20CAPES
CA Administrator Performance Expectations
MAED/Teacher Leadership
MAED/Administration & Supervision
VISIONARY LEADERSHIP
1. Developing and Articulating a Vision of Teaching and Learning for the School
Consistent With the Local Education Agency’s Overall Vision and Goals.
Admn510_Wk6_Paper_DSv3.docx
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Synthesis: The principal leads by example to promote the implementation of the shared vision united by shared expectations, ethics, and core values. Expectations of personal and professional ethics and values of the school include being open to a dynamic, collaborative, teacher-driven school improvement where teachers have the freedom to design and integrate their curriculum and practices. Innovate for the equity and advancement of all learners is to passionately serve, respectfully communicate, and joyfully partner for student success (The Classical Academy, 2014).
Creating an inclusive learning community requires creative problem solving. The vision of the school must be explicitly centered on the students and focused on how the students learn best. The nature of the learners, measurement of learning outcomes, instructional leadership, instructional organization, and implementation must account for and accommodate individual differences. Positive implications of instructional processes must be organizationally modeled within school-wide daily practices.
Explanation: The school delivers a comprehensive student support program that includes parents, school, and community, with the goal of creating healthy literate students who are poised to achieve their full academic and social potential. To this end, we organize human resources to support student needs. Student Support Team (SST) meetings take place regularly to provide additional support for struggling students.
The school and its personnel are dedicated to partnering with the community to provide more opportunities for an enriched education for our students. Our intentional efforts to leverage the resources within our community to support students include balancing academics and character, while fostering a life-long love of learning through fostering students’ individual talents as they get older. (“Classical Academy High California Department of Education School Accountability Report Card”, 2016.)
2. Developing a Shared Commitment to the Vision Among All Members of
the School Community
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Synthesis:“Your purpose is who you are as the leader of the school. Your purpose is the foundation upon which your passion is built. Your purpose is you. When I worked as a principal, I defined my purpose as follows: To motivate, educate, and empower my students daily” (Kafele, 2015). Our purpose, our instructional and schoolwide learning goals are continually interconnected to our Vision and Mission.
Explanation: Building in ways to make these more visible daily includes implementing the three suggestions illustrated within the attached assignment, as well as by working collaboratively with site leaders, staff, and our Communications Director/Technology Team. When we are all focused on our shared purpose, the Vision is evident in our steps as we pursue our Mission, together.
3. Leading by Example to Promote Implementation of the Vision
Admn530_Wk2_Paper_DS_FINAL2.docx
Synthesis: Excellence. Partnership. Innovation. These are words that describe our commitment to who we are and to what we do. As students, and as parent partners, we envision a future that is filled with opportunity to:
● strive for excellence in all that we do,
● create pathways to define our passions and pursue our dreams,
● aspire and inspire each other to become exceptional thinkers, communicators, and achievers.
Habits of Mind may be understood as a self-management learning strategy that may be demonstrated by teachers by building upon each other’s knowledge and past experiences. The following steps are listed to guide and assist the mentee-mentor relationship. All experiences, good and bad, are collectively reflected upon to build on and improve instructional practices. (Stein, 2015)
Explanation: We are passionate about making a difference. The secret of our success is our partnership with parents. Together, we create a personalized learning program that allows every student to succeed. We inspire our students to become exceptional thinkers, communicators and achievers with an emphasis on character education. We encourage competent, lifelong learners who are prepared to excel in college, career and citizenship. Students are trusted and parents are valued in a culture of promoting excellence. We are redefining public education.
4. Sharing Leadership with Others in the School Community to Help
Accomplish the Vision
Admn530_Wk2_Team B-Parent InvolvementAssess_V3
Admn541_Wk1_ParentCommPropFINAL_DS.docx.
Synthesis: According to Leimer, C. (2012), “Schools with more democratic collective leadership practices that include parents in influential positions, student achievement is higher.”
Our team administered the Parent Involvement Needs Assessment to a select group of parents at our three different sites. In the following slides we will share our data, the similarities, and the differences between the three sites. Analysis of the combined findings of the four schools compared herein supports the need to prioritize parent involvement to positively influence student success, inside and outside of school. Parents surveyed were asked a multitude of questions, but perhaps the most revealing one that measures the climate and the collected information points to the fact that parents need to be included and their voices need to be heard. Engaging all stakeholders in the programming, processes, and procedures unifies the community and helps to make strides in meeting the shared desire goals, aligning the vision.
