Katherine Becks

EDLD 5333 Leadership for Accountability – Week 4

Week 4: School Vision, Mission and Campus Improvement Planning

National Educational Leadership Preparation (NELP) Standards

Standard 1: Mission, Vision, and Improvement

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Component 1.1: Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Educational Leadership Skills

· Evaluate existing mission and vision processes and statements.

· Collaboratively design a school mission and vision attentive to values and priorities that include data, technology, values, equity, diversity, digital citizenship, and community

· Develop a comprehensive plan for communicating the mission and vision

Component 1.2: Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation.

Educational Leadership Skills

· Evaluate existing improvement processes

· Use research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation

· Develop an implementation plan to support the improvement process

Standard 3: Equity, Inclusiveness, and Cultural Responsiveness

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.

Component 3.1: Program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.

Educational Leadership Skills

· Evaluate school culture

· Use research and data to design and cultivate a supportive, nurturing, and inclusive school culture

· Develop strategies for improving school culture

· Advocate for a supportive and inclusive school culture

Component 3.2: Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.

Educational Leadership Skills

· Evaluate sources of inequality and bias in the allocation of educational resources and opportunities

· Cultivate the equitable use of educational resources and opportunities through procedures, guidelines, norms, and values

· Advocate for the equitable access to educational resources, procedures, and opportunities

Component 3.3: Program completers understand and demonstrate the capacity to evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instruction and behavioral support practices among teachers and staff.

Educational Leadership Skills

· Evaluate root causes of inequity and bias

· Develop school policies or procedures that cultivate equitable, inclusive, and culturally responsive practice among teachers and staff

· Support the use of differentiated, content-based instructional materials and strategies

· Advocate for equitable practice among teachers and staff

Principal Standards Pillar

School Vision and Culture

Principal Domain and Competency

Domain I: School Culture

Competency 1

· Creates a positive, collaborative, and collegial campus culture that sets high expectations and facilitates the implementation and achievement of campus initiatives and goals.

· Creates an atmosphere of safety that encourages the social, emotional, and physical well-being of staff and students

Domain V: Strategic Operations

Competency 9

· Assesses the current needs of the campus analyzes a wide set of evidence to determine campus objectives, and sets measurable school goals, targets, and strategies that form the school’s strategic plans

· 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

Knowledge/Skills/Mindsets (KSMs)

Knowledge: factors that should inform campus initiatives and goals; components of a measurable goal; definition of equity and equality; process of creating a vision, mission, goals, priorities;

Skills: creates/communicates a clear, compelling mission, vision, and set of values; establish and inspire commitment from others towards the campus goals in alignment with the mission and vision; respond to breaches in culture effectively; model organizational values

Mindsets: effective teaching is the cornerstone of a strong school vision and mission – there should be a low tolerance for ineffective teaching; high expectations for all teachers strengthens a school’s instructional culture; positive adult relationships are the foundation for student academic growth; in order to thrive, students’ basic needs must be met; all students come to school with unique histories, values, and strengths, routine feedback is an integral part of building a positive school culture.

Principal Standards Pillar

Diversity and Equity

Principal Domain and Competency

Domain VI: Ethics, Equity, and Diversity

Competency 11

· Advocates for all children by promoting the continuous and appropriate development of all learners in the campus community.

· Implements strategies to ensure that all students have access to effective educators and continuous opportunities to learn.

· Promotes awareness and appreciation of diversity throughout the campus community.

· Facilitates the use of sound, research-based practice in the development, implementation, coordination, and evaluation of campus curricular, co-curricular, and extracurricular programs to fulfill academic, development, social, and cultural needs.

Knowledge/Skills/Mindsets (KSMs)

Knowledge: Cultural self-awareness, student cultures, staff cultures, culturally responsive teaching best practices

Skills: Share focus of bringing equitable practices to the school, analyze and recognize/address and correct instances that represent misalignment of cultural competence and inequity, lead conversations about inequities and about honoring diversity

Mindsets: accept and respect all cultural backgrounds, customs, traditions, values, and communications as assets; equity is a school-wide belief, attainable goal, and daily practice

Course-level Objectives (CLOs):

CLO1:     Analyze multiple forms of data to determine implications for improving student performance.

CLO2:     Demonstrate root cause analysis.

CLO3:     Apply campus improvement planning processes.

CLO4:     Demonstrate campus mission and vision development.

CLO5:     Construct strategies for an inclusive, equitable school culture focused on student achievement.

