CASE STUDY: Elementary K – 8 Assignment
Case Study: Elementary K – 8 Assignment
Rebecca Ray
School of Education, Liberty University
CASE STUDY: [ASSIGNMENT NAME]
GENERAL SCHOOL INFORMATION
School Name: Edwin A. Gibson
Category Elementary (KG-05)
School
Phone 434-799-6426
Address 1215 Industrial Avenue
Danville, VA 24541
Principal Mikayla Ragsdale
Superintendent Dr. Angela Hairston School Number 490
Region 6Division Danville City Public Schools
Division
Number
108 Division Website https://
www.danvillepublicschools .
org/
INTRODUCTION
Why is it important for leadership to identify and resolve school issues? What kinds of
decisions would such leadership involve? What is an example of when you encountered a
need for this type of leadership?
When leadership identify and resolve school issues – students, staff, and all
CASE STUDY: Elementary K – 8 Assignment
stakeholders benefit. The overall goal of a principal is to provide a safe and orderly learning
environment, to ensure the best learning outcomes for all students. Many decisions are left to
the fate of leadership, including but not limited to curriculum development, funding
acquisition and allocation, safety and compliance. Other decisions that rest on the shoulder of
leadership are the development and growth of teachers, either by mentorship or professional
development, implementing new policies to improve student outcomes, the culture of the
school, and building community relationships. Principals also “monitor programs in the school
for compliance, guide program improvement, support faculty and staff, and elicit community
support and involvement in education” (Claxton, 2019, p. 46).
As a beginning teacher, I needed a lot of leadership support. I received a lot of guidance
from veteran teachers regarding how to handle communication with parents and how to keep
the best interest of students at the forefront of all decisions. Until I worked in a different school
district, I was not forthcoming and comfortable asking for help from leadership. At the second
school district, the leadership had more of an open-door policy where teachers and staff could
drop by or frequently see the principal around campus and have a quick chat. I asked for
support with classroom management. I was hired by this school in the middle of the school
year and did not have sufficient time to teach classroom rules and procedures and build great
rapport with the students. This principal recommended CHAMPS training for classroom
management, through Safe and Civil Schools. I have modified a little bit to make it my own.
Since then, I grew to love feedback and criticism to improve my teaching and student
outcomes in my class.
STEP 1: ISSUE
Question 1: Based on your data analysis, what are 3–5 possible issues at the school?
CASE STUDY: Elementary K – 8 Assignment
Support each listed issue with at least three quantitative and/or qualitative data points. Bold
the main issue.
1. School Quality Indicators
•School performing below state standards for academic achievement for English,
Math, and Science.
•5 out of 6 school quality indicators at Level 3 (below standard), leading to school
being accredited with conditions.
2. Assessments
•Reading Performance: All Students o 45% of students proficient in reading in the
2023-2024 school year (same as the 2022-2023 school year and up on 1% from the
2021-2022 school year).
•Math Performance: All Students o 35% of students proficient in math in the 2023-
2024 school year (down 2% from the 2022-2023 school year and up 5% from the
2021-2022 school year).
•Science Performance: All Students o 27% of students proficient in science in the
2023-2024 school year (down nearly 10% from the 2022-2023 school year and up
5% from the 2021-2022 school year).
•History Performance: All Students o 10% of students were proficient in history in
the 2023-2024 school year (down 28% from the 2022-2023 school year and down
14% from the 20212022 school year).
3. Standards of Accreditation Offenses Data
•235 offenses related to safety concerns
•77 offenses related to school operations
•19 offenses that impede academic progress
4. Teacher Quality
•27.6% of teachers are out-of-field (not fully endorsed for the content they are
teaching) for the 2023-2024 school year.
•34.5% of teachers are inexperienced (or have less than one year of teaching
experience) for the 2023-2024 school year.
•24.1% of teachers are inexperienced and out-of-field for the 2023-2024 school year.