Explanation: Bringing together multiple skills and perspectives of all stakeholders allows for richer analyzes and a larger view of institutional issues and provides opportunities for staff and the community at large to learn from each other. When an information-based mode of thinking and working is part of the culture, people reflexively ask questions and search for relevant data before deciding on a new program or developing initiatives (Leimer, 2012).
As Parent Partners become more actively involved with the school curriculum, the school staff, and how to facilitate their children as they meet the outlined state standards they will co-create positive working relationships that, over time, will become our wider community of learners. The end result of the Parent Empowerment Academy is the establishment of positive public relations with a proactive community that is based on trust and commitment leading to improved school wide learning results for all.
ADMIN/510 Leadership I: Foundations Of Visionary Leadership
ADMIN/550 Leadership V: Assessment Of Leadership
INSTRUCTIONAL LEADERSHIP
5. Promoting Implementation of K-12 Standards, Pedagogical Skills, Effective
Practices and Student Assessments for Content Instruction
Admn523_Wk3_ProvidingInstrcFdbkFINAL_DS -2.docx.
Synthesis: Planning instruction that meets the needs of all learners is done through incorporating appropriate strategies that meet the needs of all learners, and providing opportunities for each student to participate in setting and
achieving their individual learning goals. This mutual communication empowers students, makes teachers more effective, and restores students’ natural love of learning. Most children begin school excited to learn, yet over time they become more oriented toward grades than toward learning (Brookhart, 2008).
Explanation: “Effective teachers create opportunities that maximize the chances that learning will happen” (Brookhart, 2008). Ms. Robertson engages her students through her connections with them personally. It is evident that she genuinely knows her content, however it would benefit her students to have multiple means of coming to the same
conclusion. Through observation it is clear to see that she favors auditory processing as a learning modality, which is
clear to see in how she delivers the instruction to her students. If she were to reflect on her delivery style she would
undoubtedly realize that through differentiation of instruction she would be more prepared to meet the needs
of all learners.
6. Evaluating, Analyzing, and Providing Feedback on the Effectiveness of Classroom
Instruction to Promote Student Learning and Teacher Professional Growth
Admn532_Wk2_PD_Calendar_DS.
Synthesis: The ultimate goal is for teachers to play a more central role in transforming teaching and learning, and in
developing policies that affect their work for the greater good (Stein, 2016).
Leadership strategies for implementing best practices for all learners include mediational strategies that promote
intentionality, with two levels to build in. Teacher leaders know first and foremost that they are concerned about the
quality of the interaction, on multiple levels happening simultaneously. What the students are doing speaks volumes.
Second to the verbal cues for collaboration requested, visual signs and facilitation from the teacher inform the students
of the desired direction. For example: “Here's the essential question” or “The reason that we are doing this is…” The
level of interaction serves as means of formative assessment that drives personalization of instruction for all learners
(Rodriguez, Bellanca, & Esparza, 2017).
Explanation: In these ways, the teacher becomes a mediator who persists in inviting the student(s) to overcome natural resistances and distractions. To capture the student's focus, the teacher mediator must build on his or her interests. Within this paper we will share mediational strategies that promote intentionality with purposeful direction, as well as tactics to promote intentionality and reciprocity.
7. Demonstrating Understanding of the School and Community Context, Including the Instructional Implications of Cultural/Linguistic, Socioeconomic, and Political Factors
ADMN523_Wk2_InstSupportPres_DS V2.pptx
Synthesis: Supporting all learners through implementation of state-adopted academic standards and the state-
adopted assessment systems requires strategies and practices that advocate, nurture, and sustain a positive culture of learning. High expectations in instructional programming must be fair with systems in place for delivering instructional support for all learners.
Explanation: In addition to sharing some classroom teaching tips for building student relations I will share ideas for
encouraging personal development and motivation. Throughout this presentation I will focus on high school students as I outline:
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Strategies for supporting all learners through implementation of state-adopted academic standards and the state- adopted assessment systems
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Instructional practices for English language learners, exceptional learners, and gifted or talented learners
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Leadership strategies for implementing best practices for all learners
Layered Curriculum: This short animated tutorial outlines what Layered Curriculum is, and how to
build it into content planning for the blended classroom. The information explained in the video (above) is based on
the groundbreaking work of Dr. Kathie Nunley.
Synthesis: The teacher becomes a mediator who persists in inviting the student(s) to overcome natural resistances and distractions. To capture the student's focus, the teacher-mediator must build on his or her interests. Mediational
strategies that promote intentionality with purposeful direction, as well as tactics to promote intentionality and
reciprocity, are designed into the layers of the lesson crossing cultural, linguistic, socioeconomic and political factors.
