msa revisioned program 062409 re... · 2016-02-10 · 1 proposed msa program blueprints department...

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Proposed MSA Program Blueprints Department of Educational Leadership & Policy Studies

North Carolina State University Draft Date: 6/24/09 Required Program Components

1. A description of how the proposed program has been re-visioned to reflect 21st century knowledge, skills, and dispositions and the rationale for the changes.

The revised MSA/licensure program presented in this blueprint has been significantly changed to better reflect 21st century skills needed by school leaders in North Carolina and across the nation. Leadership preparation is not simply a matter of developing a set of discrete skills and building isolated bits of knowledge. Instead it means embedding skills and knowledge into unique contexts and applying effective solutions to complex, varied, and uncertain situations. Following this vision, our new MSA/licensure program represents a more holistic, field-embedded, focused, and integrated preparation of school leaders. The new MSA/licensure program is aligned to a series of school leadership standards including the 2006 North Carolina Standards for School Executives (NCSSE), the Standards for Advanced Programs in Educational Leadership adopted by the Educational Leadership Constituent Council (ELCC), the National Council for the Accreditation of Teacher Education (NCATE), the North Carolina 21st Century Standards, and the NCDPI leadership competencies. The overall change in the program is profound in that we transition from a relatively traditional program or coursework that is followed by a separate internship, to a field-based program where students are allowed to apply what they’ve learned immediately in a real school setting by embedding and extending the internship experience. Specific changes to the program include the following:

1. The new program is changed from a three-year to a two-year program. The program moves from a traditional model, where students took courses for two years and then engaged in a fulltime intern experience, to a new model where students are in a fulltime internship experience for the entire two-year duration of the program. Students can now complete the program a full year earlier, providing less disruption to their professional and personal lives, and to their employing school districts.

2. Students will now be required to immediately practice and apply what they’ve learned in the field. Students will serve on or lead appropriate committees, gather data, observe, survey/interview, and shadow leaders in their assigned school(s) while they simultaneously learn the necessary basic content knowledge. This is accomplished by embedding field (intern) time within each course rather than leaving the internship until after coursework is completed, and directly linking class content and intern activity in the field. Students are expected to produce authentic products (evidences) that demonstrate knowledge application. This improves student learning by allowing for immediate application and assessment of knowledge in an authentic setting. It also provides for frequent formative assessment of student progress and maintains a higher minimal standard for internship experiences that; in traditional programs tend to rely on hours logged and therefore can vary in content and quality.

3. The internship is extended to include a required course/intern experience over the summer months. The extended internship allows students the opportunity a more comprehensive experience, because some activities (e.g. scheduling, budget planning) take place primarily during the summer months. The extended timeframe for the internship allows districts more flexibility in placing interns into a wider variety of leadership activities and provides interns the opportunity to participate on individual projects/committees for an extended period. In addition, because students are at full-time status over the two years, all students would qualify for the North Carolina Principal Fellows program.

4. Program content will be delivered through a series of experiences offered in a logical and specified sequence. Currently, courses are randomly sequenced and thus content is necessarily

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disconnected. Program sequencing also allows field activities at the beginning of the program to be designed to be more observational and to progress to involving the intern in more direct leadership roles in the latter half. Content and skill development will now be designed to build upon each other in a more coherent manner rather than being delivered in isolated, random courses.

5. The new program is designed around the development of specific leadership skills rather than on coursework completion. Skill acquisition, not seat time, is the focus. This has required the change and redistribution of content and the subsequent development of almost all new courses in the program. In addition, the assessment of successful program completion centers on a demonstration of skills in field settings, rather than completion of course time or mere knowledge acquisition.

6. Diversity, social justice, and equity content and application have been incorporated into all courses and evidences rather than being offered in a single diversity course. This reinforces our goal of leaders applying ethical and equitable decision-making across all facets of their practice.

7. The use of technology has been incorporated into all courses and evidences. Previously, this was not intentionally designed into the program. For example, students will be asked to explore the use of technology in their own intern school, and then recommend and, in some cases, develop websites or other technological products through the evidences.

8. The use of data to inform decisions, collaborative decision-making with multiple stakeholders, developing a culture of continuous improvement, and the implementation and sustainability of innovative practices are 21st century topics that are now prominent in the program content and evidences.

9. Internship requirements are directly linked to evidence assignments for the candidate’s portfolio. Performance expectations in the field come directly from NCSSE proficiency standards. The field requirements and a schedule for activities are included in an individual internship plan developed collaboratively by the student, the mentor, and the university supervisor at the beginning of the program. In addition, these activities are included in the signed memorandum of agreement with each district, mentor, and student.

10. Technology will be used to accommodate the increased number of interns in the field with the newly revisioned program. Specifically, intern supervisors will increase the number of overall contacts through use of live on-line video/audio conferencing with the intern and their mentor. They will still make face-to-face visits at the beginning and end of the program and at least once per semester at every intern school site.

11. New course content has been added specifically directed at developing collaborations with internal and external agencies and stakeholders (local, state, national, and international) for decision-making and the development of innovative strategies and learner support. To further balance theory and practice, conflict resolution, special education, and professional learning communities have been added as required skill sets and evidences in the program.

12. Admissions criteria are changed to require students to respond in writing to case study scenarios rather than the current autobiographical statement. In addition, students are required to have at least one reference from their current supervisor. Students will also be asked to write about why they are interested in the program and what they will do to ensure they have adequate time to engage in field work and skill acquisition while working a full-time teaching job. Admissions will rely more on a holistic evaluation through these authentic demonstrations of leadership potential. Admissions will require on minimum graduate school standards for past grades and test scores, which can be less reliable predictors, especially within some ethnicities. The GRE test will be dropped, and the MAT will be recommended as the program entry option.

13. Successful completion of the program will be based upon a series of formative assessments of student skill acquisition and dispositions as well as summative measures. Specifically, student dispositions will be assessed by the student, their mentor principal, and the university supervisor at the beginning, midpoint, and end of the program. In addition, student evidences will be

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evaluated each semester as they are completed and then again by the student, their peers, and a university supervisor during the final capstone experience. As a result of this 360-degree assessment, individualized and targeted executive coaching will be provided during the capstone experience. During this time, students will have the opportunity to engage in additional field activities, revise evidences as needed, and will focus less on field activity and more on acquisition, reflection, and assessment of leader dispositions.

14. At the culmination of the capstone experience, students not satisfying the licensure expectations may be recommended for the Masters degree but not for licensure. These students will be offered the option of taking additional capstone hours to revise and complete their portfolio and intern experiences. A request to withhold the recommendation for licensure can come from the intern’s mentor, university supervisor, or any program faculty who directed a student’s evidences. In these cases, a committee composed of appropriate program faculty, university supervisor, mentor and cross-functional team members will be convened to review the blinded portfolio(s) in question for the final decision. This provides flexibility for students and allows program faculty a defensible option for maintaining consistently high performance expectations for all successful licensure candidates.

15. The previous system of course completion has been replaced by a portfolio system of evidences. The student will be required to complete (a) an initial professional growth plan that will be reviewed and revised at the end of the program, (b) eight evidences demonstrating the required standards, elements, and performance indicators; (c) a written reflection for each of the eight evidences defending how the candidate’s field experiences and evidence products demonstrates proficient mastery of the appropriate standards, (d) a pre-assessment of the elements in the Certificate of Competencies and a final signed copy at the completion of the program, accompanied by a reflection paper defending the student’s progress on leader competencies. The electronic portfolio system will be managed through the SAGE system adopted by the NCSU college of Education.

Summary The MSA/Licensure program at North Carolina State University has been significantly changed based on the revisioning process guided by the new NCSSE and 21st century goals. The program is shortened, the internship embedded across the entire duration of the program, curriculum content changed and integrated into field activities, skill acquisition sequenced in a more logical pattern, performance evidences aligned to both state and national leadership standards, model changed from course completion to an outcome-based portfolio system, and an internship refocused and assessable. In addition, admissions and exit procedures have been changed to more accurately assess leadership potential and disposition, allow for students to remediate skill areas as needed, and provide avenues for program faculty to better measure and ensure high expectations of all program completers.

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B. How public school partners were involved in the re-visioning of the program and how they will be involved in the delivery and evaluation of the program. Public school partners have been, and will continue to be involved in the re-visioning process of the MSA/licensure program in several significant ways:

1. As licensure standards and program changes have progressed, we have communicated with the approximately 20 county districts to keep them informed of the impending changes to the MSA/licensure program.

2. We have been very active with the Wake County School District and Triangle Leadership Academy (TLA), participants in a specialized MSA/licensure program partnership. Specifically, we have included the TLA director (Steve Bingham) on our cross-functional team and have met on four additional occasions for further collaboration on the new program design. The purpose of the special targeted participation by TLA and Wake County is that their MSA/licensure program offers additional seminars, several unique course offerings and course content, and a specialized internship from the traditional program. This unique relationship has allowed us to use components of the NCSU/Wake County/TLA model to redesign the new program. This work with TLA has also provided us with additional practitioner feedback from, and information to, all of the districts they work with on leadership development.

3. We have informally surveyed school principals, superintendents, and teacher leaders in six rural, impoverished, high minority and underperforming counties that work with us in our Innovation Leaders Academy. We asked them to provide feedback on what type of leadership training is needed in preparation program to increase effectiveness of leaders in high-need, low-performing rural settings.

4. We informally surveyed practicing school principals who are students in our doctoral/superintendent licensure cohorts both on-campus and in several off-campus cohorts. We asked them to assess the effectiveness of our current program and indicate what school principals needed to be most successful.

5. We developed a survey and delivered it to over 80 school principals who have graduated from our program since 2003, and who have served for at least one year in a principal position. We asked these principals to grade our current program against the new NCSSE standards and to indicate areas of strength and weakness.

6. We formed a cross-functional team consisting of public school practitioners (superintendents, assistant superintendents, principals, assistant principals) including Bill Harrison (now ineligible), Carl Harris, Marvin Connelly, Elizabeth Battle, Marcia Alford, and Greg Hicks. In addition, we included a state agency representative (Audrey Martin-McCoy, DPI), private leadership consultants (Steve Bingham, Triangle Leadership Academy), and faculty from educational administration faculty both here and at the Friday Institute. The team met four times for 2.5 hour work sessions since Fall 2008. The cross-functional team participated in the following activities:

a. They gathered to review and discuss new leadership standards and licensure requirements.

b. They reviewed current program documents as well as the summary data resulting from (a) five years of program graduate surveys, (b) informal surveys of principals in our current doctoral courses, and (c) surveys from program graduate since 2003 currently serving as principals. The surveys all were specifically designed to evaluate the effectiveness of the principal licensure program and solicit feedback on strengths and weaknesses.

c. They made recommendation as to the skills needed by current school principals and the training content and intern experiences necessary to prepare them for success. The team was also asked to identify potential evidences that would demonstrate mastery of the NCSSE standards. Using their recommendations, the entire program faculty spent

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significant time collaboratively preparing a revised program draft meeting all the state, university and cross-functional team standards, directives and inputs.

d. They reviewed and approved the initial artifact and course syllabus drafts. They made recommendations for changes to the admissions and exit outcome criteria as well as internship processes and activities.

e. They approved the finished draft of the program revision prior to its review by program faculty and submission to state by July 1st, 2009.

f. They advised, reviewed, and revised content of the formal memorandum of agreement required with every participating district.

g. In the future, we anticipate the cross-functional team will (1) continue to review annual survey data on program quality, (2) review and recommend changes in recruiting and admissions processes, program content, and intern experiences and (3) serve on committees to confer on students recommended for non-completion and remediaton.

Summary While we have used significant and varied data sources and feedback from multiple partners, we anticipate increasing feedback in the future. Currently, we offer courses through hybrid delivery using a live, synchronous on-line system with many of our distant off-campus cohorts. We anticipate that more widespread feedback can be solicited using these 21st century technological tools. We continue to explore the possibility of appropriate technology use to further expand our off-campus program.

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SECTION I: KEY EVIDENCES In this section, list the 8 evidences that will be submitted as documentation of meeting the standards. The evidences are required of all candidates in the program and will be used by the program to determine candidate proficiencies as reflected in the program standards. Each of these evidences will be posted to the student’s electronic portfolio. We briefly describe each evidence and identify the descriptors of the elements of the standards each addresses. Evidence Name of

Evidence Briefly Describe the Evidence Descriptors of the Standards Addressed by the Evidence

1 Positive Impact on Student Learning and Development: Evidence that demonstrates the ability to systemically impact the learning and development of ALL students

Creating Professional Learning Communities in Schools

Each student will participate in and investigate the processes of an existing professional learning community. They will critique the processes against best practices. The student will then investigate and identify an issue of concern at the school. The student will then develop a plan to create a professional learning community in their school, work with the team to create a professional development plan to address the concern; and if possible, conduct a small scale, pilot implementation of the plan and then revise the plan based on lessons learned from implementation.

1b - Leading Change: The school executive articulates a vision and implementation strategies, for improvements and changes which result in improved achievement for all students. 1b.1Works with others to systematically consider new and better ways of leading for improved student achievement for all students and engages stakeholders in the change process. 2a - Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. 2a.1 Systematically focuses on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning. 2a.2 Organizes targeted opportunities for teachers to learn how to teach their subjects well with engaging lessons. 4a - Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community. 4a.1 Works with others to provide structures for and implement the development of effective professional learning communities and results-oriented professional development. 4a.2 Routinely participates in professional development focused on improving instructional programs and practices.

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Evidence Name of Evidence

Briefly Describe the Evidence Descriptors of the Standards Addressed by the Evidence

2 Teacher Empowerment and Leadership: Evidence that demonstrates the ability to empower faculty and staff and support teacher leadership.

Distributive Leadership & Teacher Empowerment

Each student will design an ideal collaborative work environment model that utilizes distributive leadership and best practices. The student will then work with other to conduct research and determine the degree of fit between the ideal model and what is currently occurring in practice. The students will then work with the existing collaborative teams to identify the key obstacles to empowering teachers and create a process or professional development plan to address those obstacles.

1d - Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school. 1d.1 Works with others to create opportunities for staff to demonstrate leadership skills by empowering them to assume leadership and decision-making roles. 1d.2 Works with others to encourage teachers and support staff to assume leadership and decision-making roles in the school. 3a - Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture 3a.2 Seeks input from the School Improvement Team and other stakeholders to make decisions 3d - Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and performance. 3d.1 Identifies strategies for building a sense of efficacy and empowerment among staff.