Week 4 Learning Objectives (W4LOs):

W4LO1: Analyze multiple campus data sets: academic, behavior, and social/emotional. (CLO1)

W4LO2: Identify correlational inequities across multiple campus data sets: academic, behavior, and social/emotional. (CLO1)

W4LO3: Formulate possible root cause(s) for identified disparities implicated in multiple campus data sets: academic, behavior, and social/emotional. (CLO2)

W4LO4: Develop a Campus Improvement Plan for significant inequities identified from multiple campus data sets: academic, behavior, and social/emotional. (CLO3, CLO5)

W4LO5: Design systems for development and communication of school mission and vision statements using synthesis of academic, behavior, and social/emotional survey data sets. (CLO4, CLO5)

Resources:

Required readings for weeks 1 – 4

Additional/Supplemental videos and readings for weeks 1 – 4

Lectures from weeks 1 – 4

Data Sets from weeks 1 – 3

Cardinal Middle School Vision & Mission Statements

Week 4 Assignment Rubric:

Use the Rubric to guide your writing.

Note: APA citations are required for referencing published and public sources.

EDLD 5333 Week 4 Tasks	Level 1 Does Not Meet Minimum Criteria	Level 2 Approaches Minimum Criteria	Level 3 Meets Criteria	Level 4 Exceeds Criteria
Part 1 A & B: NELP Component 1.1 Mission & Vision TEA Pillar 8 School Vision & Culture (W4LO5 / CLO4, CLO5)	Candidate provides no response. OR Candidate’s responses to the evaluation, processes of development (Part 1A) and/or communication plan (Part 1B) for the vision and mission are incomplete. Evidence is not provided for parts 1A and 1B with references to data and relevant sources from literature and/or lectures.	Candidate references existing mission and vision statements and lists processes of collaborative design of a school mission and vision attentive to priorities that include few of the following: values, equity, diversity, digital citizenship, and community. (Part 1A) Candidate vaguely states a plan for communicating the mission and vision. (Part 1B) Little or no evidence is provided for parts 1A and 1B with references to data and relevant sources from literature and/or lectures.	Candidate evaluates existing mission and vision statements and briefly explains processes of collaborative design of a school mission and vision attentive to priorities that include most of the following: values, equity, diversity, digital citizenship, and community. (Part 1A) Candidate articulates a basic plan for communicating the mission and vision. (Part 1B) Specific evidence is provided for parts 1A and 1B with references to data and relevant sources from literature and/or lectures.	Candidate evaluates existing mission and vision statements and comprehensively articulates processes of collaborative design of a school mission and vision attentive to priorities that include all of the following: values, equity, diversity, digital citizenship, and community. (Part 1A) Candidate articulates a comprehensive plan for communicating the mission and vision with specificity and clarity. (Part 1B) Thorough and specific evidence is provided for parts 1A and 1B with references to data and relevant sources from literature and/or lectures.
Part 2 A, B, & C: NELP Component 3.1 School Culture Domain I School Culture Competency 001 School Culture TEA Pillar 8 School Vision & Culture (W4LO1, W4LO2 / CLO1) (W4LO4 / CLO3, CLO5)	Candidate provides no response. OR Candidate’s responses to the evaluation (Part 2A), processes (Part 2B) and/or strategies (Part 2C) for improvement of school culture are incomplete. Evidence is not provided for parts 2A, 2B and 2C with references to data and relevant sources from literature and/or lectures.	Candidate references school culture and identifies one area of need for improvement with little basis related data. (Part 2A) Candidate vaguely explains data-driven processes to design and cultivate a supportive, nurturing, and inclusive school culture. (Part 2B) Candidate vaguely explains strategies for improving school culture with little explanation regarding how these strategies will advocate a supportive and inclusive school culture. (Part 2C) Little or no evidence is provided for parts 2A, 2B and 2C with references to data and relevant sources from literature and/or lectures.	Candidate evaluates school culture and identifies at least one significant area of need for improvement based on all data sets. (Part 2A) Candidate briefly explains specific data-driven processes to design and cultivate a supportive, nurturing, and inclusive school culture. (Part 2B) Candidate briefly explains specific strategies for improving school culture and explains how these strategies will advocate a supportive and inclusive school culture. (Part 2C) Specific evidence is provided for parts 2A, 2B and 2C with references to data and relevant sources from literature and/or lectures.	Candidate evaluates school culture and clearly identifies at least one significant area of need for improvement based on all data sets. (Part 2A) Candidate comprehensively articulates specific data-driven processes to design and cultivate a supportive, nurturing, and inclusive school culture. (Part 2B) Candidate comprehensively articulates specific strategies for improving school culture and explains how these strategies will advocate a supportive and inclusive school culture. (Part 2C) Thorough and specific evidence is provided for parts 2A, 2B and 2C with references to data and relevant sources from literature and/or lectures.
Part 3 A NELP Component 3.3 Equitable Instruction TEA Pillar 3 Diversity & Equity (W4LO1, W4LO2 / CLO1) (W4LO3 / CLO2)	Candidate provides no response. OR Candidate’s identification of root causes are incomplete and/or appropriate rationale and evidence are not provided. Candidate’s response does not include appropriate recommendations for policies, procedures, and strategies that cultivate equitable, inclusive, and culturally responsive practice among teachers and staff (Part 3A)	Candidate vaguely states the root causes for two identified areas of inequity and bias: 1) student achievement & 2) social-emotional learning regarding student achievement and social sources of inequity and bias in the allocation of educational resources and opportunities. Little or no rationale and evidence are provided to support identification of the root causes. (Part 3A) Candidate lists few recommended school policies, procedures, and strategies that cultivate equitable, inclusive, and culturally responsive practice among teachers and staff in order to resolve the root cause of identified areas of inequity and bias. (Part 3A)	Candidate articulates the root causes for two identified areas of inequity and bias: 1) student achievement & 2) social-emotional learning regarding student achievement and social sources of inequity and bias in the allocation of educational resources and opportunities. Brief rationale and evidence are provided to support identification of the root causes. (Part 3A) Candidate briefly articulates recommended school policies, procedures, and strategies that cultivate equitable, inclusive, and culturally responsive practice among teachers and staff in order to resolve the root cause of identified areas of inequity and bias. (Part 3A)	Candidate clearly articulates the root causes for two identified areas of inequity and bias: 1) student achievement & 2) social-emotional learning regarding student achievement and social sources of inequity and bias in the allocation of educational resources and opportunities. Significant rationale and evidence are provided to support identification of the root causes. (Part 3A) Candidate comprehensively articulates specific recommended school policies, procedures, and strategies that cultivate equitable, inclusive, and culturally responsive practice among teachers and staff in order to resolve the root cause of identified areas of inequity and bias. (Part 3A)