Explanation: Kathy Nunley’s model of Layered Curriculum illustrates how Bloom’s Taxonomy transcends through
various levels of depth and complexity related to the subject of interest. Learning is student-driven and student-focused, resulting in higher engagement and critical thinking.
This presentation connects the dots to better understand and create balance between dependence and interdependence while facilitating CCSS integrated lessons with technology as integral components of Layered Curriculum. Educators are free to take on the role of facilitators and organizers of learning activities; they are free to focus on small groups and individuals who need more specialized attention; and they can coach their students in how to process information, helping them to make choices and validate their learning. (Van Dusen & Sailor, 1995)
8. Communicating with the School Community about Schoolwide Outcomes Data
and Improvement Goals
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Synthesis: The purpose of this professional development workshop is to familiarize attendees with usability,
accessibility, and accommodations for the Smarter Balanced Assessment System. The goals of this workshop
include preparing educators to enable their students to fully utilize the available resources to support teaching and
learning, allowing students to demonstrate what they know (“More Than Just A Test”, 2017). This assessment
system is designed to support instruction and provide teachers with more specific information about their students’
academic progress.
Explanation: At the conclusion of this workshop educators will be familiar with the available Universal Tools,
Designated Supports, and Accommodations. This workshop is divided into three sections, intended to build skills in the following data and assessment utilities:
Section I: Smarter Balanced Universal Tools;
Section II: Smarter Balanced Designated Supports; and
Section III: Smarter Balanced Accommodations.
9. Understanding and Managing the Complex Interaction of All of the School’s Systems to Promote Teaching and Learning
SIG1_Admn525_Interdisciplinary Magic-The Balance Between Dependence and Interdependence
Synthesis: Our passion and our collective expertise impacts learning results alongside our systems of support and development. At the end of the day, and all of the assessments, it is our self-assessment, and self-directed abilities to improve by implementing new strategies and getting out of our comfort zones as we build capacity.
Explanation: Creating a philosophy of love of learning with grace, humility, and also commitment. Growing a culture of continuous improvement takes time to germinate. As a result of professional development, faculty will be engaged in ongoing reflection, with a mindset of knowing that learning is a lifelong pursuit and involves stretching to grow!
10. Developing, Implementing and Monitoring the School’s Budget
Admn520_Wk2_Needs Assessment_v3_DS
Synthesis: Educators are aware of the relationship between the school and its environment, and the affect on
accountability of community involvement. The importance of building community relationships cannot be
understated. The combined influence that community mentors have when paired with the aims of the school vision can bring about profound and purposeful momentum.
Explanation: The purpose of the Parent/Community Involvement interview was to clearly understand the means by which the school vision, mission, culture, and climate are positively communicated and activated on our campus through staff, parents, and students, as well as within our community at large.
School Accountability Report Card (SARC) using Dataquest is posted on CAHS website. By February 1st each year,
every school in CA is required to publish a SARC. The SARC contains conditions and information about each CA
pubic school. Under the Local Control Funding Formula (LCFF) all Local Agencies (LEAs) are required to prepare a
Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for
all pupils, with specific activities to address state and local priorities. Additionally, data reported in the LCAP is
consistent with the data reported in the SARC. (“Classical Academy High California Department of Education
School Accountability Report Card”, 2016.)
11. Implementing California School Laws, Guidelines, and Other Relevant Federal,
State, and Local Requirements and Regulations
Admn521_Wk4_SchoolBudget_DS.edited.docx
Synthesis: In 2003 changes in the structure of public school funding changed the educational landscape when
legislative action made the Local Control Funding Formula (LCFF) law. This funding strategy was a work in progress
of nearly ten years. The biggestchange was the mandate for the specific increase in stakeholder participation in
establishing goals and priorities for student outcomes and the budgeting of financial resources to complete that
mission. The LCFF is the performance based budgeting and planning system that begins with the Local Control
Accountability Plan (LCAP) that requires input from teachers, principals, administrators, other school personnel,
parents, and students (Brimley, Verstegen, & Garfield, 2016).
The Local Control and Accountability (LCAP) requires school districts, COEs, and charter schools to develop,
adopt, and annually update a three-year Local Control and Accountability Plan (LCAP) using a template adopted
by the California State Board of Education. The effective site administrator must fully understand how to manage
the complex interaction of the school system to promote teaching and learning; this includes knowledge of how to
develop the school budget and manages the school finances and expenditures with buy-in from all stakeholders.
Each school district within California is required by state law to adopt a balanced budget each year.
