry/action research, and study groups.
The second component is to recognize that educators need to regularly meet “to explore
common problems and seek solutions based on shared experiences and collective wisdom”
(Guskey , 2009, p. 495). Opportunities should be continuous and long-term rather than sporadic
and short-term. The reasoning for this is twofold. First, “a review of research on the effect of
professional development on increased student learning found that programs had to include more
than fourteen hours of professional development for student learning to be affected”(DeMonte,
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development 2013, p. 4). Second, “teachers...will stick with practices that are familiar to them, incorporating
new ones gradually as they learn how they have worked for others and see how they work for
themselves (Quint, 2013, p. 37). Professional development can challenge teacher knowledge and
skills, as well as their beliefs, motivations, and ability to apply new knowledge to their particular
school and classrooms. Therefore, if a school is to improve, consistent teacher support, multiple
methods for application, and collaborative feedback are necessary.
Finally, without the guidance of the principal, forward movement and increased student
achievement might not be possible. Quint (2013) recognized this aspect; “The engagement of a
school’s principal, many experts believe, is critical to the sustained success of initiatives to
change instruction”. (Quint, 2013, p. 36). When professional development is thoughtfully
implemented and assessed in interrelated steps, it has the potential to develop collaborative
problem-solving experiences. In summary, professional development can no longer be simply
giving teachers information about teaching methodologies; it needs to influence classroom
practices to improve the quality of instruction.
Community Support and Partnerships
For schools to function effectively and continually improve student learning, they need
additional resources. One of these resources is community support and partnerships. These
partnerships not only bring together diverse individuals to represent a variety of issues, they also
help children succeed, academically and personally, in their community. Blank, Jacobson, &
Melaville (2012) acknowledge these benefits; “By sharing resources, expertise, and
accountability, community school partnerships can address challenges related to economic
hardship and create essential conditions for learning by concentrating on a single access point—
public schools—to effectively target their efforts” (p. 7). This can be accomplished when schools
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development and the community share a common vision, relationships and collaborative structures are
encouraged, open conversations about challenges and solutions are addressed, multiple data
sources are used as guidance, districts are empowered to sustain community-school relationships,
and community resources are incorporated (Blank et al, 2012).
In my state of residence, the Colorado Department of Education (CDE) has identified six
types of involvement to foster a strong community-school relationship where students can
maximize their potential. The first step is promoting parenting skills to support children as
students; “…the power of out-of school time is significant. Research shows that the quality of
home environments strongly correlates with students’ academic achievement and school
performance” (National Center for School Engagement, 2005, para 3). This aligns with the ILD
training recommendation of extending invitations to create meaningful involvement. Secondly,
CDE stresses that schools need to maintain regular and meaningful communication;
“Communication stressing student achievement rather than problems-centered discussions create
a more positive and open dialogue...” and “Families feel empowered as connected members of
the school community…”(2005, para. 8 & 9). Without effective two-way communication with
internal and external stakeholders, trust, belonging, and collaboration cannot be established
which can negatively affect student success. The third step involves recruiting and valuing
parental and community involvement; “… volunteering can have a significant impact on
students’ achievement in mathematics, reading, and language (2005, para. 11). Although this
step can require extensive commitment from the instructional leader and stakeholders, the
benefits of equitable, learner-centered partnerships are too strong to ignore. The fourth step
endorsed by CDE is recognizing the integral role that families and parents play in assisting
student learning; “Research indicates that when schools work together with families to support
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development learning, children tend to succeed not just in school, but throughout life” (2005, para. 14). For
this to occur, the instructional leader needs to provide the time and training to develop a
systematic decision-making process between internal and external participants where concerns
can be collaboratively addressed. This leads to the fifth step of the CDE recommendations;
involving the community in the decision-making process. As stated in paragraph 19, “This
involvement helps develop positive partnerships between parents and school staff. As a result,
student achievement and attendance, as well as parents’ self-esteem, can improve” (2005). The
sixth, and final, CDE step is identifying and using community resources; “Effective partnerships
are based on understanding the cultural, socioeconomic, health, social, and recreational needs
and interests of each school’s families” and “the quality of those connections influences
children’s school learning” (2005, para. 21 & 22). Once a systematic structure for community
partnerships is developed, it can have a strong effect on learning and the school environment.
Aside from local, state, and federal regulations and the desire of stakeholders to enhance
student learning, without the instructional leader’s guidance, community partnerships might not
exist. As Sanders (2003) points out; “Many studies in the community involvement literature site
the importance of effective principal leadership for successful school-community collaboration”
(p. 176). Through a multitude of community involvement opportunities, an effective principal
can help create relationships that enhance academic, social, and economic growth. In the end, if
schools are to produce well-educated students who are prepared for life, “…districts know they
must engage constructively with other stakeholders to achieve better outcomes” (Blank,
Jacobson, & Melaville, 2012, p. 22).
References
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D. Deming L20357497Week 4 ReflectionsEDLD 5352 Instructional Leadership Development Blank, M. J., Jacobson, R., & Melaville, A. (2012). Achieving results through community school
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