Katherine Becks

Constructed Response Question (TExES 268 Format)

This question assesses the following knowledge and skills: The principal creates a positive, collaborative, and equitable culture that establishes and communicates high, consistent expectations for all stakeholders and addresses barriers to ensure achievement of campus initiatives and goals (Domain I).

General Directions

Candidates should read the constructed-response question carefully before beginning to write a response to ensure they understand all the parts of the question to be addressed. Candidates should think about how to organize their response before they begin writing.

Each response should conform to the conventions of standard written English. Each response should be original work, written in the candidate’s own words, and not copied or paraphrased from some other work. Candidates may, however, use citations when appropriate.

Question

Refer to the following scenario and respond to the question below.

Ms. Garcia is beginning her third year as the principal of Stonewood Elementary School (SES), a pre-K–5 school with 500–600 students and approximately 40 teachers. The demographic profile of the student body has not changed much over the last five years.

Student Demographic Percent of Student Body

African American 7%

Hispanic 85%

White 5%

Asian 3%

Economically disadvantaged 87%

English-language learners 32%

Special education 11%

Reference: Texas Education Agency (July 2018). Principal as Instructional Leader Certification Training for Education

Preparation Programs. Austin.

Before her first day at SES, the superintendent met with Ms. Garcia and stressed to her the importance of her becoming the school’s instructional leader. He also shared with her the following key areas that need attention.

Teachers • resist change and feel a lack of direction • struggle to meet the needs of English learners

Parents • want to be involved and to help make educational decisions • think student discipline is lax

Students • have good attendance, except a few with chronic issues • feel school is boring

Along with other performance and qualitative data, Ms. Garcia has used this information as a baseline for improvement efforts.

Ms. Garcia has led initiatives to address the high-priority changes needed at the school. She gathered a diverse team of stakeholders to complete root-cause analysis in the areas of concern and then developed a three-year strategic plan to give the school direction. The team annually develops a campus improvement plan (CIP) that reflects upon the formative outcomes of the strategic plans and makes recommendations for improvements.

As a result of these change efforts, some teachers have retired or transferred. The number of first-year teachers at the school has risen from 10 percent to 28 percent during Ms. Garcia’s first two years at the school. To support the new teachers and all teachers, Ms. Garcia regularly reviews student performance results and reflects on progress being made at the school to continuously improve the school culture and processes.

As a part of Ms. Garcia’s reflections on her second year, she has staff complete a two-part survey assessing the change process and initiatives. She plans to review the survey results and campus goals and then consider improvements needed for effective change.

Documents 1.Summary of Key Texas Academic Performance Report (TAPR) Results

2.Three-Year Campus Strategic Plan (Excerpt)—Ms. Garcia’s Second Year

3.Change Process Survey

4.Strategic Plan Initiative Survey

Reference: Texas Education Agency (July 2018). Principal as Instructional Leader Certification Training for Education

Preparation Programs. Austin.

Questions A. Based on the data provided and your understanding of change leadership, identify the most

pressing barrier Ms. Garcia must overcome to effectively address the issues facing Stonewood Elementary. Justify your selection.

B. Describe a multistep plan Ms. Garcia can implement to address the identified barrier. C. Explain how the action plan helps achieve the goal(s) of the strategic plan.

Be specific in your answers and cite evidence from the documents provided.

Summary of Key TAPR Results—STAAR Results At Approaches or At Grade Level

Year Before Ms. Garcia

Arrived

Ms. Garcia’s First Year

Ms. Garcia’s Second Year

Reading All students 68% 69% 73%

African American 82% 75% 65% Hispanic 67% 69% 77% White 82% 75% 65% Asian * * * Economically disadvantaged 63% 67% 72% English-language learners 67% 75% 69% Special education 67% 75% 72% Writing All students 65% 53% 54% African American * * * Hispanic 65% 54% 55% White * * * Asian * * * Economically disadvantaged 63% 52% 53% Special education * * * English-language learners 54% 47% 49% Attendance and Discipline

Students with disciplinary placements

12% 13% 13%

Average daily student attendance by percentage 94% 93% 94%

* Because of small numbers, results have been masked to protect student confidentiality.

Reference: Texas Education Agency (July 2018). Principal as Instructional Leader Certification Training for Education

Preparation Programs. Austin.

Three-Year Campus Strategic Plan (Excerpt)—Ms. Garcia’s Second Year

Area of Focus Goal Strategy/Initiative A. ACADEMIC SERVICES: All students will graduate with a skill set prepared for success in grades 6–12.

Language Arts

75% of all student groups will meet the Approaching or At Grade Level on the state-mandated assessment in writing.

English-learner state- mandated writing results will increase by 5% each year.

1.1 Improve language arts instruction for all students through the following strategies. • Year 1: 4th-grade teachers will implement the district reading and writing scope and sequence and curriculum. • Years 2 and 3: All teachers will incorporate daily writing across the curriculum, including process writing, think-aloud, writing for authentic audiences, etc. • Years 2 and 3: Staff development will focus on the writing process, including collaboratively analyzing writing samples and adjusting instruction based on trends.