The process for funding a public school district requires constant and on-going planning and evaluation within an
agreed upon timeline. The challenges are many, as all districts face ongoing budgetary cuts due to statewide fiscal
challenges. Declining enrollment changes in legislation and federal revenue allocations, and shifts in available
grants and special funding are just a few of the issues that site administrators grapple with when developing and
balancing a school budget. The purpose of this paper is to:
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identify the different parts of the school budget and how funds are allocated;
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outline the key factors used in developing the yearly budget for a school;
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illustrate the timeline for school budgeting each year, and
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identify the key stakeholders in developing a school plan.
Explanation: School finance, budget and expenditures, financial records, organizational structures, human
resources, facilities management, the use of outside support organizations, and, school safety and improvement
are everybody’s business as we press on making positive strides preparing our youth as productively engaged
global citizens.
ADMIN/521 Business Systems Management
ADMIN/522 School Policy & Law for Principals
ADMIN/523 Cultural Competency And Equity Organizational and Instructional Leadership III
ADMIN/525 Instructional Leadership Organizational and Instructional Leadership
Signature Assignment #1:
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The Balance Between Dependence and Interdependence
VISION
Vision is the ability or great perception to see; to see what is present, as well as the ability to predict and plan for our collective future. Vision includes midterm as well as longterm goals and aspirations. The Vision of our school district includes specific governance, providing clear goals with buy-in from all stakeholders: staff, parent partners, and the entire learning community.
Visionary leadership requires a shared, student-centered vision with and across multiple constituencies. Collection and analysis of data, from multiple measures of student learning guide the development of attaining the goals of the shared vision for all students.
Identification, as well as a firm understanding of political, social, economical, and cultural contexts of education at the local, regional, state, as well as federal levels lay the groundwork for developing a clear Vision for our school and for all California public schools.
All of our words, actions, and beliefs are aligned
to the shared vision with equitable outcomes for all.
ORGANIZATION
Organizational and Systems Leadership & Instructional Leadership include a myriad of categories and systems including, but not limited to:
budgeting, research and data analysis, school law, discipline, safety, cultural competency, equity, and instructional excellence.
A shared commitment to the Vision among all members of the school community guides the promotion of the Vision, as well as secure its sustainability in the future. Leaders lead by example, propelling the Vision forward empowering all others in the school community to join the momentum in this complex interaction of all school systems with united focus of promoting teaching and learning for all.
This is done via promotion and implementation of K-12 Standards, pedagogical skills, effective instructional practices,
and ongoing student assessments for content instruction.
Communication of data and learning outcomes is shared with the school community with the goal of increasing school wide learning results. Ongoing collaboration amongst Professional Learning Communities analyzes data, identifies learning goals, and targets strategies
to strive for all standards to be met by all students. We stand united in representation and promotion the school's
accomplishments and needs to the Local Education Agency (LEA), and to the public.
GROWTH
Professional Learning and Growth Leadership is a layered and lifelong endeavor. Application of adult learning principles that specifically aim for enhanced design, facilitation, monitoring, implementation, and targeted learning results are directly connected to shared leadership within the school community to guide momentum toward accomplishing the Vision.
Growth is ongoing in all facets of the school including promoting and implementing K12 Standards, pedagogical skills, effective instructional practices and students assessments for content instruction, instructional implications of cultural/linguistic, socioeconomic, and political factors, understanding of the school community context; including instructional implications of cultural/linguistic,socioeconomic, and political factors (University of Phoenix, 2017).
GROWTH
GROWTH
Professional Learning and Growth Leadership requires the lifelong pursuit of learning the greater good. Application of adult learning principles that specifically aim for enhanced design, facilitation, monitoring, implementation, and targeted learning results are directly connected to shared leadership within the school community to guide momentum toward accomplishing the Vision.
Growth is ongoing in all facets of the school including promoting and implementing K12 Standards, pedagogical skills, effective instructional practices and students assessments for content instruction, instructional implications of cultural/linguistic, socioeconomic, and political factors, understanding of the school community context, including instructional implications of cultural/linguistic,socioeconomic, and political factors (University of Phoenix, 2017).
COMMUNITY
COMMUNITY
Thank you.
IMPROVEMENT
The Mission and Purpose of higher education is
to enable students to develop knowledge and skills necessary to pursue their professional goals, improve the performance of their organizations, and to provide leadership and service to their communities (University of Phoenix, 2017).
Understanding and managing the complex interaction of all of the school systems to promote effective teaching and learning for all includes a myriad of counterparts ranging from the culture and use of technology for teaching, learning, communication, and information management and more. Efficient and effective collaboration and connection to community organizations to support operations of all school functions including student health, safety, and well-being.