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3 Community Involvement and Engagement: Evidence that demonstrates the ability to involve and engage school and community stakeholders.

School/ Community Relations, Structure, & Involvement

The student will conduct research to identify, analyze, and summarize the school and community political arena and functional ideologies. They will then review any existing school-community relations plan. Finally, the student will react to the efficacy of the current plan and draft an ideal comprehensive plan for that school, noting implications for their future work as a principal in such a setting.

5c Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement 5c.2 Works with others to provide information in different formats in multiple ways through different media in order to ensure communication with all members of the community. 6a - Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school. 6a.1 Works with others to engage parents/guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community’s vision of the school.

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4 Organizational Management: Evidence that demonstrates the ability to effectively and efficiently manage complex organizations

Resource and Fiscal Analysis/ Action Plan for School Improvement

The student will conduct research on the school’s current resource allocation rules and procedures and, following appropriate use and application of the North Carolina Uniform Chart of Accounts fund accounting system, will perform a financial feasibility study to identify patterns of school- level resource allocation strengths and weaknesses. Finally, the student will develop an action plan focusing on the improvement of the financial allocation of school-level resources as it relates to the improvement of student achievement.

5a - School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement 5a.1 Works with others to incorporate the input of the School Improvement Team in budget and resource decisions. 5a.2 Works with others to use feedback and data to assess the success of funding and program decisions.

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5 School Culture and Safety: Evidence that demonstrates the ability to positively impact school safety and culture.

Cultural Wellness Assessment & Action Plan

The student will conduct a school culture and climate assessment using a comprehensive collection of multiple and varied data. Then the student will critique the school culture against highly effective schools. Finally, the student will construct a new systematic communications and cultural awareness plan and present the plan to school collaborative teams and leaders.

3a - Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture 3a.1 Designs strategies for achieving a collaborative and positive work environment within the school. 3a.3 Utilizes data gained from the Teacher Working Conditions Survey and other sources to identify perceptions of the work environment. 3b - School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. 3b.1 Uses shared values, beliefs and a shared vision to promote a school culture of learning and success. 3c - Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school. 3c.1 Works with others to use established criteria for performance as the primary basis for reward and recognition. 3d - Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and performance. 3d.2 Identifies strategies for developing a sense of well- being among staff, students, and parents/guardians 5b - Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement 5b.1 Works with others to resolve problems and/or areas of conflict within the school in ways that improve student achievement. 5c - Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement 5c.1Works with others to utilize a system of open communication that provides for the timely, responsible sharing of information within the school community 7a - School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school’s identity, culture, and performance 7a.1 Works with others to build systems and relationships that utilize the staff’s diversity, ideological differences, and expertise to realize the school’s goals.

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6 School Improvement: Evidence that demonstrates the ability to effect school improvement

Improving Teaching & Learning With a School Improvement Team

Students will conduct a school data audit, characteristics, and fit analyses. They will then audit the current school improvement plan, critique, and work with others to develop a new SIP. Finally the student will develop an SIP vision and communication plan that must detail how the SIP will transform the school culture, inform teachers’ pedagogical practices, and, most importantly, impact student learning.

1a - School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community. 1a.1Works with others to develop a shared vision and strategic goals for student achievement that reflect high expectations for students and staff. 1a.2 Maintains a focus on the vision and strategic goals throughout the school year 1c - School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students 1c.1 Works with others to incorporate principles of continuous improvement and 21st century concepts into the School Improvement Plan. 1c.2 Works with others to systematically collect, analyze, and use data regarding the school’s progress toward attaining strategic goals and objectives. 2a - Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. 2a.3 Utilizes multiple sources of data, including the Teacher Working Conditions Survey, for the improvement of instruction. 3b - School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. 3b.2 Works with others to address diversity and equity as the school develops, monitors, and adjusts the school improvement plan. 6b - Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates. 6b.2 Continually assesses the progress of district initiatives and reports results to district-level decision-makers. 6b.3 Works with others to implement district initiatives directed at improving student achievement.

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7 Additional evidence that addresses NC School Executive Standards- Evidence Cluster 4

Legal Literacy & the School Leader

The student will analyze three legal memoranda based on actual school-level legal scenarios, develop and deliver a lesson plan to school staff and leaders; and write a comprehensive legal literacy plan for the school to ensure communication and enforcement of clear and equitable expectations and compliance issues for students and staff.

5d - School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff. 5d.1 Works with others to communicate and enforce clear expectations, structures, rules, and procedures for students and staff. 5d.2 Works with others to effectively implement district rules and procedures.

6b - Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates 6b.1 Works with others to ensure compliance with federal, state, and district mandates.

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8 Additional evidence that addresses NC School Executive Standards- Evidence Cluster 4

Human Resource Development and Evaluation Analysis and Action Plan

The student will conduct an organizational management assessment audit, critique processes against best practices, and design a comprehensive human resource management plan that addresses, at a minimum; scheduling, staff supports (minimizing class disruption, health & safety, etc..); and staff recruiting, hiring, placing, mentoring, evaluating, and removal for poor performance.

2b - Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. 2.b.1 Adheres to legal requirements for planning and instructional time. 2b.2 Reviews scheduling processes and protocols that maximize staff input and address diverse student learning needs 4b - Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff. 4b.1 Supports, mentors, and coaches staff members and emerging teacher leaders. 4c - Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement 4c.1 Works with others to provide formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice. 4c.2 Works with others to implement district and state evaluation policies in a fair and equitable manner.

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SECTION II: RELATIONSHIP OF THE EVIDENCE TO THE STANDARDS

NORTH CAROLINA SCHOOL EXECUTIVE STANDARDS

KEY EVIDENCE(S) FROM SECTION 1 DEMONSTRATING THE DESCRIPTOR

Standard 1: Strategic Leadership Elements Descriptors Electronic Evidence 1a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.

1a1. Works with others to incorporate principles of continuous improvement and 21st century concepts into the School Improvement Plan.

#1 #2 #3 #4 #5 #6 #7 #8

1a2. Works with others to systematically collect, analyze, and use data regarding the school’s progress toward attaining strategic goals and objectives.

#1 #2 #3 #4 #5 #6 #7 #8

1b. Leading Change: The school executive articulates a vision and implementation strategies, for improvements and changes which result in improved achievement for all students.

1b1. Works with others to systematically consider new and better ways of leading for improved student achievement for all students and engages stakeholders in the change process.

#1 #2 #3 #4 #5 #6 #7 #8

1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals, and changes necessary for improved achievement for all students.

1c1. Works with others to incorporate principles of continuous improvement and 21st century concepts into the School Improvement Plan.

#1 #2 #3 #4 #5 #6 #7 #8

1c2. Works with others to systematically collect, analyze, and use data regarding the school’s progress toward attaining strategic goals and objectives.

#1 #2 #3 #4 #5 #6 #7 #8

1d. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school.

1d1. Works with others to create opportunities for staff to demonstrate leadership skills by empowering them to assume leadership and decision-making roles

#1 #2 #3 #4 #5 #6 #7 #8

1d2. Works with others to encourage teachers and support staff to assume leadership and decision-making roles in the school.

#1 #2 #3 #4 #5 #6 #7 #8

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Standard 2: Instructional Leadership Elements Descriptors Electronic Evidence 2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment. The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.

2a1. Works with others to systematically focus on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning.

#1 #2 #3 #4 #5 #6 #7 #8

2a2. Helps organize targeted opportunities for teachers to learn how to teach their subjects well with engaging lessons.

#1 #2 #3 #4 #5 #6 #7 #8

2a3. Utilizes multiple sources of data, including the Teacher Working Conditions Survey, for the improvement of instruction.

#1 #2 #3 #4 #5 #6 #7 #8

2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption or instructional or preparation time.

2b1. Adheres to legal requirements for planning and instructional time.

#1 #2 #3 #4 #5 #6 #7 #8

2b2. Reviews scheduling processes and protocols that maximize staff input and address diverse student learning needs.

#1 #2 #3 #4 #5 #6 #7 #8

Standard 3: Cultural Leadership

3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture.

3a1. Designs strategies for achieving a collaborative and positive work environment within the school.

#1 #2 #3 #4 #5 #6 #7 #8

3a2. Seeks input from the School Improvement Team and other stakeholders to make decisions.

#1 #2 #3 #4 #5 #6 #7 #8

3a3. Utilizes data gained from the Teacher Working Conditions Survey and other sources to identify perceptions of the work environment.

#1 #2 #3 #4 #5 #6 #7 #8

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3b. School Culture and Identify: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.

3b1. Uses shared values, beliefs and a shared vision to promote a school culture of learning and success.

#1 #2 #3 #4 #5 #6 #7 #8

3b2. Works with others to address diversity and equity as the school develops, monitors, and adjusts the school improvement plan.

#1 #2 #3 #4 #5 #6 #7 #8

3c. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.

3c1. Works with others to use established criteria for performance as the primary basis for reward and recognition.

#1 #2 #3 #4 #5 #6 #7 #8

3d1. Identifies strategies for building a sense of efficacy and empowerment among staff.

#1 #2 #3 #4 #5 #6 #7 #8

3d2. Identifies strategies for developing a sense of well-being among staff, students and parents/guardians.

#1 #2 #3 #4 #5 #6 #7 #8

Standard 4: Human Resource Leadership

4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.

4a1. Works with others to provide structures for and implement the development of effective professional learning communities and results-oriented professional development.

#1 #2 #3 #4 #5 #6 #7 #8

4a2. Routinely participants in professional development focused on improving instructional programs and practices.

#1 #2 #3 #4 #5 #6 #7 #8

4b. Recruiting, Hiring, Placing and Mentoring Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.

4b1. Supports, mentors, and coaches staff members and emerging teacher leaders.

#1 #2 #3 #4 #5 #6 #7 #8

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4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement.

4c1. Works with others to provide formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice.

#1 #2 #3 #4 #5 #6 #7 #8

4c2. Works with others to implement district and state evaluation policies in a fair and equitable manner.

#1 #2 #3 #4 #5 #6 #7 #8

Standard 5: Managerial Leadership

5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement.

5a1. Works with others to incorporate the input of the School Improvement Team in budget and resource decisions.

#1 #2 #3 #4 #5 #6 #7 #8

5a2. Works with others to use feedback and data to assess the success of funding and program decisions.

#1 #2 #3 #4 #5 #6 #7 #8

5b. Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement.

5b1. Works with others to resolve problems and/or areas of conflict within the school in ways that improve student achievement.

#1 #2 #3 #4 #5 #6 #7 #8

5c. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.

5c1. Works with others to utilize a system of open communication that provides for the timely, responsible sharing of information within the school community.

#1 #2 #3 #4 #5 #6 #7 #8

5c2. Works with others to provide information in different formats in multiple ways through different media in order to ensure communication with all members of the community.

#1 #2 #3 #4 #5 #6 #7 #8

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5d. School Expectations for Students and Staff: The school executive develops and enforces expectations structures, rules, and procedures for students and staff.

5d1. Works with others to communicate and enforce clear expectations, structures, rules, and procedures for students and staff.

#1 #2 #3 #4 #5 #6 #7 #8

5d2. Works with others to effectively implement district rules and procedures.

#1 #2 #3 #4 #5 #6 #7 #8

Standard 6: External Leadership

6a. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support, and ownership for the school.

6a1. Works with others to engage parents/guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community’s vision of the school.

#1 #2 #3 #4 #5 #6 #7 #8

6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates.

6b1. Works with others to ensure compliance with federal, state, and district mandates.

#1 #2 #3 #4 #5 #6 #7 #8

6b2. Continually assesses the progress of district initiatives and reports results to district-level decision-makers

#1 #2 #3 #4 #5 #6 #7 #8

6b.3 Works with others to implement district initiatives directed at improving student achievement.

#1 #2 #3 #4 #5 #6 #7 #8

Standard 7: Micro-political Leadership

7a. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school’s identity, culture, and performance.

7a1. Works with others to build systems and relationships that utilize the staff’s diversity, ideological differences, and expertise to realize the school’s goals.

#1 #2 #3 #4 #5 #6 #7 #8

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SECTION III: DETAILED DESCRIPTION OF THE EVIDENCES

ARTIFACT 1

Evidence Cluster: Positive Impact on Student Learning and Development Descriptors of the elements addressed in the evidence: 1b - Leading Change: The school executive articulates a vision and implementation strategies, for improvements and changes which result in improved achievement for all students. 1b.1Works with others to systematically consider new and better ways of leading for improved student achievement for all students and engages stakeholders in the change process. 2a - Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. 2a.1 Systematically focuses on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning. 2a.2 Organizes targeted opportunities for teachers to learn how to teach their subjects well with engaging lessons. 4a - Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community. 4a.1 Works with others to provide structures for and implement the development of effective professional learning communities and results-oriented professional development. 4a.2 Routinely participates in professional development focused on improving instructional programs and practices. Name of Evidence: Creating Professional Learning Communities in Schools Student Instructions Your professional learning community project makes up the majority of your grade. Moreover, this assignment will serve as one of your major learning artifacts for your state licensure portfolio. The assignment is due on INSERT DATE. The project is comprised of three parts: (a) development of a comprehensive plan to create a professional learning community in your school, (b) development and implementation of a plan for teacher professional development based upon identification of areas for instructional improvement in your school, and (c) development of a plan to evaluate the effectiveness of the professional learning community and the effectiveness of the targeted professional development. The assignment consists of three distinct activities (see below for details) that will be submitted in stages in order for you to receive feedback and make necessary adjustments. This is a performance-based activity/task based on a clinical model that draws from research-based best practices in leading professional learning communities, organizational learning, curriculum alignment, and professional development. The activity includes implications and applications for future practice.

Addressing the Elements Here are the objectives of this evidence- Overarching Objective:

Distinguish among key elements of a professional learning community. Understand the essential components of the implementation and change process.

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Distinguish among sets of best instructional practices. Include innovative uses of technology in the classroom. Include practices that address diverse student populations.

Distinguish and understand the roles of the principal, teachers, and parents in creating and sustaining a professional learning community.

Understand the nature of teaching in a professional learning community. Understand issues of social justice and how leaders can incorporate equitable practices and

outcomes into professional learning communities.

