Order 2248417: Case Study (plus 3 unpaid Case Studies), 750-word Rationale, 500-word Agenda essay
tutorthammy
CaseAnalysisandRationale.docxThe Case Analysis and Rationale needs to follow the same format that you have written all my other papers. Thank You!
Part 1: Case Analysis
1. Brief summary of the case:
2. Identify the issues to be resolved:
3. Stakeholders involved in the issue:
4. One or two existing laws or court rulings that relate to the issues:
5. District policies that relate to the issues:
6. Possible solutions to the issues:
7. The solution you chose to resolve the issues:
8. Action steps (2-5) for implementing your solution, including a timeline for each step:
9. Potential moral and legal consequences of solution:
RUBRIC:
Case Analysis 1-3 (5)
Analysis skillfully and convincingly summarizes the case, identifies the issues to be resolved, and identifies the stakeholders involved in the issues.
Case Analysis 4-5 (5)
Identifies compelling existing laws or court rulings and district policies directly related to the issues.
Case Analysis 6-8 (5)
Identifies exceptional possible solutions to the issue and insightfully selects the ideal solution. Action steps and timeline are thoughtful and realistic.
Case Analysis 9 ELCC 5.4; PSEL 2a, 2f; MC 2, 3, 4 (10)
Moral and legal consequences of proposed solution are insightful and proficiently explained.
Rationale: Safeguard the Values COE 5.3 ELCC 5.3; PSEL 2d; GCU MC 3, 4, 5 (15)
Rationale compellingly explains how the selected solution supports the school’s vision and mission while safeguarding the values of democracy, equity, and diversity within the school.
Rationale: Integrity, Fairness and Accountability COE 5.1 ELCC 5.1; PSEL 2c; GCU MC 3, 4 (15)
Skillfully explains how the selected solution demonstrates integrity and fairness and ensures a school system of accountability for every student’s academic and social success.
Agenda (5)
Agenda includes a meaningful purpose statement. Includes a minimum of two significant meeting goals/objectives and incorporates a minimum of two speakers from relevant community organizations. Timeline is detailed and realistic.
Agenda Rationale: Planning Details (5)
Rationale insightfully explains decisions made regarding goals, objectives, speakers, and activities.
Agenda Rationale: Positive Relationships COE 4.3 ELCC 4.3; PSEL 8b; MC1, MC3, MC4, MC5 (15)
Rationale convincingly explains how the meeting will build and sustain positive school relationships with families and caregivers.
Research (15)
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
Organization & Mechanics (5)
Rationale
EDUCATIONAL LEADERSHIP PROGRAM Recognition Standards by National Policy Board for Educational Administration (ELCC). npbea.org › 2018/01 › ELCC-Building-Level-Standards-2011
Reston, V.A. (2015). Professional Standards for Educational Leaders. National Policy Board for Educational Administration. (PSEL)
Respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. [ELCC 4.3; PSEL 8b; Mission Critical 1, 3, 4, 5]
Describe a course of action that would demonstrate integrity and fairness to ensure a
school system of accountability for every student’s academic and social success. [ELCC 5.1; PSEL 2c; Mission Critical 3, 4, 5]
Safeguard the values of democracy, equity, and diversity within the school. [ELCC5.3; PSEL 2d; MC3, MC4, MC5]
Evaluate the potential moral and legal consequences of decision‐making in the
school. [ELCC 5.4; PSEL 2a, 2f; Mission Critical 2, 3, 4 (I still need to figure out what the Mission Critical is)]
ELCC Standard Element 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers.
Content Knowledge (Mostly likely to be met in Assessments #1, #2)
Programs provide evidence of candidate knowledge of
♦the needs of students, parents or caregivers;
♦school organizational culture that promotes open communication with families and caregivers;
♦school strategies for effective oral and written communication with families and caregivers;
♦approaches to collaboration with families and caregivers.
Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6)
Programs provide evidence that candidates demonstrate skills required to
♦ conduct needs assessments of families and caregivers;
♦ develop collaboration strategies for effective relationships with families and caregivers;
♦ involve families and caregivers in the decision-making processes at the school.
ELCC STANDARD ELEMENTS: ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success.
Acceptable Candidate Performance for ELCC Building Level Leadership Standard 5.0 ELCC Standard Element
Content Knowledge (Mostly likely to be met in Assessments #1, #2)
Programs provide evidence of candidate knowledge of
♦ practices demonstrating principles of integrity and fairness;
♦ federal, state, and local legal and policy guidelines that creates operational definitions of accountability, equity, and social justice.
Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6)
Programs provide evidence that candidates demonstrate skills required to
♦ act with integrity and fairness in supporting school policies and staff practices that ensure every students’ academic and social success;
♦ create an infrastructure that helps to monitor and ensure equitable practices.
ELCC Standard Element 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity.
Content Knowledge (Mostly likely to be met in Assessments #1, #2)
Programs provide evidence of candidate knowledge of
♦democratic values, equity, and diversity.
Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6)
Programs provide evidence that candidates demonstrate skills required to
♦ develop, implement, and evaluate school policies and procedures that support democratic values, equity, and diversity issues;
♦ develop appropriate communication skills to advocate for democracy, equity, and diversity.
ELCC Standard Element 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school.
Content Knowledge (Mostly likely to be met in Assessments #1, #2)
Programs provide evidence of candidate knowledge of
♦ moral and legal consequences of decision making in schools;
♦ strategies to prevent difficulties related to moral and legal issues.
Professional Leadership Skills (Most likely to be met in Assessments #3, #4, #5, #6)
Programs provide evidence that candidates demonstrate skills required to
♦ formulate sound school strategies to educational dilemmas;
♦ evaluate school strategies to prevent difficulties related to moral and legal issues.
PSEL:
Standard 2: Ethics and Professional Norms:
Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being. Effective leaders:
a) Act ethically and professionally in personal conduct, relationships with others, decision-making, stewardship of the school’s resources, and all aspects of school leadership.
b) Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement.
c) Place children at the center of education and accept responsibility for each student’s academic success and well-being.
d) Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity.
e) Lead with interpersonal and communication skill, social-emotional insight, and understanding of all students’ and staff members’ backgrounds and cultures.
f) Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.
Standard 8: Meaningful Engagement of Families and Community
Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being. Effective leaders:
a) Are approachable, accessible, and welcoming to families and members of the community.
b) Create and sustain positive, collaborative, and productive relationships with families and the community for the benefit of students.