Additionally, a keen understanding of financial records, procedures for accurate record keeping and reporting, including legal requirements, and the use of current technologies for financial management and business procedures, and legal responsibilities are areas which the site principal must be ready and skilled to manage.
Finally, district policies and specific laws, regulations, and requirements are constants on the principal's ready list to ensure that the school is constantly improving for all students, staff,
and stakeholders to thrive.
.
COMMUNITY
SIGNATURE
assignments
Signature Assignment 1
VISIONARY LEADERSHIP
SIG1_Admn525_Interdisciplinary Magic-The Balance Between Dependence and Interdependence
Synthesis: Our passion and our collective expertise impacts learning results alongside our systems of support and development. At the end of the day, and all of the assessments, it is our self-assessment, and self-directed abilities to improve by implementing new strategies and getting out of our comfort zones as we build capacity.
Explanation: Creating a philosophy of love of learning with grace, humility, and also commitment. Growing a culture of continuous improvement takes time to germinate. As a result of professional development, faculty will be engaged in ongoing reflection, with a mindset of knowing that learning is a lifelong pursuit and involves stretching to grow!
Signature Assignment 2
ORGANIZATIONAL & INSTRUCTIONAL LEADERSHIP
SIG2_Admn533_Wk6_CoachingPlan_DS_FINAL.pdf
Synthesis: As the Lead Learner of the school site the principal is the instructional leader and, as such, is responsible for student achievement. The Coaching Plan is a tool that the principal utilizes to focus the feedback on one concept, or strategy, to provide support in the facilitation of building teacher capacity. Key components of effective coaching includes examples of open-ended questions that invite collaborative problem-solving. Coaching questions, ideas, and resources will help to move professional growth forward in alignment with school wide learning results for all learners.
Explanation: The purpose of this Coaching Plan is to provide evidence of my capability and skill in designing and implementing school leadership practices to provide positive impact on P-12 student learning (University of Phoenix, 2017).
Signature Assignment 3
COMMUNITY LEADERSHIP
SIG3_DS_SIGNATURE_ADMN541.pptx
Synthesis: The goal of The Classical Academies has always been to partner with families to inspire each student to think critically, communicate effectively, and achieve excellence by providing academic choice. Our Vision is to passionately serve, respectfully communicate, and joyfully partner for student success. The key to the organization’s success is the partnership and collaboration between parents and teachers to create the best personalized learning program possible for each student. It is a core belief at The Classical Academies that every parent partnership starts with trust, builds on collaboration, and culminates with accountability. The partnership with parents is the cornerstone of everything we do and one that we have come to rely on in helping all students become thinkers, communicators and achievers.
Explanation: The purpose of this presentation is to connect our Parent Partners with our Personalized Learning Communities (PLC’s) in forward momentum toward achieving our schoolwide expected learning results as identified by the LCAP report, in accordance with our mission, vision, and core values.
Signature Assignment 4
20 CAPES PRESENTATION: ASSESSMENT OF LEADERSHIP
https://www.activ8positivity.com/
Synthesis: Conceptual Framework Themes Addressed: Advocating for Learning; Engaging in Reflective Practice; Collaborating with Educational Communities.
Explanation: As with each course within our program I looked forward to this one. Throughout the past six weeks I was able to connect the learning into projects that were in good timing with the growth needs of my school. The survey using the Likert Scale was one that I had completed as an assignment, but the outcome was right on track with answering the needs that many of the parents were having.
Likewise, when I decided to choose a topic to do this presentation about, I focused on answering one essential question: What is the greatest school wide need? From there I was driven to derive possible solutions, with a plan to implement necessary changes to make this change happen. As a result my principal has asked me if I could share this with our staff at our next Staff Development meeting. It's deeply satisfying to see all of this effort get applied for purposeful gains for my school and for our community.
Thank you to my mentors Kirstin, Marcy and Helen, all of my professors, and to my advisor Laine for all of the leadership that you have generously shown and shared. I am forever a Phoenix and I am sincerely grateful for each of you!
SCHOOL IMPROVEMENT LEADERSHIP
12. Working With Others to Identify Student and School Needs and Developing a
Data-Based School Growth Plan
ADMIN523_Wk2_teambformativeassessment_Final.docx
Synthesis: Leadership strategies for implementing best practices for all learners include mediational strategies that promote intentionality, with two levels to build in. Teacher leaders know first and foremost that they are concerned about the quality of the interaction, on multiple levels happening simultaneously. What the students are doing speaks volumes. Second to the verbal cues for collaboration requested, visual signs and facilitation from the teacher inform the students of the desired direction. For example: “Here's the essential question” or “The reason that we are doing this is…” The level of interaction serves as means of formative assessment that drives personalization of instruction for all learners (Rodriguez, Bellanca, & Esparza, 2017).