Knowledge of Ways and Means of Dealing with Specifics: Design protocols for collecting data from school personnel. Recommend technology

use for efficient data collection. Identify research-based best practices for targeted professional development. Suggest how

technology can be used. Facilitate faculty discussion, analysis, and involvement in professional development. Use

technology tools. Analyze, evaluate, and adjust elements of a professional learning community to your school

context. Indicate technology tools useful for the task. Address any social justice issues and incorporate ways to improve equity.

Knowledge of Universal and Abstractions:

Understand how the essential elements of a professional learning community are interrelated to each other and how they fit into the school improvement picture.

Understand the essential role of principal leadership in creating and sustaining professional learning communities.

Understand the role of targeted professional development in school improvement. Understand how professional learning communities and professional development can be

used to create more socially just schools and more effective classroom instruction.

Required Intern Activities: As aspiring school leaders, candidates will be expected to participate in a professional

learning community and engage staff in targeted professional development activities. This project provides the knowledge, skills, and practice to engage staff in this very important process.

Creating Professional Learning Communities in Schools Evidence Standards Crosswalk:

Standard Criteria Addressed NC DPI School Executive Standards

Category 1 – Positive Impact on Student Learning and Development Elements 1b.1; 2a.1, 2a.2; 4a.1, 4a.2

Dispositions/Competencies Communication (relationships), dialogue/inquiry (empowerment), judgment (ethics), personal responsibility for performance (ethics), creative thinking (change)

21st Century Skills/Goals Professional development (teachers equipped with 21st century skills), focus on continuous improvement (leadership for innovation)

ELCC Standards 1.2, 1.3, 1.4; 2.2; 5.3; 7.3, 7.4, 7.5 Other Ethical considerations, Social Justice, Equity, Technology

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Project Description Each student will develop a plan to create a professional learning community in their school; conduct a small scale, pilot implementation of the plan; then revise the plan based on lessons learned from implementation. The goal of this project is to develop a workable plan to improve teaching and learning in your school. The plan should incorporate issues of serving diverse student populations and in the use of innovative technologies. The plan consists of the following three activities: Activity #1: If your school has a professional learning community in place, ask your principal for permission to join the PLC team; attend and participate in their meetings and activities, and document those activities in a portfolio, including maintaining a reflective journal chronicling the activities of the PLC and your involvement therein. If not, ask your principal for permission to join your school’s school improvement planning (SIP) team; attend and participate in their meetings and activities, and document those activities in a portfolio, including maintaining a reflective journal chronicling the activities of the SIP and your involvement therein. Activity #2: Based on the data and information collected in Activity #1, identify areas for instructional improvement at your school. Interview at least 2 teachers and one administrator (either the Assistant Principal responsible for curriculum or the Principal) to solicit their feedback as to what they feel are the critical areas for instructional improvement in your school. Conduct a focus group of teachers (at a faculty meeting) to solicit additional feedback. Then, identify research-based best practices (professional development) targeted on the area(s) for improvement you have identified (possible areas include curriculum alignment, improved models of assessment, pedagogical and curricular strategies, etc.). Incorporate technological tools into the practices. Then, develop a plan for teacher professional development (including a budget) that you believe will address this need. If your principal permits it, implement and execute the plan (this could include identification of outstanding teachers who model/lead a professional development workshop for other teachers in an area of identified need). Use technology tools within your plan to expedite the implementation. Activity #3: Based on what you have learned from Activities 1 and 2, create a model PLC to be implemented in your school. Be sure to identify the key elements of your model: stakeholders, procedures, policies, and processes, potential obstacles and plans to overcome them, resources needed (a budget), an implementation timeline, and a plan to evaluate the effectiveness of the PLC. Identify technology tools and how they can be used.

Assessment Student understanding and ability to apply the standard elements targeted in this course will be assessed in a variety of ways.

1. Instructors who provide content and coordinate this evidence will provide a comprehensive classroom developed evaluation. Instructors will encourage students to rewrite the evidence in order to adequately demonstrate a mastery of the knowledge and an ability to apply it to the field in a realistic manner that meets NCSSE standards but also takes unique environmental contexts into consideration.

2. Students will be directed by the instructor to participate or lead in specific field activities critical to the successful completion of this evidence. University supervisors and mentors will ensure that students have the opportunity to participate and provide opportunities to lead as appropriate. Leadership disposition will be assessed in this activity by the student, the mentor, and the university supervisor. Instructors will also judge the efficacy of the student’s field service through evaluation of the product outcome.

3. A commonly formatted evaluation rubric to assess the each of the descriptors of the NCSSE standards (See rubric below) for each evidence and course in the program will be completed for each student.

4. During the final capstone experience, the evidence will be re-evaluated by the student, their peers, and the capstone instructor. For students not meeting the standards in some area, they will be asked to increase field activities in the delinquent area and/or rewrite the substandard evidence(s).

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Student portfolio products or student dispositions still not meeting standards by the end of the program will have their portfolio blind reviewed by a committee, who will determine whether to recommend the student for licensure and any appropriate remediation.

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Program-wide Assessment Scoring Rubric for Creating Professional Learning Communities in Schools Student Name: __________________________________________________________ Category Developing

Proficiency (One Point)

Acceptable Degree of Proficiency (Two Points)

Accomplished Proficiency (Three Points)

Total Points

1. Positive Impact on Student Learning 1b.1: articulate and implement strategies for improvement and change

Draws from existing data to identify areas for improvement in teaching, learning, curriculum, and instruction

Interviews at least 2 teachers and 1 administrator to identify areas for instructional improvement Draws from a variety of data to identify areas for improvement in teaching, learning, curriculum, and instruction Develops an acceptable plan for improvement and change

Interviews at least 2 teachers, at least 1 administrator, and conducts a focus group of teachers to identify areas for instructional improvement Draws from a variety of data to identify areas for improvement in teaching, learning, curriculum, and instruction Develops a comprehensive, systematic plan for improvement and change. Incorporates the use of technology. Addresses issues of equity and social justice into the plan.

2a.1: identify research-based best practices in teaching and learning

Joins a PLC or SIP team

Participates in activities of the PLC/SIP team Joins and participates in a PLC or SIP team

Participates in activities of the PLC/SIP team and documents involvement through development of a portfolio Joins and participates in a PLC or SIP team

2a.2 & 4a.2: design and offer targeted opportunities for teacher professional development

Develops an outline of a plan for teacher professional development

Develops an acceptable plan for teacher professional development incorporating technology and addressing equity

Develops and implements (to the extent possible) a comprehensive, systematic plan for teacher professional development incorporating technology and addressing equity

4a.1: design and implement an effective PLC

Designs an outline of the basic components of a PLC

Designs an acceptable model of a PLC

Designs and implements (to the extent possible) a comprehensive, systematic model of a PLC

TOTAL SCORE Instructor Feedback:

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ARTIFACT 2

Evidence Cluster: Teacher Empowerment and Leadership Descriptors of the elements addressed in the evidence: 1d - Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school. 1d.1 Works with others to create opportunities for staff to demonstrate leadership skills by empowering them to assume leadership and decision-making roles. 1d.2 Works with others to encourage teachers and support staff to assume leadership and decision-making roles in the school. 3a - Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture. 3a.2 Seeks input from the School Improvement Team and other stakeholders to make decisions 3d - Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and performance. 3d.1 Identifies strategies for building a sense of efficacy and empowerment among staff. Name of Evidence: Distributive Leadership and Teacher Empowerment This project makes up the majority of your grade. Moreover, this assignment will serve as one of your major learning artifacts for your state licensure portfolio. The assignment is due on INSERT DATE. The assignment is a performance-based activity/task based on a clinical model that draws from research-based best practices in distributive leadership. The activity includes implications and applications for future practice.


To develop a collaborative work environment through the model of distributive leadership for your school focused on student learning that builds a sense of efficacy and empowerment among staff.

Knowledge of Ways and Means of Dealing with Specifics: Distinguish among key terms and concepts about collaborative work environments

using distributive leadership and other models of teacher empowerment. Distinguish among sets of best leadership practices. Design ideal model using research-based best practices. Include the effective use of

technology among these best practices. Analyze, evaluate, and develop a plan to make improvements. Include the use of

technology.

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Knowledge of Universal and Abstractions: Understand how the essential elements of collaborative and distributive leadership are

interrelated to each other and how they fit into teacher professionalism and empowerment and overall school improvement.

Understand the essential role of principal leadership in empowering teachers and providing teacher leadership opportunities.

Understand how to incorporate equitability and ethics into collaborative structures.

Implications and Application to Future Practice: As aspiring school leaders, candidates will be expected to understand the underlying

principles of and participate in collaborative work environments using PLCs and other distributive leadership practices. This project provides the knowledge and skills to engage staff in this very important process.

Required Intern Activity: In order to complete the project, candidates are expected to serve on or lead the

building improvement team or a Professional Learning group. In addition, the candidate will need to access and/or collect multiple data points through observation, interview, survey, or collection of ex post facto documentation.

Distributive Leadership & Teacher Empowerment Evidence Standards Crosswalk:


Category 2: Teacher Empowerment and Leadership Elements 1d, 3a, and 3d

Dispositions/Competencies Communication (relationships), Empowerment (dialogue/inquiry, emotional intelligence), Vision (systems thinking, visionary)

21st Century Skills/Goals Leadership, collaboration ELCC Standards 1.3, 1.4; 2.1, 2.3; 3.1; 5.3; 7.3, 7.4 Other Ethical considerations, Social Justice, Equity,

Technology

Project Directions The assignment is a performance-based activity/task based on a clinical model that draws from research-based best practices in distributive leadership. The activity includes implications and applications for future practice. The project is comprised of three parts:

1. Design a Site-Specific Collaborative Work Environment Model: You will design an ideal collaborative work environment model that utilizes distributive leadership for your school. What are the essential elements and key components? What would distributive leadership ideally look like in your school? How do you maintain an equitable system? How could technology be utilized?

2. Conduct Interviews with Key Stakeholders: You will conduct interviews with key leaders at your school and focus group interviews with teachers, school improve team members, PLC team leaders etc… and make an assessment as to the degree of fit between the ideal

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model (#1) and what is currently occurring in practice. Be sure to consider diversity in your interview selections.

3. Work With Teacher Leaders/Create an Action Plan: You will serve on your School Improvement Team and a Professional Learning Team. Drawing from #1 & 2 above (model and how it is practiced), work with key leaders at your school to identify the key obstacles to empowering teachers and create a process or professional development plan to address those obstacles. Incorporate any social justice issues present. Address any ethics issues that might be identified as obstacles.

Assessment

Student understanding and ability to apply the standard elements targeted in this course will be assessed in a variety of ways.




4. During the final capstone experience, the evidence will be re-evaluated by the student, their peers, and the capstone instructor. For students not meeting the standards in some area, they will be asked to increase field activities in the delinquent area and/or rewrite the substandard evidence(s). Student portfolio products or student dispositions still not meeting standards by the end of the program will have their portfolio blind reviewed by a committee, who will determine whether to recommend the student for licensure and any appropriate remediation.

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Program-wide Assessment Scoring Rubric for Distributive Leadership and Teacher Empowerment Student Name: __________________________________________________________ Evidence & Descriptors Developing




Total Points

1d - Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school. 1d.1 Works with others to create opportunities for staff to demonstrate leadership skills by empowering them to assume leadership and decision-making roles. 1d.2 Works with others to encourage teachers and support staff to assume leadership and decision-making roles in the school.

Draws from existing data to develop an ideal site-specific collaborative/ distributive leadership model. Works with key leaders at the school to identify the key obstacles to empowering teachers and creates a process or professional development plan

Draws from existing data and interviews key stakeholders to develop an ideal site-specific collaborative/ distributive leadership model. Works with PLC/SIP team at the school to identify the key obstacles to empowering teachers and creates a process or professional development plan

Draws from existing data and interviews key stakeholders to develop an ideal site-specific collaborative/ distributive leadership model. Works with PLC/SIP team at the school to identify the key obstacles to empowering teachers and creates and implements a process or professional development plan. Addresses issues of equity and social justice into the plan.

3a - Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture 3a.2 Seeks input from the School Improvement Team and other stakeholders to make decisions

Joins a PLC or SIP team

Joins and participates in the activities of a PLC or SIP team.

Joins, participates and takes leadership in activities of the PLC/SIP team and documents how the collaborative processes in the school has improved school culture.

3d - Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and performance. 3d.1 Identifies strategies for building a sense of efficacy and empowerment among staff.

Develops a plan for building a sense of efficacy and empowerment among staff.

Develops an acceptable plan for building a sense of efficacy and empowerment among staff addressing equity issues.

Develops and implements (to the extent possible) a comprehensive, systematic plan for building a sense of efficacy and empowerment among staff addressing equity issues.


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ARTIFACT 3

Evidence Cluster: Community Involvement and Engagement Descriptors of the elements addressed in the evidence: 5c Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement 5c.2 Works with others to provide information in different formats in multiple ways through different media in order to ensure communication with all members of the community. 6a - Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school. 6a.1 Works with others to engage parents/guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community’s vision of the school. Name of Evidence: School-Community Relations & Involvement A school is not an independent or isolated entity; it operates in a social context, an important element of which is the local community. The school draws its students from the community and depends on the community for much of its financial and social support. The community attempts to exercise its power over the school primarily through the school board, which has authority to establish policies and approve financial expenditures. The community also tries to exert its influence on the school informally through parent and special interest groups and individual contacts. Because of these factors every administrator needs to develop a good understanding of, and competency in, building and maintaining effective school-community relations.


To assess the current current school-community relations plan, investigate and understand internal and external stakeholders, and then work with others in a genuine school setting to develop a comprehensive school-community relations plan utilizing modern technologies and directed toward improved student achievement..

Knowledge of Ways and Means of Dealing with Specifics: Distinguish among key terms and concepts about the political arena, understanding

internal and external power constituencies, and the barriers to community involvement.

Distinguish among sets of best practices in community-school relations leading to improved student achievement.

Design an ideal community-school relations model using research-based best practices. Incorporate the use of innovative technologies into your plan and demonstrates how it can improve student performance.

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Analyze, evaluate, and develop a community-school relations plan to make improvements in equity and student achievement.

Knowledge of Universal and Abstractions: Understand how the essential elements of power people/groups,

ideologies/philosophies, and communication are interrelated to each other and how they fit into a comprehensive community-school relations plan supporting overall school improvement.

Understand how a community-school relations plan can lead to improved student achievement, especially among highly diverse and ideologically polarized schools and communities.