Question 2: In the chart below,
what the main issue is.
highlight 6–8 key data sources that led you to conclude
Accreditation Assessments Enrollment Finance Learning
Climate
Teacher
Quality
ESSA School
Readiness
School Quality Reading Fall
Membership by
Grade
Per-Pupil
Spending
Chronic
Absenteeism
Teacher ESSA
School
Quality
Kindergarten
Students'
Public
Indicator
s
Performance: All Quality
CASE STUDY: Elementary K – 8 Assignment
Indicators
Summary
Preschool
Experience
Student
s
Achievement Writing Fall Standards of Provisionally ESSA Kindergarten
Gaps: English and
Mathematics
Performance: All
Students
Membership by
Subgroups
Accreditatio
n
Licensed
Teachers
Annual
Targets and
Long-Term
Goals:
Reading
Students
Meeting Fall
Literacy
Benchmarks
(SOA)
Offenses
Dat
a
English Academic
Achievement: All
Students
Math Short-Term
Suspensions
Teacher
Educational
Attainment
ESSA
Annual
Targets and
Long-Term
Goals:
Mathematic
s
Performance: All
Student
s
Student
Engagement and
Outcomes:
Chronic
Absenteeism
Science Long-Term
Suspensions
ESSA Pass
Rates:
Science
Performance: All
Student
s
History Expulsions Chronic
Absenteeis
m
Performance: All
Student
s
Number of
Recently Arrived
English
Language
Learners
Exempted From
State Reading
Assessments
Free and
Reduced
Meal
Eligibility
English
Learner
Progress and
Proficiency
Virginia
Alternate
Assessment
Program
Participation
Rates
Free and
Reduced
Breakfast
Participation
of Eligible
Students
ESSA
Participation
Rates
Free and
Reduced
Lunch
Participation
of Eligible
Students
Growth in
Reading and
Mathematic
s
Civil Rights
Data
Collection
Federal
Designation
CASE STUDY: Elementary K – 8 Assignment
Question 3: In addressing the main issue, identify the desired SMART goals you hope to
achieve.
1. Reduce the combined number of inexperienced and out-of-field teachers by 43% in the
next 3 years.
2. Reduce the number of out-of-field teachers by 25% by the 2026-2027 school year.
3. All beginning and out-of-field teachers will be paired with veteran teachers for
mentorship for the 2025-2026 school year.
4. All teachers will meet weekly (PLC) by grade level to plan and ensure lessons and
curriculum are aligned to state standards to improve student success outcomes.
5. All teachers will meet before the next school year to plan and revise pacing guides for
all grades to ensure vertical alignment of state standards.
6. All teachers required to document one positive contact with families per month.
7. Host family engagement events that support the school and community monthly.
8. Create a positive school climate where students, staff and families alike feel supported.
STEP 2: CRITERIA
Question 1: How will the school’s SMART goals and vision serve as criteria for your decision?
Vision Statement: The mission of the Edwin A. Gibson Elementary School family is to promote
a challenging academic setting for all students by fostering a total school program which
motivates each student to become lifelong learners and leaders in the community.
Answer: The vision and mission of the school and district highlight collaborating with families
and communities to educate our students. Based on the school quality indicators, Edwin
Elementary is below the state standard in five areas, including academic achievement. For the
school to improve the proficiency percentages in math, reading, and science, we need highly
qualified teachers with experience in the subject matter they teach, mentorship for novice
teachers, on-going professional development in classroom management, relationship building
between all stakeholders, and curriculum development and implementation. By retaining
novice teachers and providing all staff continuous support with classroom management,
differentiated access to instruction, and fostering student engagement, we can ensure
stability in the classroom, reach and grow all learners, and improve academic achievement.
“Curriculum is the foundation on which all other aspects of the school are built” Claxton,
2019, p. 57). By having all teachers meet and revise the pacing guides, upper grade teachers
can give feedback to previous grade teachers on standards where students need more
support to be proficient. This will help more students reach proficiency and improve the
school quality indicators. Part of the mission at Gibson Elementary includes motivating
students to become leaders in the community. Students cannot lead in the community, if they
do not see how the community and the school work together. School and community
collaborations are an essential part of the Whole Child Education model that “encourages all
members of the school, including community partners, to take an active role in addressing
CASE STUDY: Elementary K – 8 Assignment
challenges to student success (Caldas, et al., 2019, p. 199). The last two goals that I think will
support teachers at Gibson Elementary require teachers to reach out to the families of
students in their class monthly and require leadership to host monthly community and family
engagement events. “Parents often feel like the neglected partner in their children’s
education” (Claxton, 2019, p. 12). Building rapport with families by having teachers
communicate with them monthly and by having formal and informal events at school and in
the community can help maintain open lines of communication and build trust with
stakeholders. “Communities are valuable sources of knowledge and rich learning
environments…that make learning more relevant and meaningful” (Glickman, et al., 2024, p.
446). When students, families, stakeholders, and the greater community come together,
schools become safer environments that promote learning. When students see how schools
serve the local community, they too can become inspired to serve and lead in the community.