Part 3 B NELP Component 3.2 Equitable Access to Programs & Services Domain VI Ethics, Equity, and Diversity Competency 011b Equity and Diversity TEA Pillar 3 Diversity & Equity (W4LO4 / CLO3, CLO5)	Candidate provides no response. OR Candidate’s responses to sources of inequity and bias are inadequate, inappropriate, and/or incomplete, as evidenced in the Campus Improvement Plan. (Part 3B)	Candidate vaguely identifies and addresses sources of inequity and bias in the allocation of educational resources and opportunities as evidenced in Campus Improvement Plan. (Part 3B) Candidate demonstrates little capacity to cultivate equitable use of educational resources and opportunities through procedures, guidelines, norms, and values as evidenced in Campus Improvement Plan. (Part 3B) Candidate demonstrates little capacity to advocate for equitable access to educational resources, procedures, and opportunities as evidenced in Campus Improvement Plan. (Part 3B)	Candidate briefly evaluates, identifies, and addresses sources of inequity and bias in the allocation of educational resources and opportunities as evidenced in Campus Improvement Plan. (Part 3B) Candidate demonstrates novice capacity to cultivate equitable use of educational resources and opportunities through procedures, guidelines, norms, and values as evidenced in Campus Improvement Plan with specificity and clarity. (Part 3B) Candidate demonstrates novice capacity to advocate for equitable access to educational resources, procedures, and opportunities as evidenced in Campus Improvement Plan with specificity and clarity. (Part 3B)	Candidate comprehensively evaluates and clearly identifies and addresses sources of inequity and bias in the allocation of educational resources and opportunities as evidenced in Campus Improvement Plan with specificity and clarity. (Part 3B) Candidate demonstrates strong capacity to cultivate equitable use of educational resources and opportunities through procedures, guidelines, norms, and values as evidenced in Campus Improvement Plan with specificity and clarity. (Part 3B) Candidate demonstrates strong capacity to advocate for equitable access to educational resources, procedures, and opportunities as evidenced in Campus Improvement Plan with specificity and clarity. (Part 3B)
Part 3 B NELP Component 1.2 School Improvement Domain IV Executive Leadership Competency 008 Improvement and Change TEA Pillar 8 School Vision & Culture (W4LO1, W4LO2 / CLO1) (W4LO4 / CLO3, CLO5)	Candidate provides no response. OR Candidate’s responses to the campus improvement process components are inadequate, inappropriate, and/or incomplete, as evidenced in the Campus Improvement Plan. (Part 3B)	Candidate demonstrates little use of research and data to develop an improvement process and includes few of the following components: diagnosis, design, implementation, and evaluation, as evidenced in the Campus Improvement Plan. (Part 3B) Candidate demonstrates little capacity to develop an implementation plan to support the improvement processes as evidenced in the Campus Improvement Plan. (Part 3B)	Candidate demonstrates novice use of research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation, as evidenced in the Campus Improvement Plan with elements of the SMART Goal and Objectives model. (Part 3B) Candidate demonstrates novice capacity to develop an implementation plan to support the improvement processes as evidenced in the Campus Improvement Plan with elements of the SMART Goal and Objectives model. (Part 3B)	Candidate demonstrates effective use of comprehensive research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation, as evidenced in the Campus Improvement Plan with elements of the SMART Goal and Objectives model. (Part 3B) Candidate demonstrates strong capacity to develop an implementation plan to support the improvement processes as evidenced in the Campus Improvement Plan with elements of the SMART Goal and Objectives model. (Part 3B)
Writing Content & Mechanics	Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation.	Responses do not reflect knowledge of course content. Writing is unclear and/or disorganized. Weak sentence/paragraph construction is exhibited. Thoughts are not expressed in a coherent and logical manner. There are numerous errors in grammar, spelling, or punctuation.	Responses are relevant to course content. Writing is mostly clear, concise, and well organized. Good sentence/paragraph construction is exhibited. Thoughts are expressed in a coherent and logical manner. There are few errors in grammar, spelling, or punctuation.	Responses are relevant to course content. Writing is clear, concise, and well organized. Excellent sentence/paragraph construction is exhibited. Thoughts are expressed in a coherent and logical manner. There are no errors in grammar, spelling, or punctuation.