Implications and Application to Future Practice: As aspiring school leaders, candidates will be expected to understand the underlying

principles of, develop, and participate in community relations activities. This project provides the knowledge and skills to engage staff in this very important process.

Required Intern Activity: In order to complete the project, candidates are expected to spend time with

ideologically diverse community groups and/or agencies to better understand the political arena and how it influences school function.

School-Community Relations & Involvement Evidence Standards Crosswalk:


Category 3: Community Involvement and Engagement Elements 5c and 6a


21st Century Skills/Goals Leadership, collaboration ELCC Standards 1.3, 1.4, 1.5; 2.1; 4.1, 4.2, 4.3; 5.1, 5.2, 5.3; 6.1, 6.2,

6.3; 7.3, 7.4 Other Ethical considerations, Social Justice, Equity,

Technology

Project Directions THE POLITICAL ARENA Politics has often been viewed as a repugnant game played for keeps by selfish businessmen and self-aggrandizing, cigar-smoking, pot-bellied politicians. Thus, politics was bad. No self-respecting educational leader would admit to engaging in it. Yet, few educators today would embrace the idea that school administrators are, or should be, free of participation in the educational policy-making process. When viewed in its proper role, politics is the democratic process of making significant decisions concerning public policy, including educational policy. The school principal who exercises educational leadership to improve the process of education for children is inevitably involved in educational policy decisions. Even the principal who disdains politics will inevitably be drawn into it. It should be made clear, however, that we are

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not encouraging participation in the brand of politics that results in unethical behavior. The educational politician must at all times behave in a responsible manner that is above reproach. Educational leaders must never succumb to political behavior that compromises principles of professional ethics or moral behavior. To understand politics in the community, one must ask three important questions about both the internal public (teachers, staff, students) and the external public (parents and community):

1. Who are the internal and external persons and groups that have power to influence policy concerning “what kind of town/city and school, this should be”?

2. How do these persons and groups behave in the decision-making process? (What are the dynamics of the process in which community policy is established?)

3. Why, or through what beliefs or ideology, do the leaders favor this type of community and school (or policies)?

The public schools are, of course, a vital part of any policy concerning community life; therefore, educational policy is of supreme importance to the education of children as well as to the future of the community. Action Item Your task, then, is to seek whatever information that might be readily available that will enable you to address the questions above and, therefore, deepen your understanding of the political arena inside and outside your school. Collate and organize your findings in a powerful and meaningful way, analyze and summarize what you discover, and determine the implications of those discoveries for your potential work as an administrator in that particular school and community setting; specifically noting the effects on student improvement efforts. You will be responsible for completing a report of a professional quality that summarizes your findings and their implications for your leadership toward improved student achievement. UNDERSTANDING THE INTERNAL & EXTERNAL COMMUNITY The school community can be thought of as encompassing the total geographical arena and population of a school district, or as comprising the more immediate area and population within an individual school’s boundaries. While school administrators need to understand the total community, they need particularly to understand and develop good relationships with the local community that the school serves. Although redistricting and school busing has stretched the meaning of the term local community for many schools and made the task of understanding the external community more difficult, the task is no less important because of this factor. As school districts extend their boundaries, not only are greater efforts by school administrators required but teachers and other staff members also need to develop a good understanding of an expanded school community. Action Item With this in mind, your task is to ascertain the extent to which your school and/or district has a formal, written school-community relations program. Traditional school-community relations programs emphasized unilateral communication of school information through the media, speeches to community organizations, printed materials

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distributed to parents and staff, and other means of informing parents and staff about school programs and procedures. Although these traditional means of communicating to internal and external publics of the school are still a viable part of the school-community relations program, modern strategies also emphasize two-way communication and personal leadership techniques. Both should be utilized.

School administrators also need to become knowledgeable about the different groups and organizations to which the people in the local community and school belong. The particular groups and organizations about which administrators need specific information are those which have a special interest in education and in the school. These would be groups or organizations that discuss education from time to time in their meetings and who may even have a subcommittee for educational matters. Administrators should be well acquainted with each group so that they can communicate easily with its leaders in a time of crisis and can utilize whatever expertise the members possess for improving the school program. Examples of questions which might serve to guide your study include the following:

1. What percentage are professionals in contrast to blue-collar workers? 2. Who are the informal leaders of the community and school? 3. What percentage of the parents, students, and teachers represent minority groups? 4. What percentage of families is headed by a single parent, and in how many of these

situations is the parent unemployed? 5. What is the history of this community and school?

Action Item You are asked to identify and meet the leaders of the major groups and organizations in the local community the school serves and learn their points of view about education and about the school. BARRIERS TO COMMUNITY INVOLVEMENT Administrators should understand that school-community relations have never been completely trouble-free. A study of the history of education in American will demonstrate periodic differences and conflicts between the school and the community. Some of the persistent questions noted by historians are:

• What power should parents have over school policies and practices? • What power should other citizens have? • How should these powers be exercised? • What should be the parents’ role in the education of their own children? • How can parents and citizens address their grievances and concerns about the schools? • How much choice should parents have about what kinds of schools their children attend? • How can public schools achieve legitimacy in the eyes of parents and the taxpaying

public? Ascertain the degree to which possible barriers to community involvement exist in your school situation. If you were the principal, how would you overcome these barriers? Action Item Based on an understanding of the kinds of people who reside in the community and school, work with a PLC or SIP team at the school and then draft a comprehensive school-community relations program leading to improved student achievement. As part of the comprehensive program, develop a sample two-way communication approach using modern technologies. Actually create the communications tool using technology tools. Include discussion on issues of

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social justice and equity as appropriate. If possible implement a portion of the comprehensive school-community relations program.






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Program-wide Assessment Scoring Rubric for School-Community Relations & Involvement Student Name: __________________________________________________________ Category Developing




Total Points

5c Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement 5c.2 Works with others to provide information in different formats in multiple ways through different media in order to ensure communication with all members of the community.

The student will use some data to identify, analyze, and summarize the existing formal and informal communications processes in their school. They will then review any existing school communications plan. Finally, the student will react to the efficacy of the current plan and draft an ideal comprehensive plan for that school.

The student will use sufficient data to identify, analyze, and summarize the existing formal and informal communications processes in their school. They will then review any existing school communications plan. Finally, the student will react to the efficacy of the current plan and working with others will draft an ideal comprehensive plan for that school that provides information in different formats in multiple ways through different media.

The student will use extensive data to identify, analyze, and summarize the existing formal and informal communications processes in their school. They will then review any existing school communications plan. Finally, the student will react to the efficacy of the current plan and working with others will draft and implement part of an ideal comprehensive plan for that school that provides information in different formats in multiple ways through different media. The plan addresses issues of equity and access. The student develops a sample technology platform to improve communications.

6a - Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school. 6a.1 Works with others to engage parents/guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community’s vision of the school.

The student drafts a school-community relations and involvement plan for that school, noting implications for their future work as a principal in such a setting.

The student works with others to drafts a comprehensive school-community relations and involvement plan for that school, that identifies how to engage parents/guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community’s vision of the school. The plan uses technology solutions to address equity issues.

The student works with others to drafts and implements part of a comprehensive school-community relations and involvement plan for that school, that identifies how to engage parents/guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community’s vision of the school. The plan uses innovative technology solutions to address equity issues. The student develops a sample technology platform to improve community involvement.


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ARTIFACT 4 Evidence Cluster: Organizational Management Descriptors of the elements addressed in the evidence: 5a - School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement 5a.1 Works with others to incorporate the input of the School Improvement Team in budget and resource decisions. 5a.2 Works with others to use feedback and data to assess the success of funding and program decisions. Name of Evidence: Resource and Fiscal Analysis/Action Plan for School Improvement (Note: This evidence assignment is an extension of the required evidence given in your Organizational Management (Part I) course. This evidence comprises a majority of your grade in this course. Moreover, this assignment will serve as one of your major learning artifacts for your state certification portfolio. The assignment is due on INSERT DATE.

Addressing the Elements

Overarching Objective: Review and analyze a school-level budget over a two year period and provide data-

based evidence for the improvement of resource allocation decisions.

Knowledge of the Specifics: Understand and distinguish among key financial accounting terms and concepts

associated with North Carolina’s Uniform Chart of Accounts for public schools as they relate to the improvement of teaching and student learning.

Distinguish among multiple forms of school-level data including, (a) Perceptional

data: (i.e., North Carolina Working Conditions Survey), (b) Demographic, (c) Standards-based testing, and (d) Student and teacher outcome data.

Knowledge of Ways and Means of Dealing with Specifics:

Link school and district-level financial data to student achievement, curricular improvements, instructional modifications, school improvement, school vision, and state reforms

Design procedures for using data-based applications (e.g., perceptional data) Facilitate faculty discussion, analysis, dissemination, and use of school data. Utilize school data to monitor, evaluate, and revise instructional programs, student

achievement, and teaching performance within a School Improvement Plan Develop data-driven improvement plans for the school improvement process.

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Implications and Application to Future Practice: As aspiring school leaders candidates will be expected to understand the resource

allocation process associated with school-level budgeting. This project provides the knowledge, skills, and practice to engage school staff in this process.

Resource and Fiscal Analysis Evidence Standards Crosswalk:

Standard Criteria Addressed

NC DPI School Executive Standards

Category 4: Organizational Management 5a1 and 5a2

Dispositions Environmental Awareness; Systems Thinking; Communication; Dialogue/Inquiry; Personal Responsibility for Performance; Change Management; Results Orientation; Organizational Ability; Time Management

21st Century Skills Leadership will guide innovation in NC Public Schools ELCC Standards 1.3, 1.4; 2.2; 3.3; 4.3; 5.3; 6.1, 6.2, 6.3 Other School finance equity, adequacy, technology

Project Description

The goal is to complete an evidence project that demonstrates the ability to manage the allocation and support of human and fiscal resources for school improvement. For the Organizational Management (Part II) course, this evidence consists of four components:

1. Conduct an interview with at least two people at your school with a detailed

familiarity and understanding of resource allocation rules and procedures of the school-level budget (i.e., principal or a member of the school improvement team).

2. Demonstrate an understanding of the appropriate use and application of the North Carolina Uniform Chart of Accounts fund accounting system as it relates to the improvement of teaching and student learning.

3. Perform a financial feasibility study to identify patterns of school-level, resource allocation strengths and weaknesses as they apply to student improvement. Consider issues of equity in student resource allocation.

4. Identify existing technology use for managing budgetary and human resources. Explore new innovative technology uses for resource management.

5. Develop an action plan focusing on the improvement of the financial allocation of school-level resources and their support of improved student achievement. Consider issues of equity in student resource allocation. Incorporate innovative technology tools in resource management.

Assessment


1. Instructors who provide content and coordinate this evidence will provide a comprehensive classroom developed evaluation. Instructors will encourage students to rewrite the evidence in order to adequately demonstrate a mastery of the knowledge and an ability to apply it to the field

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in a realistic manner that meets NCSSE standards but also takes unique environmental contexts into consideration.




Teacher-developed Assessment

Three audiences will assess students in all five phases of the project using a three-point scale aligned with NCATE (Class scoring rubrics are provided below for each aspect of the assignment):

Points Self Internship School

Supervisor

Course Instructor

Points

1 2 3 1 2 3 1 2 3 70 1. Conduct an interview with school officials familiar with resource allocation policies and practices.

10

2. Identify significant North Carolina Uniform Chart of Account fund accounting structures as they relate to the improvement of teaching and student learning.

10

3. Perform a financial feasibility study to identify patterns of resource allocation strengths and weaknesses relating to student improvement.

20

4. Identify existing technology use for managing budgetary and human resources. Explore new innovative technology uses for resource management.

10

5. Construct an action plan focusing on the improvement of the financial allocation of school-level resources applying to student academic improvement.

20

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Program-wide Assessment Scoring Rubric for Resource and Fiscal Analysis/Action Plan for School Improvement Student Name: __________________________________________________________ Category Developing




Total Points

5a - School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement 5a.2 Works with others to use feedback and data to assess the success of funding and program decisions.

Draws from existing data to identify current resource allocation procedures and systems for funding connected to student achievement. Performs a financial feasibility study to identify patterns of resource allocation strengths and weaknesses. Constructs an action plan focusing on the improvement of the financial allocation of school-level resources applying to student academic improvement.

Draws from existing data, interviews, and participation with others to identify current resource allocation procedures and systems for funding connected to student achievement. Performs, with others, a financial feasibility study to identify patterns of resource allocation strengths and weaknesses. Works with others to construct an adequate action plan focusing on the improvement of the financial allocation of school-level resources applying to student academic improvement. Addresses technology use.

Draws from existing data, interviews, and participation with others to identify current resource allocation procedures and systems for funding connected to student achievement. Performs, with others, a financial feasibility study to identify patterns of resource allocation strengths and weaknesses. Works with others to construct an adequate action plan focusing on the improvement of the financial allocation of school-level resources applying to student academic improvement. Addresses technology use. Addresses issues of social equity. Presents plans to school leaders.

5a.1 Works with others to incorporate the input of the School Improvement Team in budget and resource decisions.

Joins a PLC or SIP team that addresses issues of resource allocation.

Participates in activities of the PLC/SIP team to conduct a feasibility study and develop an action plan focusing on the improvement of the financial allocation of school-level resources applying to student academic improvement.

Participates and leads activities of the PLC/SIP team to conduct a feasibility study and develop an action plan focusing on the improvement of the financial allocation of school-level resources applying to student academic improvement. Addresses equity issues.

TOTAL SCORE

Instructor Feedback:

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Artifact 5 Evidence Cluster: School Culture and Safety Descriptors of the elements addressed in the evidence: 3a - Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture 3a.1 Designs strategies for achieving a collaborative and positive work environment within the school. 3a.3 Utilizes data gained from the Teacher Working Conditions Survey and other sources to identify perceptions of the work environment. 3b - School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. 3b.1 Uses shared values, beliefs and a shared vision to promote a school culture of learning and success. 3c - Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school. 3c.1 Works with others to use established criteria for performance as the primary basis for reward and recognition. 3d - Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and performance. 3d.2 Identifies strategies for developing a sense of well- being among staff, students, and parents/guardians 5b - Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement 5b.1 Works with others to resolve problems and/or areas of conflict within the school in ways that improve student achievement. 5c - Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement. 5c.1 Works with others to utilize a system of open communication that provides for the timely, responsible sharing of information within the school community 7a - School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school’s identity, culture, and performance 7a.1 Works with others to build systems and relationships that utilize the staff’s diversity, ideological differences, and expertise to realize the school’s goals. Name of Evidence: Cultural Wellness Assessment/Action Plan Your school improvement project makes up a majority of your grade. Moreover, this assignment will serve as one of your major learning artifacts for your state certification portfolio. The assignment is due on INSERT DATE.

