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NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL VOLUME 25, NUMBER 1, 2007--2008
STANDARDS 1 & 4 APPLICATION ASSESSMENT SCHOOL VISIONING PROJECT Donna S. McCaw Department of Educational Leadership Western Illinois University Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
T
Directions to Candidates
his is an individual case study project to be completed with the assistance and cooperation of many people. You may work in small groups but the ELCC scored areas must be completed individually and turned in as such. CASE STUDY: You have just been hired as the new principal in a restructured building. The previous five years of decreasing academic performance, declining enrollments, and increasing poverty levels within the district, had resulted in major restructuring under NCLB. The building was restructured from a K-3 building to a K-8 building. You have a “new” faculty and a whole new culture and climate to establish within your building and community. Who is this new school? What do they believe about learning? What/who is/are their new community? They need you to help them create their school.
18
19
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
The bulk of the work will focus on visioning. How can you create an effective school improvement plan without a gap analysis – this is where we are and this is where we are going (vision)? K-8 projected 472 127 204 109 29 3 248 224 372 199 173 0 52 27 8:00 – 3:30
K-3 Total enrollment Latino White African American Asian Other Male Female Low SES Males Females Gifted Males Females Length of day Configuration Extended learning Calendar configuration Student : Teacher ratio Unemployment rates Drop out rates Teen pregnancy 2006
479 149 213 80 32 5 221 258 401 209 192 0 17 19 8:15 - 2:55 Walked
Walkers & bus
45 mins. After-school homework
60 min. Before & After school Homework Summer School Intercession
Traditional
Modified Year Round
25:1 2004 | 2005 9.2% | 9.1% 28.3% | 27.1% 14% | 17%
20:1 | | | |
2006 8.2% 28.7% 12%
The administration that was terminated in the restructuring did not leave quietly, before leaving the district and several buildings, offices (including file cabinets and computers) were wiped clean. Only a few pieces of test data can be found – the new superintendent has contacted the testing company but they have just experienced a
Donna McCaw
20
merger and their systems are in the process of being “merged and updated.” They will be able to get you the trend data but not for 4-6 months. The 4-6th grade (intermediate) and the 7-8th (traditional junior high) students from the two buildings are from the neighborhood and had been bussed to buildings 10 miles and 9 miles from this building. Bussing will be provided only for the special education students. In the past 5 years 27% of the faculty within the district has retired and been replaced with all zero-experienced teachers. Teacher mentoring depended upon the building level administration to support. Although the board tried hard to not terminate any teaching contracts (as a result of the restructuring) 4 teachers were released and two new teachers were hired (certification needs). Everyone has only had since March to adjust to these new changes (when the state stepped in and said, “No more doing what you have always done – it is by the research now!” Teachers are discouraged and fearful, parents are confused – even though this was “coming” no one seems emotionally prepared for it. Three years ago the largest employer in the community closed up shop and went to Mexico – 1300 employees were given six weeks notice before they began drawing unemployment. Slowly the community has adjusted, although the income levels remain lower and hundreds of families have relocated for employment. A meat packing plant has been working with the local chamber of commerce to buy the old plant, retrofit it into a modern meat-packing plant. This would bring in approximately 1200 jobs. The community’s reaction has been mixed. Two mandates have been given to the new administration by the oversight board (which is being monitored by the state) – all special education students will be fully included into regular classrooms and the school is to become more of a focal point of the neighborhood. Your contract starts July 1 – you signed your contract today June 10th.
21
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Just like in a real situation, much of the information included is interesting but may not be relevant to the successful completion of this project. As the principal, you must plan, organize, monitor, and evaluate an instructional improvement plan for a major area of weakness reflected in your school’s scores. However, BEFORE you can start developing the SIP you need to develop the vision for your building. Some of the data that you will need for your meetings is included in assignment. You will need to lead your community through a comprehensive visioning process. The proof of the success of an effective principal would be realized in the improvement of the quality of instruction in this area as reflected in improved test scores (i.e. reading, math, science) as requested in the school board’s mandate when they hired you. Use research, whenever possible, to support your activities. PROJECT INFORMATION Your entire project must be submitted in the form of a written paper. You may provide created artifacts (agendas, pictures, committee minutes…) Read the rubric carefully – focusing on the MEETS category. SCORING: Please refer to the attached rubric. REFLECTION: Tie your leadership beliefs into your responses to the development of a vision and mission statement(s). The following scores are reported as the percentage of students meeting the district established standard of 50% (low don’t you think?)
