FINAL PHI

1

EDL 504: School Culture and Professional Capital COURSE DESCRIPTION Course content focuses on two critical elements of a healthy school culture: equity and cultural responsiveness and developing professional capital. Candidates will study the dynamics of school culture by exploring the culture of their school to gain a deep understanding of the contributing factors such as bias, inclusiveness, collaboration, and the equitable use of resources. Candidates will also build their capacity to support teachers and staff through the evaluation and observation process as well as other forms of professional development. This course along with assigned field experiences will provide for practical application of the Professional Standards for Educational Leaders (PSEL) and the National Educational Leadership Preparation (NELP) Standards. Diversity, Equity, and Inclusion Statement Go here for the full statement: https://www.mcdaniel.edu/about-us/diversity-equity-inclusion Request for Accommodations McDaniel College, in accordance with the Americans with Disabilities Act Amendments Act of 2008 (ADAAA) and the Federal Rehabilitation Act of 1973/ Section 504, will provide reasonable accommodations for eligible students with disabilities. If you require special assistance, please see me privately and/or seek assistance directly from the Student Accessibility and Support Services Office (SASS). You are responsible for initiating arrangements for accommodations for tests and other assignments in collaboration with the SASS Office and me. SASS Office – https://www.mcdaniel.edu/academics/programs-degrees/academic-resources- support/student-accessibility-support-services Non-Discrimination Policy McDaniel College does not tolerate discrimination or harassment on the basis of race, religion, color, national origin, disability, age, sex, sexual orientation, pregnancy, military status, genetic information, marital status, veteran’s status, or any other legally protected status. To report an incident occurring within an academic context, contact the Office of Academic Life. To report other on-campus incidences, contact the Division of Student Affairs. Resources for Students Who May Witness or Experience Bias, Discrimination, Harassment, or Violence McDaniel College does not tolerate discrimination or harassment on the basis of race, religion, color, national origin, disability, age, sex, gender identity, sexual orientation, pregnancy, military status, genetic information, marital status, veteran’s status, or any other legally protected status. To report a bias-related incident, you may use the online form found on the portal and in the footer of the College’s webpage. The online form may be submitted anonymously if that is preferred. You may also contact the Dean of the Faculty, the Dean of Students, the Director of Human Resources, or the Director of the Office of Diversity, Equity, and Inclusion. Please note that according to Title IX, any claims of gender-based discrimination, gender-based harassment, sexual harassment, sexual violence, relationship violence, or stalking must be reported to the Title IX Coordinator. For these concerns, faculty members are not considered confidential resources and therefore incidents shared with them must be reported to the Title IX Coordinator. If you wish to speak confidentially about an incident, please contact the Wellness Center.

2

COURSE OBJECTIVES Upon completion of this course, candidates will be able to

CO 1: evaluate, design, cultivate, and advocate for a supportive and inclusive school culture. (NELP 3.1, PSEL 3a, 5a, 5b, 5d, 5f, CF 1, 2, 3, 5) CO 2: evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. (NELP 3.2, PSEL 3c, 3e, 3g, 3h, 5e, CF 1, 2, 3, 5, 6) CO 3: evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instruction and behavioral support practices among teachers and staff.. (NELP 3.3, PSEL 3b, 3d, 3g, 3h, 5e, 7b CF 1, 2, 3, 4, 5) CO 4: collaboratively develop the school’s professional capacity through engagement in recruiting, selecting, and hiring staff. (NELP 7.1, PSEL 7c, 7d, 7e, 7g, CF 1, 2, 3, 4,6) CO 5: develop and engage staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school. (NELP 7.2, PSEL 6a, 7b, CF 1, 2, 3, 4, 5, 6) CO 6: personally engage in, as well as engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital leadership, school improvement, and student success. (NELP 7.3 PSEL 3h, 4e, 6c, 6d, 6g, 7a, 7f, CF 1, 2, 3, 4, 5, 6) CO 7: evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success. (NELP 7.4, PSEL 6e, 6f, CF 1, 2, 3, 4, 5)

