CASE STUDY ELEMENTARY
Case Study: Elementary
Troy Guerra
School of Education, Liberty University
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CASE STUDY: ELEMENTARY
GENERAL SCHOOL INFORMATION
School Name: Hopkins Road Elementary School
Category Elementary (PK-05) Phone 804-768-6195
Address 6000 Hopkins Rd. North
Chesterfield, VA
232345438
Principal Dr. Lisa Hill
Superintendent Dr. John Murray School Number 60
Region 1Division Chesterfield County Public
Schools
Division
Number
21 Division Website https://www.oneccps.org/
INTRODUCTION
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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?
Educational leaders are charged with the arduous task of identifying, addressing, and
resolving school issues. School administration is are expected to lead bot only students and
faculty, but communities, families, and parents as well. “Whether to meet identified
benchmarks, to satisfy accreditation standards, or to improve community perceptions of a
particular academic institution, administrators often find themselves entangled in the process
of school improvement” (Claxton, 2024, p. 20). Strong leadership from school administrators is
required for effective change management, especially when trying to positively affect school
culture to resolve the various issues that inherently exist in schools, such as accreditation,
community engagement, diversity, attendance, and discipline. These are all areas that
administrators will have to make decisions while trying to implement effective curriculum and
instruction, that will result in both immediate and long-term results that hopefully move the
school in a positive direction.
One particular aspect that leaders face when enacting change is conflict. Effective
leaders need to be adept in managing all sorts of conflict. Northouse (2023) explains that
though conflict often occurs in leadership situations, the overall outcomes could be positive as
they lead to increased conflict resolution and stronger relationships (p. 261). When managing
conflict, leaders need to communicate and determine solutions that will result in positive and
lasting results. “A soft answer turns away wrath, but a harsh word stirs up anger” (English
Standard Version Bible, 2001, Proverbs 15:1).
As the Career and Technical Education (CTE) Department Chair for my school, there
have been several instances where I’ve had to identify issues and resolve them. Most recently,
I’ve identified that the number of students successfully passing industry credential tests
aligned with their courses of study, have decreased compared to previous years. I met with all
of the CTE teachers in the school to discuss this and brainstorm ideas for improving the
passing rates.
I decided to create a professional development training that reviewed recent changes to
several
industry credential tests, and had everyone in the department attend the corresponding tests
for the courses they each taught. Teachers were then tasked to adjust their curriculum and
pacingguides to reflect the changes in the industry credential tests that their courses required.
As a result, we observed a significant increase in the number of students who passed their
industry credential exams and thus received their industry credential certifications. The entire
CTE department collectively agreed to monitor changes in credential testing annually to stay
in-sync with curriculum.
STEP 1: ISSUE
Question 1: Based on your data analysis, what are 3–5 possible issues at the school? Support
each listed issue with at least three quantitative and/or qualitative data points. Bold the main
issue.
1. The entire school needs additional support and resources to close achievement gaps
in assessments. In 2023-2024:
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•Only 54% of students achieved English Reading proficiency, down from
previous years and significantly below the division (71%) and state (73%)
levels.
•Only 57% of students achieved Mathematics proficiency, the same as the
previous year and significantly below the division (68%) and state (71%)
levels.
•Only 42% of students achieved History proficiency, the same as the previous
year and significantly below the division (63%) and state (65%) levels.
•With the exception of Science, economically disadvantaged students are
performing below their peers in the division and the state in all other
subjects.
•Per-pupil spending was $12,453, significantly less than their peers in the
division and state.
2. Inexperienced teachers at this school impact instructional quality and student
achievement
•Teachers with less than one year of experience at the school are higher than
division and state levels, at 10.4%.
•The number of inexperienced teachers has more than doubled from the
previous year (2023)
•7.8% of the teachers at this school are provisionally licensed, meaning they
have less than three years of experience.
•This school is classified as medium poverty and Title I.
3. Chronic absenteeism is hindering student success, affecting reading proficiency, and
development of social and critical thinking skills
•Approximately 10.5% of all students were absent for more than 10% of the
2023-2024 school year
•13.6% of economically disadvantaged students were absent for more than 10%
of the 2023-2024 school year
•13.1% of Hispanic students were absent for more than 10% of 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 Teacher ESSA
School
Quality
Indicators
Summary
Kindergarten
Students'
Public
Preschool
Experience
Indicators Performance: All Absenteeism Quality
Student
s
Achievement Writing
Performance: All
Students
Fall Standards of
Accreditation
(SOA)
Provisionally ESSA
Annual
Targets and
Kindergarten
Students
Meeting Fall
Gaps: English and Membership
by
Licensed
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Offenses
Data
Long-Term
Goals:
Reading
Literacy
Benchmarks
Mathematics Subgroup
s
Teachers
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
Performance: All
Students
Long-Term
Suspensions
ESSA Pass
Rates:
Science
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
Question 3: In addressing the main issue, identify the desired SMART goals you hope to
achieve.