Explanation: In these ways, the teacher becomes a mediator who persists in inviting the student(s) to overcome natural resistances and distractions. To capture the student's focus, the teacher mediator must build on his or her interests. Within this paper we will share mediational strategies that promote intentionality with purposeful direction, as well as tactics to promote intentionality and reciprocity.
13. Implementing Change Strategies Based on Current, Relevant Theories and Best
Practices in School Improvement
Admn533_Wk4_STeacherDataChatS.pptx
Synthesis: Jackson (2013) states that teachers are all driven by the desire for four basic feelings: autonomy, mastery, purpose, and belonging. Each of us, however, has a dominant one of the four that matters more to us than the others and is key to our motivation. For example, mastery teachers are driven by a sense of wanting to get better at their craft of teaching and helping the student to learn.
Developing a comfortable relationship with data is one thing; getting comfortable sharing data results with colleagues and superiors is quite another—especially for the teacher who is activated by autonomy as a key driver. Many teachers may feel threatened or overwhelmed at first thought of using data as a resource to improve student-learning results, mush les as a means to improve their classroom practices as a whole. Mastery is something that is a moving target in this sense; as teachers we are each encouraged to step outside of our comfort zones and reach toward each other to grow for the Greater Good.
According to Jackson (2003):
“A mastery teacher loves to experiment with their teaching, and they eagerly engage in professional development, often taking what they have learned and tweaking it until it becomes their own. Teachers who need mastery get bored with the same routine year after year and seek new experiences and variety” (Jackson, 2013).
Explanation: Data chats help teachers to connect data to questions, and then to deeper questions, ultimately resulting in more meaningful learning for everyone involved, including the teachers.
14. Identifying and Using Available Human, Fiscal, and Material Resources to Implement the School Growth Plan
Admin531_Wk4_Data Based Growth Plan_DS.docx
Synthesis: School finance, budget and expenditures, financial records, organizational structures, human resources, facilities management, the use of outside support organizations, and, school safety and improvement are everybody’s business as we press on making positive strides preparing our youth as productively engaged global citizens.
Explanation: Declining enrollment changes in legislation and federal revenue allocations, and shifts in available grants and special funding are just a few of the issues that site administrators grapple with when developing and balancing a school budget. The purpose of this paper is to:
- identify the different parts of the school budget and how funds are allocated;
- outline the key factors used in developing the yearly budget for a school;
- illustrate the timeline for school budgeting each year, and
- identify the key stakeholders in developing a school plan.
15. Instituting a Collaborative, Ongoing Process of Monitoring and Revising the
Growth Plan Based on Student Outcomes
Admn530_Wk2_Paper_DS_FINAL2.docx
Synthesis: The data-growth growth plan that is analyzed herein is the Local Control and Accountability Plan (LCAP) for Poway Unified School District in San Diego, California. According to “Poway Unified School District LCAP Reports” (2017):
(The expectation of this plan) is to provide details regarding the local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year.
Poway continues to use data (both qualitative and quantitative) from multiple sources to inform the goals and targets that were set to close achievement gaps as well as to ensure that our students are engaged in a rigorous educational experience. These data metrics and community feedback have been and will be used to inform the ongoing goals and strategies aligned to the LCAP Priorities and described in this plan. (“Poway Unified School District LCAP Reports”, 2017)
Explanation: In conclusion, each voice that took part in this important work is positively impacting the lives of the students that they are dedicated to guide in their educational as well as developmental paths. Poway Unified School District has included all stakeholders from the district level, to students and parents, and the community at large to successfully author their LCAP 2018 with transparency and excellent leadership. Providing details regarding the local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5 creates trust that will build bonds that lead to long lasting community partnerships and educational excellence. Qualitative and quantitative data herein is merely an overview of the entire body of data collected on their school website for all stakeholders to access at will. Districts, school, families and communities that diligently work together will break achievement barriers, authoring a plan for a brighter future for all.