Question 2: What principles of professional (declarative) knowledge will serve as your
criteria for making a decision? Highlight your top three principles from the list below.
Principles of Professional Knowledge
•learning goals in a pluralistic society
the principles of developing and implementing strategic
plans
•systems theory
•theories and models of organizations and the principles of organizational development
•operational procedures at the school and district level
•principles and issues relating to school safety and security
•human resources management and development
•principles and issues relating to fiscal operations of school management principles
and issues relating to school facilities and use of space
legal issues impacting school
operations
•current technologies that support management functions
•biblical principles of effective leadership and decision-making
CASE STUDY: Elementary K – 8 Assignment
Question 3: Dispositions are what an administrator believes in, values, and is committed to.
What dispositions will serve as your criteria for making a decision? Highlight your top three
criteria from the list below.
Decision-Making Dispositions
•information sources, data collection, and data analysis strategies
•effective communication
•effective consensus-building and negotiation skills
•the educability of all
•a school vision of high standards of learning
continuous school
improvement
•the inclusion of all members of the school community
•ensuring that students have the knowledge, skills, and values needed to become
successful adults
•a willingness to continuously examine one's own assumptions, beliefs, and practices
•doing the work required for high levels of personal and organizational performance
•making management decisions to enhance learning and teaching
•taking risks to improve schools
•trusting people and their judgments
•accepting responsibility
•high-quality standards, expectations, and performances
•involving stakeholders in management processes
•a safe environment
•filtering all decisions through the Word of God
Question 4: Select one of the Decision-Making Dispositions you highlighted in Step 2
Question 3, and explain how it will serve you as a criterion for making a decision.
Ensuring that students have the knowledge, skills, and values needed to become
successful
adults. To make sure that students have the necessary attributes to become successful, it
is
necessary to look at data as it relates to proficiency and student outcomes for the intellect
and knowledge. Thus, leaving those in command to provide well-rounded professional
development to novice and veteran teachers, to equip them with tools and methods needed
to deliver engaging instruction that leads to proficiency. Leadership would need to know and
continuously improve the school culture to ensure students feel like they are in an
environment where they can learn and thrive. Leadership can “provide for the academic,
social, emotional,
and physical needs of all learners” by utilizing “current research and data” to be sure students
CASE STUDY: Elementary K – 8 Assignment
are provided every opportunity to be successful (Claxton, 2019, p. 39). By looking at the value-
added teacher data, providing support and guidance, and making sure lessons are aligned to
state standards, students can learn the knowledge needed to become successful.
STEP 3: ALTERNATIVES
FIRST ALTERNATIVE APPROACH
Question 1: Identify an alternative resolution with associated enablers and constraints and
analyze their merits using the guiding principles in Step 2.
Mentorship is an alternative way to provide support to teachers, both novice and veteran
alike. By pairing teachers by grade level, one novice with one veteran, both groups are able to
share different perspectives and ideas that may support and improve learning for all students.
By partnering teachers by grade level, engage in reflective pre and post lesson discussions,
they can co-teach, peer coach, observe others, and navigate classroom issues with similar
student groups. The novice teacher may have new methods to deliver instruction, and fun
and engaging projects to help hook struggling learners and keep them engaged to share with
their veteran mentor. Conversely, the veteran teacher may be able to guide the novice
teacher on how to navigate classroom complexities, and be a sounding board. Mentoring can
help new teachers feel supported and develop their skills, and increase their chances of
staying in the profession. It can help veteran teachers feel a sense of renewal, seeing the
career with a new perspective. “An intentional mentoring program is a vital aspect” of teacher
improvement, where the “teacher and organizational time is focused to support quality
instruction and student learning” (Claxton, 2019, p. 70-71). Both teachers working together
can develop open and positive communication, where either teacher can feel comfortable
reflecting and giving feedback on aspects where their partner or even their grade level PLC
can improve. “Continuous improvement can become a reality when school leaders inspire
teachers to develop a positive mindset regarding new programs, skills, and strategies”
(Claxton, 2019, p. 74).
Question 2: Identify and list the criteria from Step 2 that are aligned with this alternative.
•taking risks to improve schools
•trusting people and their judgments
•accepting responsibility
•a school vision of high standards of learning
•continuous school improvement
•a willingness to continuously examine one's own assumptions, beliefs, and practices
Question 3: What school enablers (positives) make implementing this alternative more
feasible?
-The fact that there is a good mix of faculty and staff with a wide range of years of service, it
will be easy to pair novice and veteran teachers by grade for mentorship.