1. By June 2026, student achievement for English Reading proficiency will improve to 70%
from the current 54%.
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2. By June 2026, student achievement for Mathematics proficiency will improve to 70%
from the current 57%.
3. By June 2026, student achievement for History proficiency will improve to 60% from
the current 60% from the current 42%
4. By June 2026, economically disadvantaged students will gain an overall 10% proficiency
improvement in all subject areas.
5. In 2025-2026, all teachers at Hopkins Road will attend 75% of monthly department
reviews with department leaders and administration.
6. In 2025-2026, all teachers at Hopkins road will participate in all quarterly collaborations
with all subject area departments to coordinate needs and facilitate collaborations for
differentiated instruction.
7. In 2025-2026, all teachers will engage with parents, through phone calls or
conferences, of students who are struggling in specific content areas.
STEP 2: CRITERIA
Question 1: How will the school’s SMART goals and vision serve as criteria for your decision?
Vision Statement: At Hopkins Road Elementary School, we are committed to continually
demonstrating that Excellence is our common goal! Every member of the Hopkins staff is
dedicated to the success of all students. We work diligently to provide an engaging educational
experience for every student.
Answer: With regards to proficiency achievement in multiple subject areas, including English
Reading, Mathematics, and History, Hopkins Road Elementary School faces significant
challenges. Students at the school are performing significantly below their peers in the
division and in the state. With English Reading and Mathematics Proficiency scores at 54% and
57% respectively, much progress will be needed to improve these assessments to align with
their peers. For them to demonstrate excellence as a common goal, staff and teachers will
have to adjust their teaching methodologies, ensuring differentiated instruction is enabled to
meet the needs of every individual student. Collaboration and cooperation among subject
area teachers and educational specialists will need to be established to ensure the students
are engaging in the material. Instruction will need to be tailored to ensure maximum potential
is reached. Parents will need to be engaged with school and staff as well, to ensure the
community is involved in the educational environment. “Parents often feel like the neglected
partner in their children’s education, and school leaders must do more to reach out to them”
(Claxton, 2024, p. 12). Parents, in addition to teachers and administrators, should have input
with regards to the development and implementation of the school’s vision.
School administrators need to engage the superintendent and school board for more
resources, such as technology and support personnel, to address the needs affecting student
outcomes. The fact that per-pupil spending is lower at Hopkins Road than the rest of the
division is reflected in the lower assessment scores and this needs to be addressed and
remedied immediately.
Question 2: What principles of professional (declarative) knowledge will serve as your
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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
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
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•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.
Hopkins Road is committed to demonstrate that excellence is a common goal. In order to
fulfill that part of their vision, continuous school improvement is necessary to not only
demonstrate excellence, but to achieve it to begin with. The data exists, and excellence based
on the data is questionable. This is exactly the reason that continuous school improvement
must be the primary criterion when it comes to decision-making. For every decision that is
made, the determination of “how will this improve our school” and “how will this benefit our
students” needs to be evaluated.
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.
The school community is often an under-utilized resource and missed opportunity for
knowledge and expertise. I propose to recruit volunteers from the school community that
could provide tutoring and mentoring services to all the students in the school, with an
emphasis on students who are struggling in content areas of English Reading, Mathematics,
and History. Volunteers can be parents, nonprofit organizations, or area businesses and
industries that can help be a positive influence in the students’ lives. “As each has received a
gift, use it to serve one another” (English Standard Version Bible, 2001, 1 Peter 4:10).
Scheduling up a weekly time slot in a dedicated space or room for volunteers to engage
directly with students and faculty.
Question 2: Identify and list the criteria from Step 2 that are aligned with this alternative.
•learning goals in a pluralistic society
•the principles of developing and implementing strategic plans
•theories and models of organizations and the principles of organizational development
•principles and issues relating to school facilities and use of space
•biblical principles of effective leadership and decision-making
Question 3: What school enablers (positives) make implementing this alternative more
feasible?
•Hopkins Road Parent-Teacher Association (PTA) has been established for more than a
decade and is comprised of teachers, parents, administrators, business leaders, and
industry partners.
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oThe PTA is a valuable resource to appeal to and recruit volunteers
•Hopkins Road Elementary is within 5 miles of the Defense Supply Center Richmond
(DSCR) and Defense Logistics Agency (DLA), which is a United States military
installation comprised of active-duty soldiers and officers, in addition to a civilian
workforce of more than 1500 personnel.
oA potential partnership with DSCR and DLA to make available resources and
personnel to support to continued mentorship of our students within the
immediate area would be invaluable.
•Volunteers provide relief to faculty who are already stressed and provide a great
supplemental service that has no effect on existing funds or resource allocations for
the
school.
Chesterfield County Schools have policies in place for onboarding volunteers that
include extensive background checks and training procedures
Question 4: What school constraints (negatives) make implementing this alternative less
feasible?