Donna McCaw
22
23
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
ESI 1.1a I developed a vision of learning for a school that promoted the success of all students.
Does Not Meet
MEET
The vision did not include all learners, was vague
The vision specifically identified all students in it.
1.1b I based vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners' needs, schools as interactive social and cultural systems, and social and organizational change
The student outlined the process of developing a vision.
You created a detailed outline for leading a study group of stakeholders through the research, education information, systems thinking, and the change process for the development of a comprehensive “visioning” plan.
1.2a I demonstrated the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision.
Stated the components of a vision or the leadership processes to implement & support a vision.
Stated the components of a vision and the leadership processes to implement & support a vision.
The student stated a vague process for developing a vision that included some of the following: developed during a meeting of the stakeholders, using relevant demographic and assessment data, research-based strategies, and current needs assessments.
The student stated a comprehensive process for developing a vision that included but was not limited to: developed during a meeting of the stakeholders, using relevant demographic and assessment data, research-based strategies, and current needs assessments.
1.2b I demonstrated the ability to used databased research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.
Donna McCaw
24
ESI
Does Not Meet
MEET
1.2c I demonstrated the ability to communicate the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities
The vision is in written form only. Some stakeholders were informed, some not.
Communicated the vision to all stakeholders through multiple media: ie (symbol(s), stories, ceremony)
1.3a I formulated the initiatives necessary to motivate staff, students, and families to achieve the school's vision.
No plan or concept of strategies or initiatives that would result in the implementation of a compelling vision.
Clearly articulated plan – agendas, outcomes, committee assignments, schedules, lists of contact information was created and shared in a stakeholder committee
Plan is loose and does not reflect the details necessary for implementation and sustainability of the vision.
Clearly articulated plan that included the following components: Agenda of meetings Projected types of data to be shared with stakeholders Task Force committee with sub-committees – identified Innovation and the Future Succession planning for leadership Building team Assessment Outline of student involvement
1.3b I developed plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developed leadership in others, and securing needed resources).
25
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
ESI
Does Not Meet
MEET
1.4a I demonstrated an understanding of the role effective communication skills play in building a shared commitment to the vision
The student did not understand and/effectively communicate the role that effective communication plays in committing to a vision.
Student explained the significance related to the role effective communication skills play in building a shared commitment to the vision.
1.4b I designed or adopted a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision.
No process or procedures outlined for the use of data, research, monitoring/evaluating/revising the vision.
I identified a system, using the school improvement process, for using data-based research strategies to regularly monitor, evaluate, and revise the vision;
1.4c I assumed stewardship of the vision through various methods.
No evidence of supporting the vision was reported or found – no plan or activities
It is obvious (visually & auditorially) to those around me that I am the steward of the vision of the school)
1.5a I demonstrated the ability to involve community members in the realization of the vision and in related school improvement efforts.
Held a meeting of convenience involved only school personnel to discuss the vision and/or the school improvement plan
Held a meeting with all stakeholders invited, connected the vision to the school improvement plan
1.5b I acquired and demonstrated the skills needed to communicate effectively with all stakeholders about the implementation of the vision.
Communication plan identified only some of the stakeholders to be involved in either the development of the vision or in the school improvement planning process
Communication plan identified all of the stakeholders to be involved in either the development of the vision and in the school improvement planning process.
Donna McCaw
ESI
Does Not Meet
4.1a I demonstrated an ability to bring together the resources of family members and the community to positively affect student learning.
Planned a community event involving less than 50% of the local organizations meeting the needs of the families.
4.1b I demonstrated an ability to involve families in the education of their children based on the belief that families have the best interests of their children in mind.
Initiated a program, that assisted caretakers in learning how to help their child with an academically-focused need.