CASE STUDY: Elementary K – 8 Assignment
-By partnering teachers, novice teachers can feel supported and have a seasoned colleague
they can reach out to as they navigate the challenges of teaching. This will build trust within
the partnership, and potentially, build community within the staff that leads to vested and
committed employees who will follow the leadership's strategic planning as it relates to
school improvement initiatives.
Question 4: What school constraints (negatives) make implementing this alternative less
feasible?
-Veteran teachers may feel this is just one more thing to do and may need encouragement to
partner with a novice teacher and offer support and insights
-Veteran teachers may be set in their ways and unwilling to change, even if it is for the better
good of the school community.
-Novice teacher may be over eager to show what they have learned in their in-service teacher
preparation programs and be reluctant to ask for support or guidance for fear of being seen as
incompetent or less qualified.
-Teacher turnover rate may present a challenge. If you start mentoring the novice teachers
and every year they quit, it could lead to loss of hours trying to implement a school-wide
program, that does not progress beyond the initial stages of implementation.
SECOND ALTERNATIVE APPROACH
Question 5: Identify an alternative resolution with associated enablers and constraints and
analyze their merits using the guiding principles in Step 2.
Creating a positive and supportive environment for the school-community. Students cannot
learn and thrive if they do not feel safe. Similarly, teachers and staff cannot give their best if
they do not feel supported and safe. The Standards of Accreditation cited over 300 offenses
for Gibson Elementary; 235 offenses related to safety concerns, 77 offenses relating to school
operations, and 19 offenses that impede academic progress. Any offense affecting safety and
school operations, leads to residual effects on academic progress. “Support seems to be a key
theme that runs through the lens of success. When students are supported by teachers they
achieve more. When teachers are supported by administrators, they are able to help their
students achieve more. When administrators are supported by their district, student
achievement increases” (Claxton, 2019, p. 46). “Creating an environment that is conducive to
learning …is how student achievement takes place” (p. 48). All stakeholders must know and
align to the shared vision and work together for a common goal. Thus, “Students, faculty, and
staff must feel safe and supported, which means that their academic, social, emotional, and
physical needs are provided for (p. 48). Involving parents in the educational process of their
child can also impact the school culture and climate. Establishing community relationships can
also support learning. Some ideas may include clubs for students to build relationships
outside of academia, like robotics club, gardening club, art club, or anime club.
CASE STUDY: Elementary K – 8 Assignment
Question 6: Identify and list the criteria from Step 2 that are aligned with this alternative.
•effective communication
•effective consensus-building and negotiation skills
•the educability of all
•a school vision of high standards of learning
•continuous school improvement
•the inclusion of all members of the school community
•a safe environment
•filtering all decisions through the Word of God
•making management decisions to enhance learning and teaching
Question 7: What school enablers (positives) make implementing this alternative more
feasible?
-Gibson Elementary already participates in family engagement events for school personnel,
families, and community members to congregate and bond. This can be strengthened by
incorporating professional development geared towards pedagogy and instructional design to
support teachers with creating culturally sensitive classroom environments (Claxton, 2019).
-Gibson Elementary currently does PBIS celebrations that award students for other attributes,
not just academic excellence. “Promoting collaboration rather than competition encourages
students to build relationships”, (p. 45) make friends, and feel connected and accepted at
school.
Question 8: What school constraints (negatives) make implementing this alternative less
feasible?
- The School Quality Indicator, show that one group of student are disproportionately
represented in the number of suspensions. Therefore, those students may not feel equally
seen, heard, and valued in the school-community. Their families may be reluctant to
participate in family engagement events.
STEP 4: DECISION
Question 1: Copy and paste the alternatives from Step 3 Questions 1 and 5 below. Of the
two alternatives, highlight the one you select as your action plan.
Alternative: Mentorship is an alternative way to provide support to teachers, both novice and
veteran alike. By pairing teachers by grade level, one novice with one veteran, both groups are able to
share different perspectives and ideas that may support and improve learning for all students. By
partnering teachers by grade level, engage in reflective pre and post lesson discussions, they can
coteach, peer coach, observe others, and navigate classroom issues with similar student groups. The
novice teacher may have new methods to deliver instruction, and fun and engaging projects to help
hook struggling learners and keep them engaged to share with their veteran mentor. Conversely, the
veteran teacher may be able to guide the novice teacher on how to navigate classroom complexities,
and be a sounding board. Mentoring can help new teachers feel supported and develop their skills,
CASE STUDY: Elementary K – 8 Assignment
and increase their chances of staying in the profession. It can help veteran teachers feel a sense of
renewal, seeing the career with a new perspective. “An intentional mentoring program is a vital
aspect” of teacher improvement, where the “teacher and organizational time is focused to support
quality instruction and student learning” (Claxton, 2019, p. 70-71). Both teachers working together
can develop open and positive communication, where either teacher can feel comfortable reflecting
and giving feedback on aspects where their partner or even their grade level PLC can improve.
“Continuous improvement can become a reality when school leaders inspire teachers to develop a
positive mindset regarding new programs, skills, and strategies” (Claxton, 2019, p. 74).
Alternative: Creating a positive and supportive environment for the school-community. Students
cannot learn and thrive if they do not feel safe. Similarly, teachers and staff cannot give their best if
they do not feel supported and safe. The Standards of Accreditation cited over 300 offenses for
Gibson
Elementary; 235 offenses related to safety concerns, 77 offenses relating to school operations, and 19
offenses that impede academic progress. Any offense affecting safety and school operations, leads to
residual effects on academic progress. “Support seems to be a key theme that runs through the lens
of success. When students are supported by teachers they achieve more. When teachers are
supported by administrators, they are able to help their students achieve more. When administrators
are supported by their district, student achievement increases” (Claxton, 2019, p. 46). “Creating an
environment that is conducive to learning …is how student achievement takes place” (p. 48). All
stakeholders must know and align to the shared vision and work together for a common goal. Thus,
“Students, faculty, and staff must feel safe and supported, which means that their academic, social,
emotional, and physical needs are provided for (p. 48). Involving parents in the educational process of
their child can also impact the school culture and climate. Establishing community relationships can
also support learning. Some ideas may include clubs for students to build relationships outside of
academia, like robotics club, gardening club, art club, or anime
club.
Question 2: Setting Direction: In at least 200 words, discuss and enumerate four or more
strategies for developing a shared vision and goals for the school, communicating them, or
monitoring organizational performance. Specifically, how will you articulate the direction
you have set in order to create shared meanings and your performance expectations for
moving in this direction? What data will you collect/monitor to help your leadership team
track the school’s progress and performance in this direction?
1. Kouzes and Posner (2007) recommend that leaders listen deeply to others, determine
what is meaningful to others, make it a cause for commitment, and be forward looking
in times of rapid change (pp. 118-124). It is important for everyone to feel included,
seen, heard and valued in a school-community, from the receptionist, students, and
staff inside the building, to the bus drivers, parents, and families in the community.
“Because students are influenced by their parents and families” (Claxton, 2019, p.
149), the leadership team has to build and strengthen relationships with students,
faculty, staff, parents, and the community. By fostering these relationships, all
stakeholders can be involved and contribute based on their role to the improvement of
CASE STUDY: Elementary K – 8 Assignment
the school environment.
2. Based on the mission statement of Gibsonville Elementary, the goal is to promote
challenging academics through instruction that motivates students to learn and lead.
The students should not only feel a part of the school, but the actual community itself.
“If schools are not involving their staff and students in serving the community, they are
being negligent in developing a sense of social responsibility” and community
leadership (Claxton, 2019, p. 142). Any decision that impacts Gibson Elementary
should be visibly aligned and in support of the school’s mission statement.
3. Gibson Elementary should use Panorama Education Student Survey to understand
students’ perspectives. Then review the data to understand areas of strength and
growth opportunities to better serve students and provide targeted supports. If the
survey purchase is not feasible for the school budget, the school improvement team
can create a similar survey to help leadership make decisions based on the input of
students.
Teachers and staff, parents and community members can take a similar survey so their
perspectives can be taken into account when implementing strategies to improve the
culture.
4. Another area that needs to be improved upon is the standards of accreditation
infractions. In-depth descriptions of the numerous offenses racked up against Gibson
Elementary were not readily available on the VDOE website. However, “A reasonable
approach to school safety is needed” (Claxton, 2019, p. 129). The School Improvement
Team and Leadership Team can meet with district officials to gain further details of the
infractions and work together to fix the issues found that could impact student
learning and progress and the overall safety of the school.
CASE STUDY: Elementary K – 8 Assignment
Question 3: Developing People: In at least 200 words, discuss and enumerate four or more
strategies for strengthening the school culture, modifying organizational structures,
building collaborative processes, or managing the school environment. Specifically, how will
you develop people's capacity to move in this direction? What support and opportunities to
learn are needed?
1. The mission of Gibson Elementary “is underpinned by the strength of its teachers and
instructors and their ability to continually improve” (Claxton, 2019, p. 70).
Professional development can be used to help teachers within the same grade level
collaborate to deliver culturally sensitive, relevant lessons and inclusive classroom
environments. “Not only does [professional development] help shape the culture of
the school, but it also sets its course” (Claxton, 2019, p. 68).
2. Professional development to help teachers dissect the state standards and deliver
rigorous instruction will be an ongoing process. One of the SMART goals includes
partnering novice and veteran teachers for mentorship. “Social learning theory
assumes that teachers will develop their own instructional skills more effectively
through a prolonged relationship with a more experienced teacher.” (Claxton, 2019, p.
70). This in turn can improve job satisfaction and teacher retention. This could be
facilitated through professional learning communities (PLCs) or department-specific
teams. Providing time for teachers to plan together, reflect on their practices, and set
shared goals helps develop a sense of unity and purpose.
3. Just like students want to feel involved, needed and connected—so do teachers.
Gibson Elementary currently uses a PBIS system to praise and reward students for
attributes not related to academia. Gibson Elementary can increase the motivation of
their teachers by promoting teacher voice and decision making, making tasks
meaningful, supporting success on challenging tasks, and providing opportunities for
meaningful collaboration. “Dictating denies the opportunity for buy-in and thus
negates the opportunity to share a vision” (Claxton, 2019, p. 42). Regular forums or
meetings where stakeholders can share ideas, offer feedback, and contribute to school
decisions lead to a more inclusive and transparent environment. In this way, everyone
feels invested in the school's success.
4. School leaders must create an environment where respect, empathy, and inclusivity
are prioritized. This can be achieved through clear behavioral expectations, recognition
programs, and cultivating a safe space for all students and staff. Supporting
socialemotional learning (SEL) initiatives will also help develop a positive atmosphere
that is conducive to learning and personal growth.
CASE STUDY: Elementary K – 8 Assignment
Question 4: Developing the Organization: Discuss and enumerate four or more strategies for
strengthening the school culture, modifying organizational structures, building collaborative
processes, or managing the school environment. Specifically, what will make the
organization work to help you achieve movement in this direction? What is the entire range
of conditions and incentives necessary in the school to fully support rather than inhibit
stakeholders moving in the direction you've set?
1. Embracing shared vision is the foundation for creating a cohesive school culture and
guiding organizational improvement. To achieve this, school leaders must prioritize
clear, consistent communication, shared decision making, and positive relationships.
2. By creating a positive school culture, safe and secure environment that is conducive to
learning, student will be able to focus on conquer challenging academia and will be
surrounded by models within the school from teachers, support staff and all faculty, on
what it is and what is looks like to be a leader.
3. Using data to inform decision-making is vital for creating an adaptive and responsive
school organization. Regularly collecting and analyzing data on student performance,
teacher effectiveness, and school climate helps identify areas of strength and
opportunities for improvement.
4. Facilitating distributed leadership will ensure that all stakeholders involved with
Gibson Elementary are allowed to develop and contribute to the school. (Claxton,
2019). Necessary conditions and incentives to achieve the goals discussed above and
improve the quality of teachers and education at Gibson Elementary include time,
trust and respect, recognition and rewards through small gifts, gift cards, “jeans day”,
novelty treats, and ongoing support.
References
Caldas, S. J., Gómez, D. W., & Ferrara, J. (2019). A comparative analysis of the impact of a
fullservice community school on student achievement. Journal of Education for Students
Placed at Risk (JESPAR), 24(3), 197–217.
https://doi.org/10.1080/10824669.2019.1615921
Claxton, R. L. (Ed). (2019). Public and private school administration: An overview in Christian perspective
(2nd ed.). Kendall Hunt.
Gibson A. Elementary School. https://gibson.danvillepublicschools.org/home-page-clone
Glickman, C. D., Gordon, S. P., Ross-Gordon, J., & Solis, R. (2023). Supervision and instructional
leadership (11th ed.). Pearson Education
CASE STUDY: Elementary K – 8 Assignment
(US). https://mbsdirect.vitalsource.com/books/9780138088552
Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge (4th ed.). San Francisco, CA:
Jossey-Bass
Virginia Department of Education. https://www.doe.virginia.gov/home
Virginia School Quality Profiles. https://schoolquality.virginia.gov/schools/edwin-a-
gibson elementary