COURSE TEXT Glickman, C.D., Gordon, S.P., Ross-Gordon, J.M. (2018). Supervision and instructional leadership: A developmental approach. Pearson. COURSE REQUIREMENTS and GRADING Assessment 1: School Culture Survey, Analysis, and Plan (Module 1 and 2; 80 points total plus 10 field experience hours) NELP 3.1, 3.2, 3.3, 7.2 PSEL 3a, 3b, 3c, 3d, 3e, 3g, 3h, 5a, 5b, 5d, 5e, 5f, 6a, 7b Overarching Question: How do school leaders develop, promote, and sustain an equitable, culturally responsive, and inclusive school culture? Candidates will complete a school culture project that will include a written analysis of the culture of their school based on survey data collected from members of the school community. The analysis will include evidence that describes the learning community, parent engagement, and the inclusiveness and potential inequities in allocation of resources, technologies, and opportunities that support students’ educational

3

success. Candidates will identify the necessary steps needed for the improvement in each area with a strong emphasis on building a supportive and inclusive school culture. The analysis will include a component that leads to a plan for cultivating and advocating for equitable access to resources, technologies, and opportunities that support the educational success and well-being of each student. . Part A: Module 1 (40 points): Candidates will collect survey data from a minimum of 10 staff members. Before distributing the survey, review it with an administrator for approval. Candidates may modify the survey by adding or deleting survey items as long as the content of each category is not significantly changed. At the conclusion of Module 1, submit a graphic representation of the data collected from the surveys. Use the School Culture Survey Worksheet provided to guide the analysis. Submit a written summary of the analysis including insights into possible root causes related to the weaknesses shown in the data. This part of the assignment can be based on the candidate’s own perceptions relative to the issues as well as informal feedback from others. Differentiate between your insights and those of others. The final summary should be 3- 4 pages in length. The graphic representation and your worksheet should be included with the submission as an addendum. Include and cite authoritative references to support your thinking. Part B: Module 2 (40 points): Candidates will use their data and root cause analysis completed in Module 1 to develop a specific plan for cultivating and advocating for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. Candidates should keep in mind that all parts of the survey are interrelated.

• Submit a 2-part narrative that describes in detail an action plan to address the weaknesses noted in the analysis.

• Part 1 will include a minimum of 3 evidence-based strategies that, when implemented, will improve the areas of weakness cited in the survey analysis and will have an overall positive impact on school culture. There should be an emphasis placed on the how the culture of the school can improve and promote equitable access to education resources, procedures, and opportunities for each student. Candidates will indicate how each area of the survey is addressed and how each area influences the area of emphasis.

• Part 2 of the narrative will describe in detail a communication and advocacy plan that will develop a more inclusive, collaborative, and equitable school culture committed to the success of all students.

• The final paper should total 4-5 pages. Include and cite at least 3 authoritative resources to support points throughout the assignment.

Assessment 2: Observation and Professional Development (40 points plus 5 field experience hours) Module 03 NELP 7.3, 7.4 PSEL 3h, 4e, 6c, 6d, 6e, 6g, 6f, 7a, 7f, Overarching Question: How does the observation process promote the professional growth of each teacher and support a school culture committed to the achievement of every student? Candidates will conduct one 30 minute observation of a colleague and provide meaningful feedback. Quality instruction based on student learning, cultural responsiveness, equity, and inclusiveness will provide the priority focus areas for the observation. The observation will be followed by a post-observation conference to discuss the priority areas in depth and to identify the strengths and weaknesses of the lesson. A professional growth plan will be collaboratively developed during the post-observation discussion. The candidate may use a clinical supervision model of their choice as described in the text or Danielson’s Framework which many school

4

districts currently use. Select or develop an appropriate instrument (e.g.: categorical frequency, performance indicator, detached open-ended narrative, etc.) to collect data that would indicate frequencies, strengths and weaknesses during the observation. A school system observation document or another instrument of choice and development may be used. There are examples of documents that might help support the observation in Glickman, chapter 12. Candidates will submit their data from the observation, the post-observation summary including the questions and answers from the pre- and post-observation conference (if there is a pre- conference), the professional growth plan, and a written reflection of the experience. The reflection will include a description of the colleague's experiences and a summary of what was learned from this experience. See further details for your reflection in #7 below. Candidates will cite current research or literature to support points throughout the written portion of the assignment. The following list will provide step-by-step guidelines for completion of the assignment:

1. Select a colleague with whom you have a mutual level of trust and confidence. If time permits, meet with this teacher in advance of your first observation to seek input on what he/she would like you to focus in addition to the focus areas described in the assignment description. 2. Schedule your observation and post-observation meeting with your colleague. It’s important to get dates on the calendar as soon as possible to avoid a last minute rush. 3. Determine what data collection tools you will use. You may use your district’s resources or those in Chapter 12 of our text. 4. Complete the observation. Don’t forget the 30 minute minimum. 5. Conduct the first post-observation meeting. Discuss priority areas and share strengths and weaknesses. Plan strategy(s) for addressing areas of weaknesses or those areas where your colleague would like support or to see growth. Include implementation or follow-through plans with your strategy(s). While a follow-up observation is not required for this assignment, discuss potential look-fors if there were to be a follow-up observation. 6. Summarize your post-observation meeting including the professional learning plan. Provide a copy for your colleague. 7. At the end of Module 3, submit in Bb a written summary that includes:

a. Data from the observation (your notes, etc. recorded during the observation without revision will be fine) b. The summary of the observation/post-observation conference that was provided to the teacher. c. Questions and responses from the conference. d. Professional growth plan. e. Reflection of the experience. What did you learn about yourself as a supervisor? Note your own strengths and weaknesses in this process and set goals to address growth areas. Provide your insights related to our overarching question: How does the observation process promote the professional growth of each teacher and support a school culture committed to the achievement of every student? Be sure to cite current research or literature to support your thinking.

8. Be sure to add the assignment into your internship portfolio.

Assessment 3 Philosophy Paper (40 points) Module 4 NELP 3.1, 3.2, 3.3, 7.2, 7.3, 7.4, PSEL 3, 6 Overarching Question: How does a skilled supervisor use the elements of supervision to build professional capital among staff members and to support an inclusive culture committed to equitable access and opportunity for all students? Description: The philosophy paper is a document, which should demonstrate the candidate’s knowledge of supervision and the relationship between building professional capital and building a school culture that

5

provides an equitable, inclusive, and culturally responsive environment for all members of the school community. Based on this strong knowledge base, the candidate will develop a philosophy that captures the values, attitudes, and behaviors appropriate to strong leadership and excellent supervisory skills. Your philosophy should demonstrate a deep commitment to the ongoing development of the learning community and how to differentiate depending on teacher performance and/or experiences. The paper should provide a compelling and clear answer to our overarching question. (How does a skilled supervisor use the elements of supervision to build professional capital among staff members and to support an inclusive culture committed to equitable access and opportunity for all students?). As you include the elements that we have discussed in this course, cite at least three resources to outline a platform of beliefs that will drive your behaviors as a school leader who supports the growth of the learning community. Finally, consider the steps that you might take to address your own professional growth needs in order to become a strong culturally responsive supervisor/leader. The paper should be well written and no more than 3 - 4 pages in length. Online Discussion Forum and Reflection Candidates will be responsible for actively and thoughtfully participating in 4 online discussion forums via Blackboard Field Experiences Completion of this course will earn you 25 hours of field experiences which will be applied to your final internship experience. Ten hours will be earned from the completion of your Observation and Professional Development Assignment and five hours from the completion of your Culture Survey and Analysis Assignment. Make sure you store these assignments in a safe place as you will be asked to submit them to your Internship Supervisor via Blackboard. The remaining 10 hours will be completed as follows: You are required to complete a minimum of 10 hours of field experiences from those listed below. You may complete the activities in any order and when the timing works for you. However, it is strongly recommended that you pace this work so that one report is submitted per module. Use the to document the experience. Once you have completed each field experience and the Field Experience Report, upload the report as an assignment and also safely store it so that it is available when you start your final internship. You will receive feedback on each field experience submitted; however, all completed field experiences will be scored as one grade using a rubric and all 10 hours are worth 40 points.

Professional Development – The candidate will participate in the planning of a professional learning initiative. Summarize and reflect on the efficacy of the process.

4

Evaluation Procedures for Non-Certificated Personnel – The candidate will review district procedures for evaluating certificated personnel and discuss with an administrator how the negotiated contract influences the process. Summarize and reflect on the findings.

2

Grievance Procedure – The candidate will interview an administrator and a representative from the teachers’ association about the use of the Contract Grievance Procedures. Summarize and reflect on the findings.