4.1c I demonstrated the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members. 4.1d I applied an understanding of community relations models, marketing strategies and processes, data-based decision making, and communications theory to create frameworks for school, family, business, community, government, and higher education partnerships.
26
MEET Planned a community event involving at least 50% of the local organizations meeting the needs of the families – in factors that support student achievement Initiated a program, in collaboration with a community organization that assisted caretakers in learning how to help their child with an academically-focused need.
Either the trend data or the research-basis is absent, and/or the identified issue is not connected to the data.
Using local trend data, identified an issue(s) that required intervention/programming and using the research about the issue, communicated a researchbased solution.
I know a process for meeting with potential partners on a regular basis for the purpose of continuous school improvement
Using research, PR & communications theory AND data, a collaboratively created framework for the establishment of partnerships (including but not limited to families, a school, business, community, government agencies, and the nearest institution of higher education.
27
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
ESI
4.1e I developed various methods of outreach aimed at business, religious, political, and service organizations.
4.1f I demonstrated the ability to involve families and other stakeholders in school decision making processes, reflecting an understanding that schools are an integral part of the larger community. 4.1g I demonstrated the ability to collaborate with community agencies to integrate health, social, and other services
4.1h I developed a comprehensive program of community relations and demonstrated the ability to work with the media
Does Not Meet
MEET
I identified some vague methods for establishing outreach to the community but was not clear in who, what, or how.
I identified at least 4 methods of establishing and maintaining outreach aimed at business, religious, political, service organizations, families, a school, business, community, government agencies, and the nearest institution of higher education.
Vague plan for involvement of parents and community in giving input to the school
Listed at least 3 processes (detailed) for involving families and community members in the decisionmaking processes of the school
Planned a community event involving less than 50% of the local organizations meeting the needs of the families.
Planned a community event involving at least 50% of the local organizations meeting the needs of the families – in factors that support student achievement
I have identified some of the needs that a media/community relations program of needs
I developed a comprehensive plan for community relations and demonstrated the ability to work with the media through the outline of what and how I would establish a working relationship
STANDARDS 1 & 4 APPLICATION ASSESSMENT SCHOOL VISIONING PROJECT Donna S. McCaw Department of Educational Leadership Western Illinois University Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
T
Directions to Candidates
his is an individual case study project to be completed with the assistance and cooperation of many people. You may work in small groups but the ELCC scored areas must be completed individually and turned in as such. CASE STUDY: You have just been hired as the new principal in a restructured building. The previous five years of decreasing academic performance, declining enrollments, and increasing poverty levels within the district, had resulted in major restructuring under NCLB. The building was restructured from a K-3 building to a K-8 building. You have a “new” faculty and a whole new culture and climate to establish within your building and community. Who is this new school? What do they believe about learning? What/who is/are their new community? They need you to help them create their school.
18
19
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
The bulk of the work will focus on visioning. How can you create an effective school improvement plan without a gap analysis – this is where we are and this is where we are going (vision)? K-8 projected 472 127 204 109 29 3 248 224 372 199 173 0 52 27 8:00 – 3:30
K-3 Total enrollment Latino White African American Asian Other Male Female Low SES Males Females Gifted Males Females Length of day Configuration Extended learning Calendar configuration Student : Teacher ratio Unemployment rates Drop out rates Teen pregnancy 2006
479 149 213 80 32 5 221 258 401 209 192 0 17 19 8:15 - 2:55 Walked
Walkers & bus
45 mins. After-school homework
60 min. Before & After school Homework Summer School Intercession
Traditional
Modified Year Round
25:1 2004 | 2005 9.2% | 9.1% 28.3% | 27.1% 14% | 17%
20:1 | | | |
2006 8.2% 28.7% 12%
The administration that was terminated in the restructuring did not leave quietly, before leaving the district and several buildings, offices (including file cabinets and computers) were wiped clean. Only a few pieces of test data can be found – the new superintendent has contacted the testing company but they have just experienced a
Donna McCaw
20
