3 part assignment

InstructionsandRubricWeek3StrategicProblemSolvingActivity2-EstablishingandAligningMeasurableGoals2.docx

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Strategic Problem-Solving – Activity Two - Establishing and Aligning Measurable Goals

(Instructions and Rubric for Submission – W3LO2, W3L05, W3LO6)

This assignment has three components. The components include a memo, documentation, and a reflection. Please review the rubric. Use all three components of the assignment to influence the opinion of the grader.

I. Memo #2:

You will continue to assume the role of a new hypothetical principal at a campus as you respond to the issues related to the Agricultural Science Program found in the letter of concern by the hypothetical superintendent. As in the last strategic problem-solving assignment, the letter is found in the resource packet. In this activity, the candidate will prepare a four-paragraph written memo that addresses the following prescribed actions (superintendent directives):

a) Describe how different types of data were used to formulate two (2) measurable Agricultural Science Program goals with semi-annual benchmarks that are aligned to identified needs;

b) Share strategies or changes needed/implemented to attain measurable goals;

c) Identify efforts to build the capacity of the instructional team;

d) Justify a request for a future need (this could include staff development, additional personnel, supplies, facilities, or any other justifiable need.)

Special note: While preparing the simulated memo and attachments, you must address the superintendent directives described above. When addressing the superintendent directives, you will use the Stage 2 “BUILDING BLOCKS” found below to frame your memo. Use each building block as the topic for one paragraph.

Stage 2 Building Blocks

a) Ensured alignment of activities/actions – paragraph one;

b) Identified and recommended changes in practice, procedure, and policy needed to support improvement efforts – paragraph two:

c) Built capacity of instructional leadership – paragraph 3;

d) Predicted needed resources needed including personnel, supplies, facilities, and others – paragraph 4.

In the memo, you should write one paragraph on each individual stage two building block. It should prove easy to address the superintendent’s directives (a through d) in these four paragraphs.

II. Documentation

Additionally, you are expected to attach simulated documentation that supports your four-paragraph memo to the superintendent. (Be creative!) The documentation is limited to two (2) additional pages. Documentation examples could include:

* Hypothetical enrollment figures

* Adjustments in program procedures

* List of new course offerings

* Professional development certificates

* Budget worksheets

* Meeting notes

* Teacher observation notes

* Curriculum changes

* Many more items could justify or support your memo – BE CREATIVE

III. Activity Reflection:

This submission requires an Activity Reflection. Answers to the following reflective questions are required in the Activity Reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection.)

* How does this response make sense?

* Describe how the response fits with the established criteria and models the elements found in the building blocks?

* What issues did the response address?

* In what other way could this issue be addressed and prove equally or more successful?

The Rubric Is Located On The Next Page – Attach Your Assignment After The Rubric And Submit It In Blackboard

Rubric for Activity 2: Use the following rubric to guide your work.

Simulated Strategic Problem-Solving Project – Activity 2 – Establishing and Aligning Measurable Goals

Does not meet minimum criteria

Approaches minimum criteria

Meets criteria

Exceeds criteria

W3LO5- The student will demonstrate the capacity to audit/evaluate school processes and develop goals aligned to identified needs and measure progress.

Candidate discussed an audit of school processes, or goals.

0 Points

The candidate simulated a collaborative audit of school processes to establish measurable goals and benchmarks.

6 Points

The candidate simulated a collaborative audit of school processes to establish measurable goals and benchmarks for priority areas that ensured alignment with identified needs

8 Points

The candidate simulated

a collaborative audit process to establish measurable goals and benchmarks for priority areas that were aligned with identified needs, articulated barriers to improvement, and monitored progress.

10 Points

W3LO6 – The student will collect and analyze data, both quantitative and qualitative, and apply or recommend change in policies or practices that ensures ethical treatment of students.

Candidate discussed the ethical treatment of students

0 points

Candidate simulated:

a. the collection of data prior to developing structures to support the implementation of an improvement plan.

b. a review legal/ethical concerns regarding a specific situation.

6 points

Candidate simulated:

a. the collection and analysis of quantitative and qualitative data to develop structures and schedules - including staff time, master schedule, dollars, and tools to support the implementation of an action plan.

b. the evaluation of situational concerns and policies related to legal/ethical, and equity issues.

8 points

Candidate simulated:

b. the evaluation of situational concerns and policies related to legal/ethical, and equity issues and initiated changes needed to ensure ethical treatment of students

10 points

W3LO2 – The student will demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development.

NELP 6.2

EDLD_Competency.009

EDLD_Domain.V

SBEC_Pillar.9

Candidate simulated

a) a discussion regarding the need for an action plan to discuss current needs or resources. (NELP 6.2a)

b) a discussion regarding a resourcing plan (NELP 6.2b)

c) a discussion regarding program needs (NELP 6.2c)

0 points

The candidate simulated

a) the development

of systems to track progress towards the implementation of an action plan that reviewed current needs and resources. (NELP 6.2a)

b) the collection of data aligned to the school’s goals and priorities. (NELP 6.2b)

c) the establishment of a focus group to discuss future needs. (NELP 6.2c)

6 points

The candidate simulated

a) the development of systems to track progress & implementation of an action plan that included a formal collaborative needs assessment which discussed future needs. (NELP 6.2a)

b) the collection and analysis of quantitative and qualitative data to ethically and equitably develop structures, within a resourcing plan that included staff time, student scheduling, dollars, and tools to support the implementation of an action plan. (NELP 6.2b)

c) a resource restructuring initiative aimed at meeting future needs with current resources. (NELP 6.2c)

8 points

The candidate simulated

a) the development of data-informed system to track progress towards the implementation of an action plan that included a collaborative needs assessment that projected and planned for current and future needs and resources. (NELP 6.2a)

c) actions that advocated for additional resources by emphasizing program improvement that will increase student involvement & outcomes. (NELP 6.2c)

10 points

Mechanics

5 or more spelling or grammatical issues.

0 Points

No more than 4 spelling or grammatical errors.

1 Point

No more than 3 spelling or grammatical errors.

2 Points

No more than 2 spelling or grammatical errors.

5 Points

Attach your assignment as the next page.