ADMIN/530 Leadership III: School Improvement And Professional Learning
ADMIN/531 School Improvement Process and Leadership
PROFESSIONAL LEARNING AND GROWTH LEADERSHIP
16. Modeling Life-Long Learning and Job-Related Professional Growth
Admin532_Wk5_PDPresentation_DS.pptx
Synthesis: As I prepare for a position as a site administrator I fully realize the importance of self-reflection personally, as well as for the entire organization. As Ken Blanchard once said, “The most effective managers manage themselves and the people they work with so that both the people and the organization profit from their presence” (Blanchard, 1980). The benefits of promoting mentoring relationships amongst staff members cannot be understated. As principal the primary function is to articulate the vision with the staff, in actions as well as in words chosen. Meeting the individual needs of the staff and students requires us to provide strong relevant programming that is inclusive to all learners. This Personal Improvement Plan will specifically address:
• Knowles’ Four Principles of Andragogy
• Knowles’ Five Assumptions of Adult Learners
(Methods of inquiry/practice necessary for building my own administrative knowledge and skills with managing PLC’s)
• Professional Development Participating Teacher Letter of Commitment
(An explanation of how I will incorporate reciprocal accountability throughout my proposed plan, linked to my own continuous self-improvement to improvements in student learning through the development of PLCs and the involvement of parents and the community that improves instruction in my school.)
• Situational Self-Leadership: A design that uses the five dimensions of teaching and learning to develop my skills in motivating staff at various stages of their career development
• PD Place: Professional Development Portal (The types of activities I plan to be engaged in to actualize my plan will be embedded herein)
Explanation: Learning never stops. Lifelong learning doesn’t happen in a bubble; it is propelled by curiosity and ignited by a thirst to know. Leadership and The One-Minute Manager (Blanchard, 1980) stress that there is no single, best method of leadership, but are in fact four styles: directing, delegating, coaching and support. Knowing which style to employed depends on the situation to be managed. Situational Self-leadership is something that we build our skill levels with, as we work together toward shared goals as well as diligently strive and reach for as individuals.
17. Helping Teachers Improve Their Individual Professional Practice Through
Professional Growth Activities
SIG2_Admn533_Wk6_CoachingPlan_DS_FINAL.pdf
Synthesis: As the Lead Learner of the school site the principal is the instructional leader and, as such, is responsible for student achievement. The Coaching Plan is a tool that the principal utilizes to focus the feedback on one concept, or strategy, to provide support in the facilitation of building teacher capacity.
Teachers are supported by observational feedback provided by the principal on a semi-regular basis informally (e.g., classroom walkthroughs, ongoing dialog, PLC facilitation) and formally as a written observational with anecdotal notes recorded annually, followed by a conference using anecdotal notes gathered from multiple indicators witnessed during the teacher’s observation.
Explanation: Schools improve when educators improve. The best evidence of improvement comes when we witness visible, active learning by the students, as well as by their teachers and leaders. Moving learning forward through a long lens happens over the course of time. Fostering Growth Mindset that encourages all contributing members within the student’s life to become active agents requires time, patience, and trust to gain buy-in toward a shared vision.
As we work together to build our community united by one common goal, the success of the students, as well as the teachers and leaders, has the capacity to grow deeper and richer than ever before. Including all learners into the challenge begins with a shared vision, growing within a healthy and active learning climate, creating a
community culture of kindness, creativity, courage, and open communication that will foster our students’ growth to strive to perform at their personal best—at school and into the 21st century.
18. Identifying and Facilitating a Variety of Professional and Personal Growth
Opportunities for Faculty, Staff, Parents, and Other Members of the School
Community in Support of the Educational Program
Admn533_Wk3_ClassroomWalkthroughs_DS.docx
Synthesis: The purpose of this paper is to define the steps for completing informative classroom walkthroughs that include feedback that aligns with professional development, serving as formative assessment to aid the teachers in moving his or her learning forward, tied to an improvement or intervention goal.
Explanation: The walkthrough process invites a brief, objective summary of what is seen in the classroom (Cooper, 2015). A shared template may be used to focus “look-fors”, but it is not to be utilized as a checklist for “gotchas.” Feedback doesn’t follow a pre-formatted form, and aims for specifics in supporting teachers as they make positive adjustments using “I can” (targeted) statements upon reflection of the visit; offering teachers a clear plan or ideas for instructional shifts.