Review:

During the last three weeks, you have learned the value of analyzing multiple types of data for identifying needs. You have also worked to develop initial vision and mission statements, based on the inequities identified from the data. This week, in Part 1 of this assignment, you will articulate the purpose of a school vision and mission, and the processes in developing these statements. In Part 2 of this assignment, you will articulate your diagnosis of the school culture, based on analyzed data sets, and identify the areas of need for change. For Part 3, you will develop a portion of a Campus Improvement Plan (CIP), based on significant inequities correlated throughout all or most of the data sets. The CIP will include the following:

· Two Goals: Focused on student achievement:

1. Academic

2. Social-Emotional

· Objectives: These are short-term milestones that focus on achieving the long-term goal.

· Activities: These are what will be done by faculty, staff, and administrators to attain the stated objectives and goals.

Part 1: Design, Implementation, and Communication of the Campus Vision and Mission

(W4LO5 / CLO4, CLO5)

Directions: Based on the readings and lectures for weeks 1 - 4, data sets from weeks 1 – 3, and the Cardinal Middle School vision and Mission statements, you will respond to the following prompts:

1. A. (NELP 1.1) Articulate collaborative processes for designing a school vision and mission. (minimum of 2 150-word paragraphs)

First paragraph:

Evaluate the Cardinal Middle School vision and mission statements. Based on what you discovered through the past weeks’ data analyses, what changes would you recommend to these statements? Include differences and connections between a vision and a mission statement and their purposes. Consider the following:

· Values

· Equity

· Diversity

· Community

Second paragraph:

Identify who would be involved in the collaborative design of the vision and mission statements and the processes for developing them. Consider the following:

· Collaboration

· Objectives aligned with mission

· Goal(s) aligned with vision

· Community

Cite all appropriate sources and data analyses to support your statements.

1. B. (NELP 1.1) Articulate a comprehensive plan for communicating the vision and mission. (minimum of 2 150-word paragraphs)

First paragraph:

In what ways will the school vision and mission be communicated?

Second paragraph:

Who would be involved in the communicating the school vision and mission?

Cite all appropriate sources and data analyses to support your statements.

Part 2: Evaluation, Design, and Advocacy for Positive School Culture

(W4LO1, W4LO2 / CLO1), (W4LO4 / CLO3, CLO5)

Directions: Based on the readings and lectures for weeks 1 – 4, and data sets from weeks 1 – 3, you will respond to the following prompts:

2. A. (NELP 3.1) Evaluate the culture of Cardinal Middle School. Write one paragraph (minimum 150 words) identifying at least one significant area of need for improvement of school culture. Explain your rationale based on appropriate data, readings, and lectures. NELP 3.1

Cite all appropriate sources and data analyses to support your rationale.