merger and their systems are in the process of being “merged and updated.” They will be able to get you the trend data but not for 4-6 months. The 4-6th grade (intermediate) and the 7-8th (traditional junior high) students from the two buildings are from the neighborhood and had been bussed to buildings 10 miles and 9 miles from this building. Bussing will be provided only for the special education students. In the past 5 years 27% of the faculty within the district has retired and been replaced with all zero-experienced teachers. Teacher mentoring depended upon the building level administration to support. Although the board tried hard to not terminate any teaching contracts (as a result of the restructuring) 4 teachers were released and two new teachers were hired (certification needs). Everyone has only had since March to adjust to these new changes (when the state stepped in and said, “No more doing what you have always done – it is by the research now!” Teachers are discouraged and fearful, parents are confused – even though this was “coming” no one seems emotionally prepared for it. Three years ago the largest employer in the community closed up shop and went to Mexico – 1300 employees were given six weeks notice before they began drawing unemployment. Slowly the community has adjusted, although the income levels remain lower and hundreds of families have relocated for employment. A meat packing plant has been working with the local chamber of commerce to buy the old plant, retrofit it into a modern meat-packing plant. This would bring in approximately 1200 jobs. The community’s reaction has been mixed. Two mandates have been given to the new administration by the oversight board (which is being monitored by the state) – all special education students will be fully included into regular classrooms and the school is to become more of a focal point of the neighborhood. Your contract starts July 1 – you signed your contract today June 10th.
21
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Just like in a real situation, much of the information included is interesting but may not be relevant to the successful completion of this project. As the principal, you must plan, organize, monitor, and evaluate an instructional improvement plan for a major area of weakness reflected in your school’s scores. However, BEFORE you can start developing the SIP you need to develop the vision for your building. Some of the data that you will need for your meetings is included in assignment. You will need to lead your community through a comprehensive visioning process. The proof of the success of an effective principal would be realized in the improvement of the quality of instruction in this area as reflected in improved test scores (i.e. reading, math, science) as requested in the school board’s mandate when they hired you. Use research, whenever possible, to support your activities. PROJECT INFORMATION Your entire project must be submitted in the form of a written paper. You may provide created artifacts (agendas, pictures, committee minutes…) Read the rubric carefully – focusing on the MEETS category. SCORING: Please refer to the attached rubric. REFLECTION: Tie your leadership beliefs into your responses to the development of a vision and mission statement(s). The following scores are reported as the percentage of students meeting the district established standard of 50% (low don’t you think?)
Donna McCaw
22
23
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
ESI 1.1a I developed a vision of learning for a school that promoted the success of all students.
Does Not Meet
MEET
The vision did not include all learners, was vague
The vision specifically identified all students in it.
1.1b I based vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners' needs, schools as interactive social and cultural systems, and social and organizational change
The student outlined the process of developing a vision.
You created a detailed outline for leading a study group of stakeholders through the research, education information, systems thinking, and the change process for the development of a comprehensive “visioning” plan.
1.2a I demonstrated the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision.
Stated the components of a vision or the leadership processes to implement & support a vision.
Stated the components of a vision and the leadership processes to implement & support a vision.
The student stated a vague process for developing a vision that included some of the following: developed during a meeting of the stakeholders, using relevant demographic and assessment data, research-based strategies, and current needs assessments.
The student stated a comprehensive process for developing a vision that included but was not limited to: developed during a meeting of the stakeholders, using relevant demographic and assessment data, research-based strategies, and current needs assessments.
1.2b I demonstrated the ability to used databased research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.
Donna McCaw
24
ESI
Does Not Meet
MEET
1.2c I demonstrated the ability to communicate the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities
The vision is in written form only. Some stakeholders were informed, some not.
Communicated the vision to all stakeholders through multiple media: ie (symbol(s), stories, ceremony)
1.3a I formulated the initiatives necessary to motivate staff, students, and families to achieve the school's vision.
No plan or concept of strategies or initiatives that would result in the implementation of a compelling vision.
Clearly articulated plan – agendas, outcomes, committee assignments, schedules, lists of contact information was created and shared in a stakeholder committee
Plan is loose and does not reflect the details necessary for implementation and sustainability of the vision.