Addressing the Elements Here are the objectives of this artifact- Overarching Objective:

To assess and critique an existing school culture and then develop an action plan to improve school culture through (a) a collaborative, positive, and safe school environment, (b) shared vision of learning and success, (c) performance-based staff recognition, (d) a sense of well-being in the school, (e) effective conflict resolution, (f) open communications, and (g) the development of relationships to use a diverse set of staff expertise for the purpose of improved student achievement.

Knowledge of the Specifics: Understand the theoretical and applied literature associated with transforming school culture and

developing collaborative systems that enhance improved student achievement. Articulate the processes in developing a shared vision and beliefs directed toward improved student

performance.

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Can identify a range of cultural and relational criteria shown to be effective in evaluating the health and potential of schools for improved teaching and learning leading to enhanced student achievement.

Understand effective methods of staff recognition. Understands factors that affect conflict and conflict resolution, and is aware of multiple strategies that

can be used to resolve or manage conflict in a school setting. Understand methods of developing professional staff relationships and systems that enhance school

culture and utilize diverse staff expertise to improve student learning. Knowledge of Ways and Means of Dealing with Specifics:

Identify characteristics of and designs strategies for a collaborative work environment within the school.

Analyze data gained from the Teacher Working Conditions Survey and other sources from parents, students, teachers, and stakeholders to diagnose and evaluate the teaching and learning environment within the school.

Utilize data gained from the Teacher Working Conditions Survey, the Safe Schools Report, and other sources to identify perceptions of the work environment and school climate and culture.

Use a shared vision to promote a school culture focused on improving student achievement. Understand the importance of, and uses strategies for developing a sense of well-being among staff,

students, and parents/guardians. Identify problems and/or areas of conflict within the school and develops conflict resolution processes

that improve healthy, professional relationships and promote improved student achievement. Develop strategies to maintain high visibility, easy accessibility and open communication with staff,

students and parents/community. Develop relationships with staff, students, and parents/community to enhance a sense of well being. Develop an appropriate system of staff recognition focused on rewarding efforts in improved student

performance. Identify and effectively use the expertise, power and influence of staff members, to enhance student

learning. Work with others to build systems and relationships that utilize the staff’s diversity, ideological

differences, and expertise to realize the school’s goals. Knowledge of Universal and Abstractions:

Understand the importance and influence of developing professional relationships focused on student achievement goals.

Understands the necessity of a positive school culture focused on student improvement to successfully implementing school reform programs.

Understand the importance of a system of open communication that provides for the timely, responsible sharing of information within the school community.

Understand ethical leadership and the principles of fairness and equity as they apply to people, processes, and resources in schools.

Understands the importance of power and influence in organizations. Understands the importance of collaborative work environments. Understand the concepts of micro-political influence on school success affecting student achievement.

Implications and Application to Future Practice: Work with others to recognize the importance of acknowledging failures and celebrating

accomplishments of the school and staff. Work with others to use established criteria for performance as the primary basis for reward and

recognition. Work with others to resolve problems and/or areas of conflict within the school in ways that improve

student achievement. Work with others to design and utilize a system of open communication that provides for the timely,

responsible sharing of information within the school community. Field-Based Activity During the course, in order to inform and prepare the student to understand and be able to apply leadership skills in the area of school culture, each student should engage in the following activity in their intern school:

Collect cultural data using document collection, interviews, surveys, and observations of school staff.

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Participate as a member or chair a collaborative visioning process in your school. Participate as a member or initiate a staff reward and recognition discussion or program. Ask the

building principal to allow you to share your findings and recommendations. Participate in a conflict resolution between staff, between student and staff, between principal and

staff, between students, between parents and staff. Participate in a committee or initiate a discussion about the existing communications plan and

ways to improve the plan. Administer a communication efficacy survey in the school. Ask the building principal to allow you to share your findings and recommendations.

Participate in a committee or initiate a discussion about the existing relational climate among diverse staff in your building and ways for improvement. Ask the building principal to allow you to share your findings and recommendations.

Cultural Wellness Assessment/Action Plan Evidence Standards Crosswalk:


Category 5: School Culture & Safety 3a.1, 3a.3, 3b.1, 3c.1, 3d.2; 5b.1, 5c.1; 7a.1

Dispositions Environmental Awareness; Systems Thinking; Visionary; Communication; Conflict Management; Cultural Awareness; Dialogue/Inquiry; Sensitivity; Emotional Intelligence; Judgment; Personal Ethics and Values; Change Management; Organizational Ability; Time Management

21st Century Skills NC public school students will be healthy and responsible. Leadership will guide innovation in NC Public Schools

ELCC Standards 1.1, 1.2, 1.3, 1.4; 2.1; 5.1, 5.2, 5.3; 6.1, 6.2, 6.3 Other Ethical considerations, Social Justice, Equity, Diversity, Formative

Assessment, Use of Technology

Project Description The Cultural Wellness Assessment & Action Plan is comprised of three parts: (a) School Culture Analysis & Critique (b) School Cultural Wellness Plan Development, and (c) Visioning and Communicating a Cultural Wellness Plan. A portfolio will be submitted in stages in order for you to gain feedback and make necessary adjustments. This is a performance-based, clinic model assignment. Thus, this requires you to actively engage in your internship school. Part One: Cultural Assessment of the School I. Introduction: Students should include an introduction that describes the relevant school and community background, history, and demographics. II. Methods: Students should describe the methods they used to collect data and be specific as to the respondents, times, and locations of data collection. Students should utilize multiple and varied data types including observation, interview, survey, or ex post facto student and staff data. Students should collect a variety of data types including observing physical and verbal interactions within classes, in the hallways, and at after-school events and meetings. Students should observe student, teacher, staff, and administrative interactions. Students should also collect quantitative data, like school discipline, attendance, or achievement trend records. Students should conduct surveys, interviews and informal conversations to teachers, principal(s), parents (optional), and students (optional). Student can use pre-existing data including, but not limited to the Teacher working Conditions Survey. Include the Table A below.

1. Conducting a Cultural Assessment Data Audit Your task is to complete a comprehensive data report of the pre-existing data, and data you will collect, to include in your cultural assessment. Table A (not included due to space) provides you with specific examples of what you could include . Note that all Cultural Elements must be included in your data collection. III. Results: Students should include both quantitative and qualitative data. Student should include sample data charts, graphs, figure, and tables of quantitative and qualitative data. Data results should be clear and easy to interpret. Students will conduct data collection including multiple data points of their school, focusing on a cultural assessment of the building. Students will explore the following Cultural Elements within their school:

1. The collaborative work environment 2. Shared vision, values, and goals

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3. Level and type of acknowledgement of accomplishments 4. Efficacy and empowerment of the staff 5. Levels of student, staff, and parental conflicts 6. Methods of, and level of success of conflict resolution 7. Description of, and success of systematic communications 8. Methods and success of valuing diversity

IV. Analysis- Student should use data triangulation to support data trends. Students should point out at least one major data trend within each of the 8 Cultural Element categories listed in Table B below. Students will analyze each of these components using selected theoretical precepts from:

1. Deal & Peterson including (a) organizational myths, (b) actual mission/purpose, (c) definitions of success, (d) values, beliefs, assumptions, and norms, (e) rituals, (f) ceremony, (g) tradition, (h) cultural history or roots, (i) stories shaping culture, (j) “priests” and “priestesses” of culture, (k) architecture, and (l) symbols.

2. Fullan’s five Core Competencies; moral purpose, understanding change, relationship building, knowledge creation and sharing, and coherence making.

3. Muhammad’s eight Components of Eliminating Staff Divisions Table B: What Components of Cultural Data are Included in your Assessment? While you will be asked to collect data from each of the Cultural Components in the chart below, it would be too difficult to include all the cultural data descriptors possible within each component. Use the chart to identify which cultural data descriptors from Deal & Peterson, Fullan, and Muhammad you will include in your assessment and action plan. Cultural Components (examples provided)

Cultural Elements D & P- 12 Elements of Culture

F- 5 core Competencies

M - components

Demography/ Community History

Organizational myths Moral purpose Shift

Collaboration Shared Vision Performance-focused Rewards

Empowerment Conflict Resolution Collaborative Decision-making

Systematic Communications

Diversity Considerations The paper should include a plan of action for the principal to improve culture within the school, explaining how each action will improve one or more of Fullan’s Five Core Competencies; moral purpose, understanding change, relationship building, knowledge creation and sharing, and coherence making as well as Muhammad’s Principles for reducing Staff conflict. V. Audit of Pre-existing plans. Conduct an audit of your schools current plans or programs within any of the eight Cultural Elements; staff reward and recognition, collaborative decision-making; staff empowerment; conflict resolution, communications; or equity and diversity. Determine and describe elements of the current plan or program effectiveness in three ways: (a) implementation fidelity of the plans, (b) goal attainment via outcome measures, and (c) the perceptions of the plan/program’s success from teachers, parents (as appropriate), students (as appropriate), and administrators. In order to complete this, you will need to collect pre-existing plan/program data as well as conduct interviews or use a self-designed survey to gather data from teachers, parents, students, and administrators to better understand the current plans and programs. VI. Conclusions: Students should draw several cogent conclusions describing their school’s culture. There should be at least one conclusion from each of the eight cultural elements. Student used multiple data points to support each conclusion.

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Part Two, B: Developing a New Cultural Wellness Action Plan I. Develop a comprehensive school cultural wellness plan. The Plan based on all of the data you have

collected throughout this project. The Plan should include goals for each of the eight Cultural Element areas. Within each Cultural element, the Plan should include at a minimum: (a) data-derived goals, (b) collaboration processes, (c) implementation processes, (d) resources and support, (e) monitoring for fidelity, (f) evaluation with multiple data.

II. Develop a Vision to Implement and Sustain the SIP. Provide details regarding how the Plan will be integrated into the school community. Additionally, how the Plan addresses issues of equity and 21st century skills. In the end, the Plan vision and communication plan must detail how the Plan will transform the school culture, inform teachers pedagogical practices, and, most importantly, impact student learning. Part Three: Cultural Wellness Plan Presentation Using all that you have learned from the first two parts of this project, present your new Cultural Wellness Action Plan to your school’s SIT or school administration. Create a powerpoint presentation and handouts to clearly and effectively articulate your plan. Create and include a participant feedback form to gain data on your presentation.

Assessment






Teacher-Developed Assessment Three audiences will assess students in all three phases of the project using a three-point scale aligned

with NCATE (Class scoring rubrics are provided below for each aspect of the assignment):

Points Self Internship School Supervisor

Course Instructor

1 2 3 1 2 3 1 2 3 Part I, A Part I, B Part I, C Part I, D Part I, E Part I, F Part II, A Part II, B Part III

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Program-wide Assessment Scoring Rubric for Cultural Wellness Assessment/Action Plan Student Name: __________________________________________________________ Category Developing Proficiency

(One Point) Acceptable Degree of Proficiency (Two Points)


3a - Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture 3a.1 Designs strategies for achieving a collaborative and positive work environment within the school. 3a.3 Utilizes data gained from the Teacher Working Conditions Survey and other sources to identify perceptions of the work environment.

The student conducted a school culture and climate assessment using limited and traditional data. The student constructed a new systematic communications and cultural wellness plan including some strategies for achieving a collaborative and positive work environment in the school.

The student conducted a school culture and climate assessment using multiple and varied data. The student worked with a SIP/PLC team to construct a new systematic communications and cultural wellness plan including multiple strategies for achieving a collaborative and positive work environment in the school. The plan addressed appropriate equity issues.

The student conducted a school culture and climate assessment using multiple and varied data. The student led a SIP/PLC team to construct a new systematic communications and cultural wellness plan including multiple strategies for achieving a collaborative and positive work environment in the school. The plan addressed appropriate equity issues. These were presented to their school’s leaders and implemented in the student’s intern school, if possible.

3b - School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. 3b.1 Uses shared values, beliefs and a shared vision to promote a school culture of learning and success.

The student identified school vision and values in their school culture and climate assessment. The student identified strategies to develop a shared vision to promote a school culture of learning and success in their communications and cultural wellness plan.

The student critiqued school vision and values in their school culture and climate assessment. The student worked with a PLC/SIP team to develop strategies for a shared vision to promote a school culture of learning and success, including those in their communications and cultural wellness plan.

The student worked with a PLC/SIP team to identify, critique, develop, and communicate strategies for a using a shared vision to promote a school culture of learning and success including those in their communications and cultural wellness plan. These were presented to their school’s leaders and implemented in the student’s intern school, if possible.

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Category Developing Proficiency (One Point)



3c - Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school. 3c.1 Works with others to use established criteria for performance as the primary basis for reward and recognition.

The student identified how their principal celebrated failures and accomplishments and how that defined their school identity and culture. The student identified how to use performance as the primary basis for reward and recognition in their communications and cultural wellness plan.

The student, working with a PLC/SIP team identified how their principal celebrated failures and accomplishments and how that defined their school identity and culture. The student worked with others to identify how to use performance as the primary basis for reward and recognition in their communications and cultural wellness plan.

The student, working with a PLC/SIP team identified how their principal celebrated failures and accomplishments and how that defined their school identity and culture. The student worked with others to identify how to use performance as the primary basis for reward and recognition in their communications and cultural wellness plan. These were presented to their school’s leaders and implemented in the student’s intern school, if possible.

3d - Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and performance. 3d.2 Identifies strategies for developing a sense of well-being among staff, students, and parents/guardians

The student identified how their principal develops a sense of efficacy and empowerment among staff and how that defined their school identity and culture. The student identified how to develop a sense of well-being among staff, students, and parents/guardians in their communications and cultural wellness plan.

The student, working with a PLC/SIP team identified how their principal develops a sense of efficacy and empowerment among staff and how that defined their school identity and culture. The student worked with others to identify how to develop a sense of well-being among staff, students, and parents/guardians in their communications and cultural wellness plan.