2. B. (NELP 3.1) Articulate the processes for data-driven design and cultivation of a supportive, nurturing, inclusive school culture. Write one paragraph (minimum 150 words). Consider the following key behaviors and mindsets in school culture: NELP 3.1

· Common values

· Honor for diversity

· Growth mindsets

· Professional collaboration

· Collegial relationships

· Efficacy/self-determination

Cite all appropriate sources and data analyses to support your statements.

2. C. (NELP 3.1) Provide strategies for improving and advocating for positive school culture in the identified area of need stated in Part 2. A. of this assignment. (minimum of 2 150-word paragraphs) Explain your rationale based on appropriate data, readings, and lectures.

First paragraph:

Articulate the strategies to improve school culture in the area of identified need. Include the persons who will be involved in implementing these strategies.

Second paragraph:

Explain how these strategies will be effective in advocating a supportive, inclusive school culture.

Cite all appropriate sources and data analyses to support your rationale.

Part 3: Campus Improvement Planning

(W4LO1, W4LO2 / CLO1), (W4LO3 / CLO2), (W4LO4 / CLO3, CLO5)

Directions: Based on the readings and lectures for weeks 1 – 4, and data sets from weeks 1 – 3, you will first identify the root cause of two specific areas of need for improvement. Next, you will develop a section of a campus improvement plan, based on the identified areas of need.

3. A . (NELP 3.3) Articulate the root cause for the inequity and biases related to the identified needs for: 1) improvement in student achievement , and 2) improvement in student social-emotional learning . Include the following in each paragraph (minimum of 2 150-word paragraphs): Root causes of inequity and bias

· Recommended development of policies or procedures that cultivate equitable, inclusive, and culturally responsive practice among teachers and staff

· Advocacy for equitable practice among teachers and staff

First paragraph:

Evaluate the root cause for the identified student achievement inequity. Include all elements listed above.

Second paragraph:

Evaluate the root cause for the identified student social-emotional learining inequity. Include all elements listed above.

Cite all appropriate sources and data analyses to support your rationale.

3. B. (NELP 1.2, 3.2) Complete the section of a Campus Improvement Plan below. There are Goal Areas: Student Achievement and Student Social-Emotional Learning. For each of the two goals, you will articulate 3 objectives. For each objective your will identify how it will be measured, activities/strategies, persons responsible, resources, timeline, and benchmarking to assess progress and effectiveness of the plan.

Your Campus Improvement Plan section must address/align with the following elements:

· Specific causes identified inequity and bias

· Student resources and opportunities to reduce the inequity

· School procedures, values, and evidence of culture that reduce inequity and bias

GOAL AREA 1: Student Achievement: Reading/Language Arts
Priority of Need:	Example: Increase the level of rigor through implementation of Literacy in the Middle 2.0 in reading classrooms to meet all students’ needs.
Critical Success Factor(s):	Example: Academic
Goal and Summative Evaluation:	Example: By May 2020, at least 63% of all students tested will receive Mastery Academic Performance in STAAR Reading.
Measurable Objective	Activity / Strategy	Staff Member Responsible	Resources: Funding Time Materials Personnel Facilities	Timeline	Milestones: Benchmarking / Formative Evaluation
(Objective 1: Example) Based on TEKs Resource benchmark assessments, least a 5% gain in closing the performance gap between low SES students and overall student performance.	(Objective 1: Example) Double block ELA classes for all incoming 6th grade students. Students will receive additional reading instruction every other day for 85 minutes.	(Objective 1: Example) Campus Administrators Department Chair Instructional Coach	(Objective 1: Example) C & I Budget Compensatory Funds Master Schedule Teacher common planning period TEKS Resources Teacher Designed Lessons Reading Lab	(Objective 1: Example) August 2018- May 2019	(Objective 1: Example) ZPD Assessment Common Unit Assessments Campus Based Benchmark STAAR
(Objective 2)	(Objective 2)	(Objective 2)	(Objective 2)	(Objective 2)	(Objective 2)
(Objective 3)	(Objective 3)	(Objective 3)	(Objective 3)	(Objective 3)	(Objective 3)
GOAL AREA 2: Student Social-Emotional Learning: Student Behavior
Priority of Need:
Critical Success Factor(s):
Goal and Summative Evaluation:
Measurable Objective	Activity / Strategy	Staff Member Responsible	Resources: Funding Time Materials Personnel Facilities	Timeline	Milestones: Benchmarking / Formative Evaluation
(Objective 1).	(Objective 1)	(Objective 1)	(Objective 1)	(Objective 1)	(Objective 1)
(Objective 2)	(Objective 2)	(Objective 2)	(Objective 2)	(Objective 2)	(Objective 2)
(Objective 3)	(Objective 3)	(Objective 3)	(Objective 3)	(Objective 3)	(Objective 3)

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