Capstone Project Reflection

2

ACTION PLAN

ACTION PLAN

No Name

08/12/2018

Summary

One of the most integral aspects of continuous school improvement is an action plan. Essentially, the action plan defines how the school will get where it wants to be. This paper will provide an analysis of an action plan for the continuous improvement of a given school. To put matters into perspective, the paper will base its analysis on the North Carolina standards for school executives in order to create an understanding of the relevance of the action plan. The culmination will be a detailed and comprehensive reflection from data synthesis.

Based on the data, there were two critical areas that were targeted for improvement. These are improving instructional methods in Math and improving instructional methods in Reading. In order for this to be achieved, the action recommended is the provision of training for all special education teachers. The intuition made in this case is that through training, teachers will be equipped with the necessary skills needed for effective instruction. Under this action plan, the person responsible is the director of special services. The plan is also time bound as it is to be implemented during the 2018 Fall Semester. The importance of resources in the implementation process cannot be underestimated. To this effect therefore, the available resource is professional development of money.

From the data summary, it is evidently clear that the action plan has taken into account certain principles from the North Carolina Standards for School Executives. First and foremost, there is evidence of Instructional Leadership (STANDARD 2). The school environment that is being fostered in the given case is one in which there is distributive leadership and teacher empowerment. This is evidenced by the training plan that has been recommended in order to improve teacher skill set. Generally, this is a move that will challenge the staff members to deeply reflect on the knowledge and skills that are prerequisites for the complete educational development of the students. Further, it is also clear that the school leadership is aimed at promoting instruction that is oriented towards high expectations.

The fact that the focus is on the teaching staff and how they can develop their instructional ability is an illustration that the school is defined by Human Resource Leadership (STANDARD 4). There is the deliberate effort to promote continued adult learning through engagement in activities that promote knowledge development. Most importantly, the move to train teachers to meet the instructional needs of special students is an indication that the school has adequate structures for the development of PLC’s. This is further in alignment with the school continuous improvement plan. On the same note, the data evidences a school that is defined by Managerial Leadership (STANDARD 5). The management of the school has taken efforts to ensure that teacher input is improved with the central focus being on meeting the diverse student needs. Therefore, it can be deduced that there is collaborative effort between the school’s teaching staff and the leadership in bid to improve student performance.

Finally, we see a school whose executives illustrate Academic Achievement Leadership (STANDARD 8). The challenges that have been identified as far as instruction is concerned within the school are in relation of academic achievement. Simply put, the school faces the challenge on instruction in Math and Reading and specifically this is for the students with special needs. From the recommended action plan, the results of closing the academic achievement gap between the students with special needs and the rest of the students will be measurable. This is a clear indication of academic achievement leadership.

The North Carolina Standards for School Executives are based on the fact that there is a new vision of school leadership. This vision is in alignment with the contemporary needs of students in the 21st century. Based on the case data provided, this analysis has highlighted four of these standards. What has been clear is that throughout, we have seen new leadership where leaders are more of executives and less of administrators.

References

n.d.Retrieved from http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx