Katherine Becks

Week 5: Constructed Response to Campus Improvement Scenario

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 1.2: 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.

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

Week 5 Learning Objectives (W5LOs):

W5LO1: Analyze multiple campus data sets: academic and survey data. (CLO1)

W5LO2: Identify correlational disparities across multiple campus data sets: academic and survey data. (CLO1)

W5LO3: Formulate possible root cause(s) for identified disparities implicated in multiple campus data sets: academic and survey data. (CLO2)

W5LO4: Evaluate a Campus Improvement Plan for significant disparities identified from multiple campus data sets: academic and survey data. (CLO3, CLO5)

W5LO5: Propose actions and strategies for a Campus Improvement Plan to address disparities identified from multiple campus data sets: academic and survey data. (CLO3, CLO5)

Resources:

Campus Improvement Scenario with Constructed Response Question

Required readings for weeks 1 – 5

Additional/Supplemental videos and readings for weeks 1 – 5

Lectures from weeks 1 – 5

Week 5 Assignment Rubric:

Use the Rubric to guide your writing.

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

Reference:

Texas Education Agency Principal as Instructional Leader Certification Training for Education

Preparation Programs. Austin.

Review:

In week 4, you demonstrated your learning and skills acquisition in leadership for accountability in a culminating assignment. This week, you will apply these same skills in response to the scenario that accompanies this assignment. The content and format of this week’s assignment is purposefully designed in the same manner as the constructed response questions on the Texas Principal as Instructional Leader certification exam: TExES 268.

Constructed Response to Campus Improvement Scenario

(W5LO1, W5LO2 / CLO1), (W5LO3 / CLO2), (W5LO4 / CLO3, CLO5), (W5LO5 / CLO3, CLO5)

Directions: Read the Campus Improvement Scenario with Constructed Response Questions document carefully. Follow the directions for the constructed response provided in the scenario document. Provide your response in the textbox below. Use the rubric to guide your response.

· Use all data and information provided with the scenario.

· Address all aspects of the question (A, B, C).

· Identify a significant need and/or barrier.

· Address role that culture has in effecting campus improvements.

· Include specific, detailed leadership strategies.

· Use evidence from the data and information provided to support your response.

Type your constructed response below. (minimum 500 words)

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

Lamar University Summer 1 – 2019

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