The student, working with a PLC/SIP team identified how their principal develops a sense of efficacy and empowerment among staff and how that defined their school identity and culture. The student worked with others to identify how to develop a sense of well-being among staff, students, and parents/guardians in their communications and cultural wellness plan. These were presented to their school’s leaders and implemented in the student’s intern school, if possible.

5b - Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement 5b.1 Works with others to resolve problems and/or areas of conflict within the school in ways that improve student achievement.

The student identified how their principal manages and resolves conflict in their cultural assessment. The student developed conflict resolution strategies in their communications and cultural wellness plan.

The student, working with a PLC/SIP team, identified how their principal manages and resolves conflict in their cultural assessment. The student worked with others to develop conflict resolution strategies in their communications and cultural wellness plan.

The student, working with a PLC/SIP team, identified how their principal manages and resolves conflict in their cultural assessment. The student worked with others to develop conflict resolution strategies in their communications and cultural wellness plan. These were presented to their school’s leaders and implemented in the student’s intern school, if possible.

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5c - Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement 5c.1Works with others to utilize a system of open communication that provides for the timely, responsible sharing of information within the school community

The student identified their principal’s formal and informal communication in their cultural assessment. The student developed a system of open, two-way communication in their communications and cultural wellness plan.

The student, working with a PLC/SIP team, identified their principal’s formal and informal communication in their cultural assessment. The student worked with others to develop a system of open, two-way communication in their communications and cultural wellness plan.

The student, working with a PLC/SIP team, identified their principal’s formal and informal communication in their cultural assessment. The student worked with others to develop a system of open, two-way communication in their communications and cultural wellness plan. These were presented to their school’s leaders and implemented in the student’s intern school, if possible.

7a - School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school’s identity, culture, and performance. 7a.1 Works with others to build systems and relationships that utilize the staff’s diversity, ideological differences, and expertise to realize the school’s goals.

The student critiqued their principal’s development of systems and relationships to leverage staff expertise and influence in order to affect the school’s identity, culture, and performance in their cultural assessment; and developed this element in their communications and cultural wellness plan.

The student, working with a PLC/SIP team, critiqued their principal’s development of systems and relationships to leverage staff expertise and influence in order to affect the school’s identity, culture, and performance in their cultural assessment; and developed this element in their communications and cultural wellness plan.

The student, working with a PLC/SIP team, critiqued their principal’s development of systems and relationships to leverage staff expertise and influence in order to affect the school’s identity, culture, and performance in their cultural assessment; and developed this element in their communications and cultural wellness plan. These were presented to their school’s leaders and implemented in the student’s intern school, if possible.


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ARTIFACT 6 Evidence Cluster: School Improvement Descriptors of the elements addressed in the evidence: 1a - School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community. 1a.1 Works with others to develop a shared vision and strategic goals for student achievement that reflect high expectations for students and staff. 1a.2 Maintains a focus on the vision and strategic goals throughout the school year. 1c - School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students. 1c.1 Works with others to incorporate principles of continuous improvement and 21st century concepts into the School Improvement Plan. 1c.2 Works with others to systematically collect, analyze, and use data regarding the school’s progress toward attaining strategic goals and objectives. 2a - Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. 2a.3 Utilizes multiple sources of data, including the Teacher Working Conditions Survey, for the improvement of instruction. 3b - School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. 3b.2 Works with others to address diversity and equity as the school develops, monitors, and adjusts the school improvement plan. 6b - Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates. 6b.2 Continually assesses the progress of district initiatives and reports results to district-level decision-makers. 6b.3 Works with others to implement district initiatives directed at improving student achievement. Name of Evidence: Improving Teaching and Learning with a School Improvement Team Your school improvement project makes up a majority of your grade. Moreover, this assignment will serve as one of your major learning artifacts for your state certification portfolio. The assignment is due on INSERT DATE.

Addressing the Elements Here are the objectives of this artifact- Overarching Objective:

To develop a School Improvement Plan using a Collaborative, Inquiry-Action Model.

Knowledge of the Specifics: Distinguish among key terms (e.g., benchmarks and standards) and concepts about school

curricula.

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Distinguish among different concepts of school data and data sources and types of data - outcome, perceptional, demographic, and process/programmatic.

Distinguish among sets of best instructional practices. Facilitate all aspects in the School Improvement Process. Lead a presentation of a School Improvement Team.


Link school and district-level data to student achievement, curricular improvements, instructional modifications, school improvement, school vision, state reforms and No Child Left Behind.

Collect existing data (e.g., student achievement) Design protocols for developing data collection (e.g., perceptional data) Facilitate faculty discussion, analysis, dissemination, and use of school data. Differentiate psychometric characteristics of multiple assessment systems. Utilize school data to monitor, evaluate, and revise instructional programs, student

achievement, and teaching performance within a School Improvement Plan Develop data-driven improvement plans for the school improvement process.

Knowledge of Universal and Abstractions:

Understand the debate about high-stakes assessment accountability. Understand potential uses and misuses of school data in the school improvement process. Understand elements of assessment “fit” between product characteristics and intended uses. Understand the implications of school improvement plans on student equity, technology, and

the external political environment.

Implications and Application to Future Practice: As aspiring school leaders candidates will be expected to facilitate and lead school

improvement efforts. This project provides the knowledge, skills, and practice to engage staff in this very important process.

Improving Teaching & Learning with a School Improvement Team Evidence Standards Crosswalk:


Category 6: School Improvement 1.a.1; 1.a.2; 1.c.1; 1.c.2; 2.a.3, 3.b.2; 6.b.2

Dispositions Environmental Awareness; Systems Thinking; Communication; Dialogue/Inquiry; Personal Responsibility for Performance; Change Management; Results Orientation; Organizational Ability; Time Management; Technology

21st Century Skills Leadership will guide innovation in NC Public Schools ELCC Standards 1.1, 1.2, 1.3, 1.4; 2.1, 2.2, 2.3; 6.1, 6.2, 6.3 Other Ethical considerations, Social Justice, Equity, Diversity

Project Description

The school improvement plan is comprised of three parts: (a) School Data Audit, Characteristics, and Fit Analyses, (b) School Improvement Plan Audit and Development, and (c) Visioning and Communicating a School Improvement Plan. A portfolio will be submitted in stages in order for you to gain feedback and make necessary adjustments. This is a performance-based, clinic model assignment. Thus, this requires you to actively engage in your internship school.

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Part One: Conducting a Data Audit (Due INSERT DATE)—25 Points [1.c.2, 2.a.3, 3.b.2] Part One-A: What Data Is Available? How Are Data Used? Begin with the data. Your task is to complete a comprehensive data audit or inventory in your internship school. The table provides you with specific examples of what you are required to report on. Data Audit/Inventory (examples provided)

Data & Target Population

When and How Administered

Type of Data & Feedback

Readiness

State Comprehensive Math Assessment (6-8 graders)

Spring. Electronic. Criterion (State Curricular Benchmarks), Item- level Results. Results Fall.

Trained to administer test and to read results.

Gates MacGinitie Reading (Selected 6th graders)

Fall & Spring. Scan Sheets- electronic.

By Student. Results within 2 weeks

Literacy specialist discusses results with teachers.

Stanford Math (8th graders)

Fall. Computer. Norm-Referenced by Math Strand. Results Spring.

None

Math Textbook End of Unit Tests (7th graders)

Every 6 Weeks. Paper & Pencil.

Criterion (District Curriculum). Teacher Discretion.

None

Climate Survey (6-8 graders) EG, Teachers Working Condition Survey

Spring. Scan Sheets-electronic.

Student Perception. Late Spring.

None

District Math Assessment (6-8 graders)

4 Times Year. Paper & Pencil

Criterion (District Curricula). Two-Week Feedback Window.

Administrators trained to facilitate conversations about curricular adherence.

Part One-B: What Are the Characteristics or Properties of the Data?

Determination if each assessment data type has the key features discussed in class. Data Characteristics (examples provided)

Feature NWEA’s MAP ATI’s Galileo District Made

Score Reporting (Time & Access)

Quick-24 hrs. (teacher access)

Quick- 24 hrs. (teacher access)

Immediate (teacher access)

SIP Compliant Yes Yes Yes

Data Warehouse Yes Yes No Content

Validity/Alignment Moderate Excellent Excellent

Diagnostic Scores Moderate Good Excellent Norm-Referenced Info Good Unavailable Unavailable Measurement Precision Excellent Unknown Unknown

Equated scales Excellent Unknown No Disaggregation by

Student Demographic Yes Yes No

Part One-C: Does the Data Fit (A+B)?

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Next, complete the follow table (examples included below) in regard to the concept of fit (assessment psychometric purpose and intended uses by the end-user). Data “Fit” (examples provided)

Data & Target Population

Fit: Purpose | School Use

Constituency Group

State Comprehensive Math Assessment (6-8 graders)

State to determine AYP.

Student remedial placement

National and State Government

Gates MacGinitie Reading (Selected 6th graders)

To evaluate school reading grant.

Limited use by reading specialist. External Grant Funder

Stanford Math (8th graders)

District-level officials to compare achievement with peers across the country.

None School Board

Math Textbook End of Unit Tests (7th graders)

Summative evaluation of student achievement.

Summative evaluation of student achievement. 7th Grade Teachers

Climate Survey (6-8 graders)

Evaluation of school climate

School improvement planning School Leadership

District Math Assessment (6-8 graders)

Evaluation of student achievement. None District Level

Administrators

Part One-D: Analyses of Your “A, B, C” Data

Using the tables A, B, and C (deleted due to space), draw conclusions regarding the inclusiveness of your school’s data, its utility (and for whom), and recommendations for new data, getting rid of data, and resources and support for data use. Part Two: Data and School Improvement Part Two-A: Current School Improvement Plan Audit Conduct an audit of your schools current School Improvement Plan. Using the metrics developed in Part 1 of this assignment, determine if there are adequate measures related to each goal. Additionally, determine elements of developing and sustaining the vision of the SIP in three ways: (a) SIP implementation fidelity, (b) goal attainment via outcome measures, and (c), perceptions of the SIP from teachers, parents, students, and administrators). In order to complete this, you will need to collect SIP data as well as conduct interviews or use a SIP survey to gather data from teachers, parents, students, and administrators to better understand the current plan. Part Two-B: Developing a New School Improvement Plan Develop a comprehensive school improvement plan based on all of the data you have collected throughout this project. The SIP should include at a minimum: (a) data-derived goals, (b) attainable goals, (c) communication plan, (d) resources and support, (e) monitoring for fidelity, (f) evaluation with multiple data. Part Two-C: Develop a Vision to Implement and Sustain the SIP Provide details regarding how the SIP will be integrated into the school community. Additionally, how the SIP addresses issues of equity and 21st century skills. In the end, the SIP vision and communication plan must detail how the SIP will transform the school culture, inform teachers pedagogical practices, and, most importantly, impact student learning. Part Three: School Improvement Presentation

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Using all that you have learned from the first two parts of this project, present your new School Improvement Action Plan to your schools SIT or school administration. Use refined action plan from Part three to clearly and effectively articulate your plan. Create and include a participant feedback form to gain data on your presentation.






Teacher-developed Assessment:

Three audiences will assess students in all four phases of the project using a three-point scale aligned with NCATE (Class scoring rubrics are provided below for each aspect of the assignment):


Course Instructor

1 2 3 1 2 3 1 2 3 Part I, A Part I, B Part I, C Part I, D Part II, A Part II, B Part III

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Program-wide Assessment Scoring Rubric for Improving Teaching & Learning with a School Improvement Team Student Name: __________________________________________________________ Category Developing Proficiency

(One Point) Acceptable Degree of Proficiency (Two Points)


Total Points

1a - School Vision, Mission and Strategic Goals 1a.1 Works with others to develop a shared vision and strategic goals for student achievement that reflect high expectations for students and staff. 1a.2 Maintains a focus on the vision and strategic goals throughout the school year

Students will conduct a basic school data audit, characteristics, and fit analyses. They will then audit the current school improvement plan, critique, and develop a new SIP vision and communication plan that includes how to develop and maintain focus on a shared vision and strategic goals for student achievement that reflect high expectations for students and staff.

Students will work with others to conduct an adequate school data audit, characteristics, and fit analyses. They will then audit the current school improvement plan, critique, and with the SIP/PLC team, develop a new SIP vision and communication plan that includes how to develop and maintain focus on a shared vision and strategic goals for student achievement that reflect high expectations for students and staff. The plan is shared with school leaders. The plan addresses equity issues.

Students will work with others to conduct a comprehensive school data audit, characteristics, and fit analyses. They will then audit the current school improvement plan, critique, and lead the SIP/PLC team to develop a new SIP vision and communication plan that includes how to develop and maintain focus on a shared vision and strategic goals for student achievement that reflect high expectations for students and staff. The plan must address equity issues. The plan was presented to school leaders and implemented in the student’s intern school, if possible.

1c - School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students. 1c.1 Works with others to incorporate principles of continuous improvement and 21st century concepts into the School Improvement Plan

The student develops a new school improvement plan necessary for improved achievement for all students, and incorporating principles of continuous improvement and 21st century concepts.

The student works with the SIP/PLC team to develop an adequate school improvement plan necessary for improved achievement for all students, and incorporating principles of continuous improvement and 21st century concepts. The plan addresses equity issues. The plan is shared with school leaders.

The student lead a SIP/PLC team to develop a comprehensive school improvement plan necessary for improved achievement for all students, and incorporating principles of continuous improvement and 21st century concepts. The plan addresses equity issues. The plan addresses equity issues. The plan was presented to school leaders and implemented in the student’s intern school, if possible.

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Total Points

2a - Focus on Learning and Teaching, Curriculum, Instruction and Assessment 1c.2 Works with others to systematically collect, analyze, and use data regarding the school’s progress toward attaining strategic goals and objectives. 2a.3 Utilizes multiple sources of data, including the Teacher Working Conditions Survey, for the improvement of instruction.

Students will conduct a basic school data audit, characteristics, and fit analyses; using multiple sources of data, including the Teacher Working Conditions Survey, for the improvement of instruction. They will then audit and critique the current school improvement plan.

Students will work with a SIP/PLC team to conduct a thorough school data audit, characteristics, and fit analyses; using multiple sources of data, including the Teacher Working Conditions Survey, for the improvement of instruction. They will then audit and critique the current school improvement plan. The plan addresses equity issues. The plan is shared with school leaders.

