Capstone Project Reflection

3

REFLECTIVE PAPER

Resources Template and Reflective Paper

No Name

06/17/2018

Summary

Regardless of the school, there always will be the results that the school wants to get. On the other hand, there are the results that the school is getting with the current processes. The difference between the two creates an achievement gap. One of the issues that define differences in a school is the diversity. The goal of this paper is to relate leadership, gaps and diversity. This paper is founded on the backdrop that there is a new vision for school leaders where the leader is an executive instead of an administrator. The paper will use the North Carolina Standards for School Executives to make a comparative analysis to a given school community.

The following data was obtained as far as student achievement was concerned: (1) total number of students - 522, (2) no. of students on level – 158, (3) no. of students below level -225, and (4) no. of students above level – 139. The number of students below level is definitely higher than the number of students on level and the number or of students above level. These results are mainly due to the number of students with disabilities who are essentially missing core elements of instruction. The school leader has to adopt Instructional Leadership (STANDARD 2) in order ensure that there is an alignment between the methods of instruction and the needs of the student. Also through Cultural Leadership (STANDARD 3), a supportive environment for the students with disabilities inherently needs to be created. Specifically, there needs to be a shared system of values where the beliefs and needs of the students with disabilities are taken into account.

The results indicated that perception could explain the gap in teacher working conditions. Human Resource Leadership (STANDARD 4) is the standard that needs to come into play in this case. The teachers need to be empowered and engaged in order to improve their perception. Through having clear and shared goals, perception should not be an issue. Generally, the school is a professional learning community.

There was also a gap in tutoring programs. This was explained by the disconnection between what is taught in class and what is taught in after school. Tutoring programs are meant to contribute positively to academic success. The Academic Achievement Leadership (STANDARD 8) standard postulates that programs such as tutoring should result in growth. The leader needs to ensure that there is consistency between what is being taught in class and what is taught after school during tutoring programs.

According to the results, the school did not offer any programs designated at closing the gap. It would be vital for the school leader to challenge the status quo through introducing programs that will help in closing of the gap. This is through the standard of Strategic Leadership (STANDARD 1) where programs with potentially beneficial outcomes are used. For instance, such programs could include tutoring, mentors and peer support groups.

The deduction that can be made from this analysis is that the school leader needs to be proactive and therefore, act with a certain sense of urgency. Further, his or her goal should be to ensure that there is sustainable and continuous improvement in the school’s mode of operation. One of the priority objectives is to create a school where gaps explained by diversity are greatly diminished. The role of the leader is significant; it should be a social act whereby the leader works both with and through people.

Reference:

n.d.Retrieved from

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