B. BUILDING CAPACITY: Provide professional development services and collaborative structures so all employees can grow professionally to meet student needs.

Assessment

State-mandated assessment results will be at 75% or higher for all student groups by Year 3.

Staff survey results show 85% agreeing that initiatives are meeting established goals.

2.1 Improve teachers’ use of quality assessments to guide instruction through the following strategies. • Years 1–3: Implement formative assessments at the end of each lesson, review student performance as a grade level to determine gaps in student understanding, and plan interventions. • Year 2: Use a database of sample assessment questions for the development of teacher-created formative and summative assessments. • Year 3: Train teacher leaders to facilitate data analysis to ensure that data-driven processes become an integral part of meeting time.

Professional Development

Staff survey results show 85% agreeing that initiatives are meeting established goals.

2.2 Improve staff capacity to meet student learning needs. • Year 1: Build a new teacher-induction program. • Year 2: Use campus assessment needs results to inform staff development topics.

C. STUDENT LEARNING ENVIRONMENT: All students will receive instruction in a school and classroom environment where they are safe, respected, and valued learners.

Student Discipline

Reduce the percent of students with disciplinary placements to less than 10%.

3.2 Improve the campus culture and discipline management system through the following strategies. • Disaggregate disciplinary placement data and office referral to identify trends each nine weeks.

Reference: Texas Education Agency (July 2018). Principal as Instructional Leader Certification Training for Education

Preparation Programs. Austin.

Change Process Survey Percent Agreeing or Strongly Agreeing with Statements

N=38

Statement End of

Ms. Garcia’s First Year

End of Ms. Garcia’s Second Year

Change

1. I am aware of the change process my school is undergoing.

92% 84% -8%

2. I understand my role in the change process. 71% 74% +3% 3. I am motivated to change my practices because of influence from leadership.

87% 89% +2%

4. I am motivated to change my practices because short-term successes have been achieved and recognized.

84% 82% -2%

5. The plans and goals for change initiatives are documented, monitored, and adjusted appropriately.

63% 63% +0%

6. The change management activities are effective in meeting the established goals.

61% 58% -3%

7. Communication about change initiatives is clear and timely.

68% 61% -7%

8. Change initiatives are well aligned to the established goals.

68% 74% +6%

9. Training is adequate, leaving few unanswered questions about the change.

61% 76% +15%

10. If I feel the change process is being implemented incorrectly, I will volunteer corrective action.

39% 42% +3%

Open-Ended Survey Questions and Responses What are observable changes you see as a result of the change effort at your school? • We have a knowledgeable leadership team that is interested in involving others and improving our school. What knowledge and skills do you feel you need to support the change? • New teachers are working together and establishing a strong network. However, there is a disconnect between what we are doing and the new ideas they are implementing. • Even though I am a veteran teacher, I would benefit from the instructional coaching the new teachers are receiving. What reinforcements do you feel are necessary to sustain the change under way? • Leadership has recognized successes during these first two years, even when they have been achieved on a small scale. Sometimes, however, many teachers don’t realize that they were even supposed to be working in that area. • Who is supporting the writing initiatives? Since fourth grade is the tested year, aren’t they in charge of this?

Reference: Texas Education Agency (July 2018). Principal as Instructional Leader Certification Training for Education

Preparation Programs. Austin.

Strategic Plan Initiative Survey Given at the end of Ms. Garcia’s Second Year

Survey Statement

Percent Agreeing or Strongly Agreeing

New-Teacher Program (New Teachers and Mentors Only)

1. New teachers feel supported by the professional development. 87%

2. The focus of the new-teacher induction program is relevant and ongoing. 80%

3. There is a tight connection between the professional development new teachers receive and the practices of their peers.

62%

4. New and experienced teachers use regular meeting time to engage in meaningful discussions and actions to improve student success.

68%

Use of Assessments

5. I use the new database of assessment questions regularly. 91%

6. The rigor of the database questions is appropriate. 61%

7. When my grade level reviews student performance on assessments, we identify student misconceptions, look at trends, and discuss strategies for addressing weaknesses.

41%

Writing 8. I understand the expectations and importance of teaching writing at all grade levels.

59%

9. I participated in one to three grade-level sessions to analyze student writing samples.

88%

10. The time spent analyzing student writing helps me improve my instruction. 61%

11. The district scope and sequence for writing and use of anchor charts helps me plan effective writing instruction. (4th grade only)

72%

12. Our writing goals and initiatives help me support ELs in my classroom. 63%

Reading

13. I implement the district-wide reading program daily. 82%

14. I use the new e-learning system regularly to provide adaptive instruction based on student needs.

81%

Reference: Texas Education Agency (July 2018). Principal as Instructional Leader Certification Training for Education

Preparation Programs. Austin.