Students will lead a SIP/PLC team to conduct a comprehensive school data audit, characteristics, and fit analyses; using multiple sources of data, including the Teacher Working Conditions Survey, for the improvement of instruction. They will then audit and critique the current school improvement plan. The plan addresses equity issues. The plan is presented to school leaders and implemented in the student’s intern school, if possible.

3b - School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. 3b.2 Works with others to address diversity and equity as the school develops, monitors, and adjusts the school improvement plan.

The student develops a new school improvement plan that uses shared vision, values and goals to define the identity and culture of the school. The students includes strategies to address diversity and equity as part of future monitoring and adjusting of the school improvement plan.

The student works with a SIP/PLC team to develop a new school improvement plan that uses shared vision, values and goals to define the identity and culture of the school. The students works with others to include strategies to address diversity and equity as part of future monitoring and adjusting of the school improvement plan.

The student leads a SIP/PLC team to develop a comprehensive school improvement plan that uses shared vision, values and goals to define the identity and culture of the school. The students leads others to include strategies to address diversity and equity as part of future monitoring and adjusting of the school improvement plan. The plan is presented to school leaders and implemented in the student’s intern school, if possible.

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Total Points

6b - Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates. 6b.2 Continually assesses the progress of district initiatives and reports results to district-level decision-makers.

Students will designs protocols and processes to continuously audit the current school improvement plan to assess the progress of district initiatives incorporated into the SIP and outline strategies to report results to district-level decision-makers.

Students will work with a SIP/PLC team to design protocols and processes to continuously audit the current school improvement plan. The student will assess the progress of district initiatives incorporated into the SIP and report results to district-level decision-makers.

Students will work with a SIP/PLC team to design protocols and processes to continuously audit the current school improvement plan. The student will lead others to assess the progress of district initiatives incorporated into the SIP and report results to district-level decision-makers, and recommend adjustments to the SIP.


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ARTIFACT 7

Additional Evidence Cluster 4: Organizational Management Descriptors of the elements addressed in the evidence: 5d – School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff. 5d.1 Works with others to communicate and enforce clear expectations, structures, rules, and procedures for students and staff. 5d.2 Works with others to effectively implement district rules and procedures. 6b - Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates 6b.1 Works with others to ensure compliance with federal, state, and district mandates. Name of Evidence: Legal Literacy and the School Leader Your school improvement project makes up a majority of your grade. Moreover, this assignment will serve as one of your major learning artifacts for your state certification portfolio. The assignment is due on INSERT DATE.

Addressing the Elements

Overarching Objective: The primary purposes of this artifact are:

To provide future school leaders with the legal knowledge they need in today’s schools to ensure compliance with federal, state, and district mandates.

Practice applying this legal knowledge into an internship. Develop an implementation plan as they enter the profession to communicate and

enforce clear expectations, structures, rules, and procedures for students and staff. Knowledge of the Specifics:

Improving collaboration between educators and lawyers in the handling of school-related legal issues.

Introduction to school law research. Compulsory public schooling laws. School curriculum and attendance legal issues in North Carolina. Negligence issues in schools. Student search and seizure under the Fourth Amendment in the public school setting

(i.e. drug testing and weapons possession). The law of student suspensions and expulsions. Special education laws and implementation issues. Student free speech and expression issues. Teacher free speech and expression issues. Religion issues in public elementary and secondary schools. Employment discrimination and sexual harassment issues in the public k-12 school

environment.

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Legal issues in teacher performance and evaluation. Legal issues surrounding student records. The Legal impact of the No Child Left Behind Legislation (NCLB). Zero tolerance school discipline policies.


Understand the importance of effective school behavioral management to provide a positive and supportive learning environment, necessary for improving student achievement for all students.

Understand the importance of clear expectations, structures, rules, and procedures to ensure social justice and equity for students and staff.

Required Intern Activity: In order to complete the project, candidates are expected to observe and participate in

the development of the student and staff handbook of expectations, and discuss the case scenario solutions with the school leader who manages discipline.

Legal Literacy & the School Leader Evidence Standards Crosswalk:

Standard Criteria Addressed

NC DPI School Executive Standards

Category 4: Organizational Management 5d.1, 5d.2; 6b.1

Dispositions Judgment; Personal ethnics and values; Environmental Awareness; Systems Thinking; Communication; Dialogue/Inquiry; Personal Responsibility for Performance; Results Orientation; Time Management;

21st Century Skills Public school students will be healthy and responsible. ELCC Standards 2.1; 3.1, 3.2; 5.1, 5.2, 5.3; 6.1, 6.2, 6.3 Other Ethical considerations, Social Justice, Equity, Diversity,

Special Education

Project Description The goal of the evidence is to transform educational law literacy into professional school leadership practices, with an emphasis on enforcing clear expectations, structures, rules, and procedures for students and staff; and compliance with federal, state, and district mandates. The project is composed of three parts: 1. Respond to three legal memoranda of three actual school-level legal scenarios. At least

one of the scenarios will involve an equity issue, and one a special education issue. React to each of the legal situations from the perspective of a principal at the school.

2. Of all the memos you wrote, choose two and develop a lesson plan you will deliver at your internship site. One must be regarding a special education or equity issue.

3. Develop a short implementation plan of action of how you will use this knowledge as a school principal.

Phase One: The completion of three legal memoranda based on actual school-level legal scenarios will be completed. You will respond to each of the legal situations in a separate memorandum.

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Phase Two: Of the three memos you wrote, select two that you will develop. Deliver a lesson plan at your internship site.

A. Each lesson plan will have 7 parts: 1. Activator/motivator (AKA Anticipatory Set) (5-10 minutes)

The purpose of the activator is to create an emotional hook for the participants. Specific cases and scenarios seem to be a great way to do this. In light of this, we will develop a few 2-4 minute video vignettes that act out or describe specific legal scenarios. We are also creating a library of photos- e.g. different political Tee-shirts that can be used to for a variety of activators. Each of our cases will highlight one activator.

2. Rationale and goals (3-5 minutes) Each lesson plan will have clear indications in regard to what we want the staff to leave with in regard to content knowledge AND the skill they need to react to scenarios they may confront

3. Legal content (15-20 minutes) Here we provide the content knowledge that is needed for the lesson. In some cases, the amount of legal information can be overwhelming. Therefore, we will focus on essential, basic principles, not legal details or technicalities. This includes relevant handouts that highlight the most relevant laws, statutes, and cases and then provide additional resources such as websites and excerpts from books or articles as reference material.

4. Application of content to practice (15-20 minutes) Here we present an interactive lesson that allows the staff to practice the knowledge in order to develop skills. There are many strategies that could be used. These include: providing small groups with different legal cases that relate to the topic at hand, providing different nuances to the original video clip, or role playing responses to a given scenario.

5. Assessment (5 minutes) This is not always a formal assessment- but at the end of each lesson we provide a strategy to ascertain the knowledge gained (or not) by teachers. Examples could be as formal as a written quiz or as informal as a “ticket out the door,” where teachers write the three things they learned during the PD session.

6. List of likely questions and answers As an administrator- presenting content is only half the battle. We provide a set of anticipated questions, answers, and scenarios that address likely school situations and will clarify teacher concerns.

7. Resource materials For each lesson we provide a detailed list of materials that are needed to execute the lesson plan (e.g. TV, VCR, etc.). Phase Three: Develop a short implementation plan of action Create an annual legal literacy plan for your teachers and staff. The implementation plan should include:

1. recently updated case law, legislation, and legal practices. 2. relevant case law and legal practices to the North Carolina Code of Ethics. 3. strategies directly identified with best practices for teachers. 4. a plan of action for delivery.


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Teacher-Developed Assessment:

Three audiences will assess students in all three phases of the project using a three-point scale aligned with NCATE (Class scoring rubrics are provided below for each aspect of the assignment):


Course Instructor

1 2 3 1 2 3 1 2 3 Legal memorandum (a total of 3)

Development of two legal-based lesson plan

Implementation of a plan of action

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Program-wide Assessment Scoring Rubric for Legal Literacy & the School Leader Student Name: __________________________________________________________ Category Developing




Total Points

5d - School Expectations for Students and Staff 5d.1 Works with others to communicate and enforce clear expectations, structures, rules, and procedures for students and staff. 5d.2 Works with others to effectively implement district rules and procedures.

The student will analyze three legal memoranda based on actual school-level legal scenarios, develop and deliver a lesson plan to school staff and leaders; and write a legal literacy plan for the school to ensure communication and enforcement of clear and equitable expectations, structures, rules, and procedures for students and staff.

The student will analyze three legal memoranda based on actual school-level legal scenarios, develop and deliver a lesson plan to a SIP/PLC team; and work with a SIP/PLC team to write an effective legal literacy plan for the school to ensure communication and enforcement of clear and equitable expectations, structures, rules, and procedures for students and staff. The lesson plan and literacy plan will include at least one case study in the area of equity or special education.

The student will analyze three legal memoranda based on actual school-level legal scenarios, develop and deliver a lesson plan to a SIP/PLC team; and lead a SIP/PLC team to write a comprehensive legal literacy plan for the school to ensure communication and enforcement of clear and equitable expectations, structures, rules, and procedures for students and staff. The lesson plan and literacy plan will include at least one case study in the area of equity or special education.

6b - Federal, State and District Mandates 6b.1 Works with others to ensure compliance with federal, state, and district mandates.

The student will write a legal literacy plan that includes strategies on how to ensure compliance with federal, state, and district mandates.

The student will work with a SIP/PLC team to write an effective legal literacy plan that includes strategies on how to ensure compliance with federal, state, and district mandates. The plan will be presented to school leaders.

The student will lead a SIP/PLC team to write an effective legal literacy plan that includes strategies on how to ensure compliance with federal, state, and district mandates. The plan will be presented to school leaders, and implemented (as possible)

TOTAL SCORE

Instructor Feedback:

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ARTIFACT 8

Additional Evidence Cluster 4: Organizational Management Descriptors of the elements addressed in the evidence: 2b - Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. 2.b.1 Adheres to legal requirements for planning and instructional time. 2b.2 Reviews scheduling processes and protocols that maximize staff input and address diverse student learning needs 4b - Recruiting, Hiring, Placing and Mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff. 4b.1 Supports, mentors, and coaches staff members and emerging teacher leaders. 4c - Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement 4c.1 Works with others to provide formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice. 4c.2 Works with others to implement district and state evaluation policies in a fair and equitable manner. Name of Evidence: Human Resource Management Plan This project makes up the majority of your grade. Moreover, this assignment will serve as one of your major learning artifacts for your state licensure portfolio. The assignment is due on INSERT DATE. The assignment is a performance-based activity/task utilizing best know practices in the recruitment, retention, and evaluation of high quality staff. The activity includes implications and applications for future practice.


To understand and experience the current personnel processes surrounding hiring, support and evaluation of staff and develop a comprehensive plan for the recruitment, retention, and evaluation of high quality staff.

Knowledge of Ways and Means of Dealing with Specifics: Distinguish among key terms and concepts about effective staff recruiting, hiring,

placing, mentoring, and evaluation. Distinguish among sets of best leadership practices in personnel management and

support. Analyze and evaluate the current human resource management processes against best

practices.

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Design an ideal human resource management model using research-based best practices modified to fit your local school context and need. Include the effective use of technology among these best practices. Include considerations concerning issues of diversity and equity.

Knowledge of Universal and Abstractions: Understand the dynamics and balance between human relations and structural

accountability in retaining high quality staff while motivating them to continuous learning.

Understand the essential role of principal leadership in supporting teachers through coaching and mentoring, while maintaining high performance expectations.

Understand the balance between maintaining high student achievement with socially just and equitable foci on the learning of the whole child; social and academic.

Understand how to incorporate equitability and ethics into accountability structures.

Implications and Application to Future Practice: As aspiring school leaders, candidates will be expected to understand and participate

in the various personnel management processes so critical of acquiring and maintaining high quality faculty.

Required Intern Activity: In order to complete the project, candidates are expected to observe and if possible,

participate or lead in recruitment, hiring, placement, mentoring, and evaluation of staff and faculty.

Human Resource Management Plan Evidence Standards Crosswalk:


Category 4: Organizational Management Elements 4b, 4c and 6b


21st Century Skills/Goals Leadership, collaboration ELCC Standards 1.3, 1.4; 2.1, 2.2, 2.3; 3.1, 3.3; 5.3; 6.1, 6.2; 7.3, 7.4 Other Ethical considerations, Social Justice, Equity,

Technology

Project Directions The assignment is a project that requires a student to develop a comprehensive human resource management plan. The project has three parts:

1. The student will research all existing human resource management processes and participate or lead as many of these processes as possible. These will include serving on personnel committees dealing with human resource issues at the district level and also participating in actual processes such as recruiting fairs, hiring committees, faculty

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evaluation, mentoring, and coaching sessions. The student should also become familiar with and participate in (if possible) a staff remediation process.

2. The student will then analyze and critique the current human resource processes against current best practices. This should include not only the procedures themselves but how decisions are made concerning these procedures and the actual implementation processes. These should include, at a minimum, scheduling, staff supports (minimizing class disruption, health & safety, etc..), recruiting, hiring, placing, mentoring, evaluating, and removing staff for poor performance.

3. Students should develop a comprehensive human resource management plan that speaks to all areas noted in #2 above and be sure to address collaborative decision-making processes and diverse student learning needs into the plan.

4. The student will present the plan to a professional learning committee or a school improvement committee for critique. The student will seek to work with other teachers on one of these teams (or a pilot PLC they confer for the project) to implement at least one component of their comprehensive human resource management plan. At a minimum the student will engage a real or mock process from their comprehensive human resource management plan to provide formal feedback to one or more teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice. This practice must incorporate issues of diverse student learners and how instructional practices must vary based upon the student classroom population. Note: In the adjoining Organizational Management II course, students will be asked to do a fiscal analysis and feasibility study of this human resource management plan.

Assessment






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Program-wide Assessment Scoring Rubric for Human Resource Management Plan Student Name: __________________________________________________________ Category Developing




Total Points

2b - Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. 2.b.1 Adheres to legal requirements for planning and instructional time.

The student will conduct an organizational management assessment audit, critique processes against best practices, and design a human resource management plan that provides processes and schedules which protect teachers from disruption of instructional or preparation time.

The student works with a SIP/PLC team to conduct an organizational management assessment audit, critique processes against best practices, and design an adequate human resource management plan that provides processes and schedules which protect teachers from disruption of instructional or preparation time. The plan will be presented to school leaders.