ADMIN/532 Professional Growth Leadership
School Improvement and Professional Growth, Leadership II
ADMIN/533 Coaching As A Leader School Improvement and Professional Growth, Leadership III
Signature Assignment #2:
SIG2_Admn533_Wk6_CoachingPlan_DS_FINAL.pdf
COMMUNITY LEADERSHIP
19. Representing and Promoting the School’s Accomplishments and Needs to the LEA
and the Public
Admn540_Wk3_GrowthNeeds_DS _Final.docx
Synthesis: Leadership that is connected to those whom we serve as Teacher Leaders is most likely to build community relations. Analysis of the responses given reveals that the struggles between change and resistance, inequity and balance, and the perceived value of Professional Development is viewed differently by individual teachers. Which ever cause that one chooses to commit to in the end, it is our common goal to support learning for all learners by whichever means possible; intrinsically this includes supporting behavioral development, as well as equity in the socio-emotional needs of all learners.
Explanation: As community partners we prepare to meet the challenges that our collective students face, while shifting our knowledge base from the role of managers to include effective instructional leadership (Dinowitz, 2017). While it is impossible to be an expert in all of the facets that make a school run at its optimal performance, leadership is well-positioned to unify all stakeholders, by entrusting their skills and talents to the fullest, to drive learning forward for all learners that is free from all biases.
20. Involving the Community in Helping Achieve the School’s Vision and Goals
Admn533_Wk2_TEAM A_INFOGraphic.pdf
Admn533_Wk6_ParentInvolvementBrochure_DS.docx
Admn541_Wk1_ParentCommPropFINAL_DS.docx
Synthesis1: "Wow for a one page handout, your team went above and beyond and I hope each of you can take this as a template and give it to the person in your district that would actually make or now with your work make a handout to give to constituents as the LCAP is all about community participation and involvement in the schools and WASC is there to ensure that the education students are receiving is relevant and meaningful so they can graduate and be productive and citizens that contribute to their community and society" (Berry, 2017).
Synthesis 2: "Your work is great and I completely agree that the point of the brochure is usability and readability versus proper APA formatting as the audience for these are parents and community members and so they should be present well as the first and foremost criteria as well as be easy to read with pertinent and up to date content. I loved the pictures and the nice note from the principal, I feel like I am much more familiar with your school, the program and expectations and the ways I could get involved. You had a very nice introduction to set up the flier and I hope you are able to actually use it. Excellent work as you have done through the whole class, I was very honored to be able to have the classes with you as you clearly are a dedicated and excellent teacher and the school is fortunate to have you as a part of its staff. I wish you the best in this upcoming year" (Berry, 2017).
Community leadership where a shared commitment to the vision among all members of the school community is visible includes voice and choice of all involved.
Synthesis 3: A healthy school culture of collaboration includes working with diverse students and families, providing ways for families to get actively involved, rather than merely engaged to raise school wide learning results. The purpose of this paper is to propose tools via a three-part workshop series titled Parent Empowerment Academy that Parent Partners may take part in workshops and/or online modules as resources to raise the impact of student learning and character development at school and at home.
Explanation: "This presentation was great, timely and would help a person in the community understand better what s going on in the schools. I would highly encourage you to share this to your local district to have them modify and use" (Berry, 2017).
Shared decision making that includes multiple points of views and input helps school administrators guide the growth of the school, uniting the people to the vision, and gaining momentum in the process. The school vision, and understanding the school community in context of all students’ needs, is better understood by those affected by the changes when they are part of the process of decision making from the onset. When Parent Partners and community members are encouraged to get involved in their local schools through volunteering and becoming active members of the learning community, the opportunities for growth in all areas of development and academics are exponentially higher. – Diana Stein, 2017
ADMIN/540 Leadership IV: Community
ADMIN/541 Community Leadership
Signature Assignment #3: SIG3_DS_SIGNATURE_ADMN541.pptx
enVISION
CA Administrator Performance Expectations
Leadership
20CAPES
CONCLUSION
Professional Learning and Growth Leadership requires lifelong diligence and an enduring desire to know our content; but more importantly, to know our students' needs as they grow.
As adult learners, we skillfully personalize curriculum, facilitate more judiciously, monitor more closely, implement more accurately, with the grand goal to improve learning results for all learners.
All efforts are directly connected to shared leadership within the school community, guiding momentum toward
accomplishing our shared Vision.
Growth is ongoing in all facets of the school, including promoting and implementing K12 Standards, pedagogical skills, effective instructional practices and students' assessments for content instruction, instructional implications of cultural/linguistic, socioeconomic, and political factors, understanding of the school community context; including instructional implications of cultural/linguistic, socioeconomic, and political factors
(University of Phoenix, 2017).
As we dive deeper into 21st Century Learning, once again we discover that the horizon holds great promise for higher thinking, enhanced communication, and collective achievement.
Our instructional footprints of today mark the path
for boundless possibility, leading the charge for the
promise of higher achievement and
brighter tomorrows for all.
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