Clearly articulated plan that included the following components: Agenda of meetings Projected types of data to be shared with stakeholders Task Force committee with sub-committees – identified Innovation and the Future Succession planning for leadership Building team Assessment Outline of student involvement
1.3b I developed plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developed leadership in others, and securing needed resources).
25
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
ESI
Does Not Meet
MEET
1.4a I demonstrated an understanding of the role effective communication skills play in building a shared commitment to the vision
The student did not understand and/effectively communicate the role that effective communication plays in committing to a vision.
Student explained the significance related to the role effective communication skills play in building a shared commitment to the vision.
1.4b I designed or adopted a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision.
No process or procedures outlined for the use of data, research, monitoring/evaluating/revising the vision.
I identified a system, using the school improvement process, for using data-based research strategies to regularly monitor, evaluate, and revise the vision;
1.4c I assumed stewardship of the vision through various methods.
No evidence of supporting the vision was reported or found – no plan or activities
It is obvious (visually & auditorially) to those around me that I am the steward of the vision of the school)
1.5a I demonstrated the ability to involve community members in the realization of the vision and in related school improvement efforts.
Held a meeting of convenience involved only school personnel to discuss the vision and/or the school improvement plan
Held a meeting with all stakeholders invited, connected the vision to the school improvement plan
1.5b I acquired and demonstrated the skills needed to communicate effectively with all stakeholders about the implementation of the vision.
Communication plan identified only some of the stakeholders to be involved in either the development of the vision or in the school improvement planning process
Communication plan identified all of the stakeholders to be involved in either the development of the vision and in the school improvement planning process.
Donna McCaw
ESI
Does Not Meet
4.1a I demonstrated an ability to bring together the resources of family members and the community to positively affect student learning.
Planned a community event involving less than 50% of the local organizations meeting the needs of the families.
4.1b I demonstrated an ability to involve families in the education of their children based on the belief that families have the best interests of their children in mind.
Initiated a program, that assisted caretakers in learning how to help their child with an academically-focused need.
4.1c I demonstrated the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members. 4.1d I applied an understanding of community relations models, marketing strategies and processes, data-based decision making, and communications theory to create frameworks for school, family, business, community, government, and higher education partnerships.
26
MEET Planned a community event involving at least 50% of the local organizations meeting the needs of the families – in factors that support student achievement Initiated a program, in collaboration with a community organization that assisted caretakers in learning how to help their child with an academically-focused need.
Either the trend data or the research-basis is absent, and/or the identified issue is not connected to the data.
Using local trend data, identified an issue(s) that required intervention/programming and using the research about the issue, communicated a researchbased solution.
I know a process for meeting with potential partners on a regular basis for the purpose of continuous school improvement
Using research, PR & communications theory AND data, a collaboratively created framework for the establishment of partnerships (including but not limited to families, a school, business, community, government agencies, and the nearest institution of higher education.
27
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
ESI
4.1e I developed various methods of outreach aimed at business, religious, political, and service organizations.
4.1f I demonstrated the ability to involve families and other stakeholders in school decision making processes, reflecting an understanding that schools are an integral part of the larger community. 4.1g I demonstrated the ability to collaborate with community agencies to integrate health, social, and other services
4.1h I developed a comprehensive program of community relations and demonstrated the ability to work with the media
Does Not Meet
MEET
I identified some vague methods for establishing outreach to the community but was not clear in who, what, or how.
I identified at least 4 methods of establishing and maintaining outreach aimed at business, religious, political, service organizations, families, a school, business, community, government agencies, and the nearest institution of higher education.
Vague plan for involvement of parents and community in giving input to the school
Listed at least 3 processes (detailed) for involving families and community members in the decisionmaking processes of the school
Planned a community event involving less than 50% of the local organizations meeting the needs of the families.
Planned a community event involving at least 50% of the local organizations meeting the needs of the families – in factors that support student achievement
I have identified some of the needs that a media/community relations program of needs
I developed a comprehensive plan for community relations and demonstrated the ability to work with the media through the outline of what and how I would establish a working relationship