The student leads a SIP/PLC team to conduct an organizational management assessment audit, critique processes against best practices, and design a comprehensive human resource management plan that provides processes and schedules which protect teachers from disruption of instructional or preparation time. The plan will be presented to school leaders, and implemented (as possible).

2b - Focus on Instructional Time 2b.2 Reviews scheduling processes and protocols that maximize staff input and address diverse student learning needs

The student will conduct an organizational management assessment audit, critique processes against best practices, and design a human resource management plan that provides processes and protocols that maximize staff input and address diverse student learning needs.

The student works with a SIP/PLC team to conduct an organizational management assessment audit, critique processes against best practices, and design an adequate human resource management plan that processes and protocols that maximize staff input and address diverse student learning needs. The plan will be presented to school leaders.

The student leads a SIP/PLC team to conduct an organizational management assessment audit, critique processes against best practices, and design a comprehensive human resource management plan that provides processes and protocols that maximize staff input and address diverse student learning needs. The plan will be presented to school leaders, and implemented (as possible)

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Total Points

4b - Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff. 4b.1 Supports, mentors, and coaches staff members and emerging teacher leaders.

The student will design a human resource management plan that supports, mentors, and coaches staff members and emerging teacher leaders.

The student works with a SIP/PLC team to design an adequate human resource management plan that supports, mentors, and coaches staff members and emerging teacher leaders. The plan will be presented to school leaders.

The student leads a SIP/PLC team to design a comprehensive human resource management plan that supports, mentors, and coaches staff members and emerging teacher leaders. The plan will be presented to school leaders, and implemented (as possible).

4c - Teacher and Staff Evaluation 4c.1 Works with others to provide formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice.

The student will design a human resource management plan that provides formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice.

The student works with a SIP/PLC team to design an adequate human resource management plan that provides formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice. The plan will be presented to school leaders.

The student leads a SIP/PLC team to design a comprehensive human resource management plan that provides formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice. The plan will be presented to school leaders, and implemented (as possible).

4c.2 Works with others to implement district and state evaluation policies in a fair and equitable manner.

The student will design a human resource management plan that provides processes to implement district and state evaluation policies in a fair and equitable manner.

The student works with a SIP/PLC team to design an adequate human resource management plan that provides processes to implement district and state evaluation policies in a fair and equitable manner. The plan will be presented to school leaders.

The student leads a SIP/PLC team to design a comprehensive human resource management plan that provides processes to implement district and state evaluation policies in a fair and equitable manner. The plan will be presented to school leaders, and implemented (as possible).


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Proposed MSA Program

Department of Educational Leadership & Policy Studies North Carolina State University

Timeline for Implementation

Time Completed Task Completed

June 30, 2009 Submit proposed licensure program revision to SBE/UNC-GA Sept. 1, 2009 Submit/Present extended MSA revision to UNC-GA Aug 2009 2 on-campus & 3 off-campus MSA student cohorts enter current 3-year

program [Graduation- Spring 2012] Oct. 1, 2009 SBE decision on proposed licensure program Oct 2009-March 2010 Revise proposed licensure program as needed May 2009 2 on-campus & 2 off-campus MSA cohorts take Praxis II/ graduate Aug 2010 New 2-year program begins

-On-campus becomes cohort model -All cohorts start common course sequence New Program- [2 on-campus & 2 off-campus] Begin [100 interns] Old Program- 2 on-campus & 3 off-campus- Year 2 [0 interns] Old Program- 2 on-campus & 2 off-campus- Year 3 [80 interns]

May 2011 Old Program- [2 on-campus & 2 off-campus]- 80 Praxis/Graduates *Aug 2011 New Program- [2 on-campus & 3 off-campus] Begin [100 interns]

New Program- [2 on-campus & 2 off-campus]- Year 2 [80 interns] Old Program- [2 on-campus & 3 off-campus]- Year 3 [100 interns]

May 2012 Last Old Program Completers- [2 on-campus & 3 off-campus]- 100 Praxis/Graduates

Aug 2012 New Program- [2 on-campus & 2 off-campus] Begin [80 interns] New Program- [2 on-campus & 3 off-campus]- Year 2 [100 interns]

* Will need additional resources to cover increased # of transitions interns and courses.

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Proposed MSA Program

Department of Educational Leadership & Policy Studies North Carolina State University

Template of the Required Written Agreement

Dear Superintendent XXXX:

As you may know, the North Carolina legislature recently passed new requirements concerning the preparation and licensure of school administrators. You are receiving this letter because your district has worked with North Carolina State University providing internship placement in your district. First, let me thank you for your willingness to provide mentors for aspiring administrators.

The new state law concerning leadership preparation [G.S. 115C-284] is included below as I thought you might be interested in seeing the required changes for all universities and other principal/superintendent licensure programs in North Carolina.

Most notably, I have highlighted section (c2) because it requires some action between us; specifically a required written agreement, concerning our shared responsibility for developing new educational leaders, with special attention given to required experiences during the administrative internship.

The new requirements begin with student starting the Fall 2010 term, so this signed memorandum of agreement will be in effect with Principal interns placed in your district beginning Fall 2011. Dr. Ken Brinson (our intern supervisor) or I will contact you by phone to discuss any questions or concerns, or meet with you to discuss the requirements or answer questions. Please feel free to contact me at 919-513-4321 or at [email protected] with further questions concerning this upcoming requirement. Unless you have further questions, please sign and return the attached memorandum of agreement as required by NC law G.S. 115C-284. Thank you for your assistance. Sincerely, Thomas Alsbury, Associate Professor/Program Coordinator of Educational Leadership North Carolina State University

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North Carolina G.S. 115C-284

(c2) The State Board of Education shall adopt new standards by July 1, 2008, for school administrator preparation programs. The new standards shall:

(1) Be aligned with the revised standards for the evaluation of school executives and specifically address the use of the results of the Teacher Working Conditions Survey;

(2) Require evidence of a high level of institutional commitment, including dedicated resources, for administrator preparation program improvements and redesign;

(3) Require the use of cross-functional work teams to determine a common curriculum framework that (i) is designed to align with defined standards, (ii) includes rigorous core courses, and (iii) will produce administrators who meet the defined standards. The cross-functional work teams shall include school-based personnel, faculty from schools of education and other disciplines from institutions of higher education, and representatives of State agencies;

(4) Require the use of cross-functional work teams to design and periodically update specific standards regarding placement, required activities, and evaluations of clinical experiences. These standards shall include appropriate training for the school leaders who agree to accept and supervise interns;

(5) Require written agreements between the institution of higher education and a local school administrative unit to govern their shared responsibility for (i) recruitment and preparation of school administrators, especially with regard to clinical experiences including the internship, and (ii) a new administrator's success once employed;

(6) Require authentic partnerships between adjunct faculty and full-time faculty to fully address the need for both practical, field-based experience and academic, theory-based experience. These partnerships may require a change in the institution of higher education's definition of scholarly activity and its reward system;

(7) Require all candidates to complete a year-long internship; and

(8) Require the development of portfolios for emerging leaders that provide evidence they are applying their training to actual school needs and challenges. Institutions of higher education shall redesign their school administrator preparation programs to meet the new standards and report to the State Board of Education on the redesign by July 1, 2009.

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DISTRICT MEMORANDUM OF AGREEMENT

PRINCIPAL INTERN PLACEMENT NORTH CAROLINA STATE UNIVERSITY

Introduction

North Carolina State University utilizes principal mentors interested in Master of School

Administration (MSA) students during their internship year. Collaborating with students, Educational Leadership Intern Supervisors assign interns based on matching principal mentor and school profiles with intern needs.

The administrative internship spans the full two years students are part of the NCSU field-based Principal licensure and MSA degree program. Students are assigned 3 credit hours of internship along with two courses in the initial Fall and Spring terms, 3 credit hours and one course in the Summer term, and a 6 credit intern capstone experience in their final Spring semester. Throughout the internship, students are required to (a) participate on and, when possible, lead committees and projects; (b) collect data in the school/district, (c) shadow and interview administrators, teachers, and staff; (d) observe and facilitate administrative duties, supervisory and disciplinary incidents; (e) supervise events; and authentically engage in as many normal administrative responsibilities and activities as possible. The internship allows students to apply skill knowledge learned in class and case study scenarios to the realities of an authentic school setting. Specific activities, required of interns in our program, are listed later in this Memorandum of Agreement (MOA). In addition to the activities engaged in by the intern in the first 1.5 years of the program, we offer a unique 6 credit capstone internship. The capstone internship (the final Spring term) is focused less on performance of leader activities and more on leader shadowing, mentoring, and the acquisition and evaluation of leader dispositions required by NC licensure standards. As of 2010, the State of North Carolina has declared administrative interns legally analogous to student teachers, and now required school districts to sign a memorandum of agreement for principal intern placement. Part of the school’s obligation is to provide access to committee positions, school and district data, and participation in the Required Intern Activities listed in this MOA and prescribed by program instructors and the university intern supervisor.

Please read the program requirements below, sign the MOA, and return or fax to Sharon

Walker by May 2010 at: Sharon Walker Campus Box 7801-608 Poe Hall Raleigh, NC 27695-7801 Fax: 919-513-5850

If you have any questions please contact Ken Brinson, University supervisor at [email protected] , Sharon Walker, program secretary [email protected] , or Thomas Alsbury, Program Coordinator at [email protected]

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Mentor Principal Eligibility

1. Prefer school-based administrators [principals or assistant principals] with at least three years of experience.

2. Possess a current NC principal license. 3. Complete the NCSU Mentor Training Program.

a. Training must be completed prior to the beginning of the internship. b. Mentor must review the new NC School Standards for Executives (NCSSE). c. Mentor must review NC State MSA/principal licensure program components. d. Training can be taken on-line at www.ncsu.edu/xxx or in person at the annual

training workshop at the NCSU campus. e. Mentors are required to pass an open-book, on-line knowledge quiz on the

program expectations and NCSSE standards. 4. Signed and returned the NCSU Memorandum of Agreement 5. The mentor must be recommended by their superintendent. 6. Students may exercise the option of having multiple mentors (at alternate sites or grade

levels).

PRINCIPAL MENTOR EXPECTATIONS

Principal mentors are experienced, recognized for their administrative performance, seek involvement in administrator preparation, and committed to the professional development of the intern. Although interns provide additional administrative support to the schools to which they have been assigned, they are there, first and foremost, to focus on their professional development. Accordingly, the principal mentor(s) agree(s) to

1. Commit sufficient time to work with the intern as a mentor/supervisor, especially during

the final semester of the internship, actively assist in the development of the intern’s professional growth plan, and facilitate communication and articulation among the district, the intern, and the university supervisor.

2. Provide opportunities for the intern to observe how experienced school administrators

deal with tough problems and facilitate “hands on” experiences with the program projects listed later, while pushing the mentee beyond their comfort level.

3. Serve as a model demonstrating effective leadership and management behaviors and

create a climate, that makes success possible for the intern, and with the university supervisor, realize the intern’s professional growth plan.

4. Avoid using the intern as a proxy for him/herself or other administrator and make

arrangements for another licensed administrator to supervise the intern in his/her absence.

5. Provide the intern with frequent feedback and guidance, participate in both formative and summative assessment conferences of the intern’s performance with the university supervisor up to twice per semester, in one or two face-to-face and up to three additional on-line conferences per term.

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6. Remain open to the idea that, while a particular style has worked well for the mentor over

the years, the intern is trying to develop his/her own style and philosophy.

7. Demonstrate awareness that the intern has academic classes twice per week that require the intern to be released from school in time to attend a 4:15 p.m. class and commit to allowing the mentee is released from meetings and other responsibilities in order to arrive to class on time.

8. Provide access to the intern to collect data, serve on committees, chair committees, attend

meetings, and observe and direct experiences as listed in the Required Intern Activities below.

9. Review the artifact expectations, and course syllabi with the candidate every Semester. Create a timeline of what, how, and when required activities will be accomplished.

10. Review and approve the student’s Professional Growth Plan.

REQUIRED INTERN ACTIVITIES The intern is required by State law and the revise North Carolina School Standards for Executives to engage in the following activities throughout their two years in the NCSU field-based Principal licensure/MSA program. The activities involve service on committees (chairing them if possible), access to data collection (through staff interviews, surveys, and observations), reporting of findings (to the principal and/or appropriate staff), interview of other administrators in the building and district, and observation (and participation when possible) of a number of experiences (teacher observation and evaluation, discipline conference, Special Education IEP meeting, etc..) Program Term Areas of Intern Activities/Data Access Needed Fall I Develop a personal Professional Growth Plan Special education

• Participate in an IEP meeting • Participate in a 504 meeting

Professional Development program Spring I Textbook: Selection, ordering, receipt, and storage Building and Grounds

• Maintenance • Custodial Staff • Attend or serve on a Student Crisis Committee • Lockers • Key control

School budget Supplies: Ordering, receipt, and distribution

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Testing • Administrative training workshops in testing

Transportation: Buses, drivers Discipline

• Policies • North Carolina school law • Sit in on/lead a student discipline action

Personnel Hiring • Process • Procedures • Receive Principal Appraisal Instrument training or a review from

the mentor • Participate/lead on a hiring committee

Child Nutrition: Cafeteria Personnel Evaluation

• Process • Procedures

Parking management Media Center Scheduling

Summer Athletics

• Management • Budget

Budget Planning Community Relations/Communications

• Promote positive community relations • Participate in a community outreach event

School Board Meetings Central Office Services

• Observe a district-level PLC • Participate in district-level meetings

District Services • Curriculum

Fall II Professional Learning Community

• Participate in/lead various PLCs School Safety Staff recognition program Conflict Resolution

• Participate in/lead a conflict resolution event with a student, parent, or teacher

Staff Relations • Establish relationships with staff by interview/observation and

serving on teacher committees and PLCs

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Spring II School Improvement Plan Instructional Leadership

• Curriculum and instruction • Program assessment

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MEMORANDUM OF AGREEMENT

This agreement documents that everyone directly involved in the internship experience is

doing so with full knowledge of his/her responsibilities and a commitment to making the experience successful for the intern.

I have read all pertinent documents, understand my role, and agree to fulfill my

responsibilities to the best of my abilities. _____________________________________ _________________ Superintendent Date _____________________________________ _________________ Principal Mentor Date _____________________________________ _________________ University Intern Supervisor Date _____________________________________ _________________ Student Intern ` Date

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