2

School Staffing Numbers and Course Offerings – The candidate will 2

6

investigate, summarize, and reflect on the staffing philosophy or method used to determine the number and types of school staff for your school. Discover how teaching assignments are determined and how the process impacts the underserved populations in your school. Cultural Awareness for Students – The candidate will discuss with the principal or diversity specialist (school or district) the methods and philosophy used to determine the processes to expand the cultural awareness for the students at your school. Summarize and reflect on your findings.

2

*Note: All 5 field experiences will need to be completed for your final internship. ABSENCE POLICY It is expected that all students demonstrate their presence in the class throughout each module. This is demonstrated most clearly in the discussion forums and by meeting all posted deadlines for each activity and assignment. In cases where it is not possible for a student to meet expected deadlines or participate as required, the candidate shall inform the instructor via email in advance. GRADING POLICY

GPS Grading Scale and Point Distribution:

A 93% -100% 241 - 260

A- 90% – 92% 233 - 240

B+ 87% - 89% 225 - 232

B 83% - 86% 215 - 224

B- 80% - 82% 207 - 214

C+ 77% - 79% 199 - 206

C 73% - 76% 190 - 198

C- 70% - 72% 181 - 189

F Below 70% 0 – 180 STANDARDS OF ETHICAL BEHAVIOR Code of Student Conduct Graduate and Professional Studies (GPS) requires students to respect and uphold the standards of ethical behavior expected of all students as set forth in the Student Code of Conduct here: . These standards apply to graduate students as well as to undergraduates. In addition to upholding the standards set forth in the Code of Student Conduct, students enrolled in GPS programs are required to act in accordance with any dispositions required of students preparing to

7

become practitioners in the profession for which their program is preparing them. Programs in GPS are committed to providing students with the requisite knowledge to understand these dispositions and with guidelines for acting in accord with them. Go to this link in the GPS catalog for complete information about Misconduct other than Academic Misconduct Academic Misconduct. http://catalog.mcdaniel.edu/content.php?catoid=42&navoid=2746 BIBLIOGRAPHY Aguilar, E. (2020). Coaching for equity: Conversations that change practice. Jossey-Bass. Danielson, C. (2008). The handbook for enhancing professional practice: Using the framework for

teaching in your school. ASCD Gruenert, S. & Whitaker, T .(2015). School culture rewired: How to define, assess, and transform it.

ASCD. Killion, J. (2019). The feedback process: Transforming feedback for professional learning, 2nd ed.

Learning Forward. Lindsey, D. B., Thousand, J. S., Jew, C. L., & Piowlski, L. R. (2017). Culturally proficient inclusive

schools: All means all! Corwin. Lindsay, R. B., Nuri-Robins, K., Terrell, R. D., Lindsey, D. B. (2018). Cultural proficiency: A manual

for school leaders, 4th ed. Corwin. Peterson, K. & Deal, T. (2002). Shaping School Culture. Wiley. Safir, S. (2017). The listening leader. Jossey-Bass. Stronge, J. H. (2005). Evaluating teaching: A guide to current thinking and best practices, 2nd ed.

Corwin COURSE OUTLINE

MODULE KEY TOPICS TASKS Module 1 School Culture –

Qualities of Equity and Inclusiveness

• Equity and cultural

responsiveness • Characteristics of the

inclusive and equitable culture

• Sources of inequality and bias

• Equitable use of resources

• School Culture Survey and Analysis, Part A

• Blackboard Discussion Forum

• Field Experience

Module 2 School Culture - Leadership that Promotes a Culture of

Equity and Excellence

• School Culture Survey and Analysis Part B

• Blackboard Discussion

8

• Advocacy for inclusivity,

equitable access to resources and opportunities

• Relational trust • Collaborative teams that

support a culture committed to the success of all students

• Cultivating culturally responsive practice among teachers and staff

Forum • Field Experience

Module 3 Professional Capital – Building Capacity That Supports a

Culture of Equity and Inclusiveness

• The supervision and

evaluation process • Professional learning

through supervision

• Observation and Professional Development Assignment

• Blackboard Discussion Forum

• Field Experience

Module 4 Professional Capital – Building Capacity That Promotes School

Improvement and Teacher Retention

• Recruitment, selection, and

dismissal of staff • Philosophical beliefs about

supervision • The adult learner and

developmental supervision

• Philosophy Paper • Blackboard Discussion

Forum • VoiceThread “Elevator

Speech” • Field Experience