•Providing a dedicated space at Hopkins Road Elementary is difficult as the schools
footprint is small and space allocation is maxed out
•Assigning a dedicated time slot for volunteer tutoring and mentorship, during the
standard school day, is especially difficult as the school day is planned out for
maximum instruction time.
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.
Every teacher at Hopkins Road Elementary has a specific duty that is performed during a
portion of their planning period. Establishing a tutoring duty, during lunch time, where
students can access direct assistance with content areas they are struggling with would be an
invaluable resource. This tutoring duty could be assigned to multiple teachers from multiple
content areas, and rotated among content or grade level teachers so that everyone is
involved in assisting struggling students.
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Question 6: Identify and list the criteria from Step 2 that are aligned with this alternative.
•learning goals in a pluralistic society
•the principles of developing and implementing strategic plans
•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 facilities and use of space
Question 7: What school enablers (positives) make implementing this alternative more
feasible?
•Teachers time is valuable and this would not impose additional time allocation that
wasn’t otherwise already utilized for another duty.
•Student classroom and instruction time would not be affected as this would occur
during lunch time
Question 8: What school constraints (negatives) make implementing this alternative less
feasible?
•The school day is planned out to maximize student engagement in learning, with
allocated time of rest and nourishment. Using part of a student’s lunch time to
further engage in learning may be too strenuous for young students.
•Teacher duties often involve observation and behavior management. Tutoring
requires
more planning and instruction development that isn’t required for normal duties and
thus affects a teacher’s schedule having to do more than is required.
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: The school community is often an under-utilized resource and missed
opportunity for knowledge and expertise. I propose to recruit volunteers from the school
community that could provide tutoring and mentoring services to all the students in the
school,
with an emphasis on students who are struggling in content areas of English Reading,
Mathematics, and History. Volunteers can be parents, nonprofit organizations, or area
businesses and industries that can help be a positive influence in the students’ lives. “As each
has received a gift, use it to serve one another” (English Standard Version Bible, 2001, 1 Peter
4:10). Scheduling up a weekly time slot in a dedicated space or room for volunteers to engage
directly with students and faculty.
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Alternative: Every teacher at Hopkins Road Elementary has a specific duty that is performed
during a portion of their planning period. Establishing a tutoring duty, during lunch time,
where students can access direct assistance with content areas they are struggling with would
be an invaluable resource. This tutoring duty could be assigned to multiple teachers from
multiple content areas, and rotated among content or grade level teachers so that everyone is
involved in assisting struggling students.
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. A shared vision must be developed with input and buy-in from all stakeholders of
Hopkins Road Elementary School, including, staff, teachers, administrators, students,
parents, families, and the community.
2. Implementation and progress towards the vision will be communicated to students at
school assemblies and pep-rallies, to staff and faculty at weekly faculty meetings, and
to parents and the community with monthly newsletters and at monthly PTA
meetings. Northouse (2023) explains that “the process of carrying out a vision does
not happen rapidly but takes continuous effort” (p. 165). As time progresses, as such
will the implementation due to the efforts of all stakeholders and communication of
such progress is important for everyone to continue the effort.
3. Data will be collected and monitored each semester via student and faculty surveys.
Additionally, end-of-year surveys will be sent out to parents near the end of the school
year and data collected to ascertain the pulse of the greater community with regards
to
the school’s vision and mission.
4. The school’s website, in addition to social media accounts, will be frequently updated to
communicate directly to families and the community. Communication through
multiple avenues is important to be established and maintained based on the different
needs that exist throughout the community of stakeholders.
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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. Professional development opportunities for faculty and staff will be developed to
promote and influence student and community engagement. This is important for
Hopkins Road Elementary stakeholders as it is one avenue to ensure our educators are
prepared to develop positive relationships with students and parents, while engaging
families and the community and creating a nurturing and supportive environment.
Allocated funding will be used to have teachers attend workshops and seminars geared
towards curriculum development and classroom management to develop foundations
and strengthen knowledge that will be used in practice.
2. Grade-level and content area workgroups will be established in the school to facilitate
faculty collaboration and cooperation in delivering differentiated instruction to serve
the diverse array of student education needs.
3. Faculty and staff will participate in Professional Learning Communities (PLC) that are
established in the division and region to further expand their networks for
collaboration and cooperation with regards to facilitating the implementation of
differentiated instruction.
4. The Hopkins Road Elementary community will be promoted and engaged to establish
better support from all stakeholders for the benefit of the students and families.
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. Student achievements and successes will be celebrated in assemblies,
announcements, and monthly celebrations. Families will be informed for positive
progress and achievements and invited to celebrate milestones achieved by students,
at the individual, group and whole school levels.
2. The community, to include the PTA, business leaders, and industry partners, will be
engaged to celebrate in the school’s achievements to facilitate further and increased
support and cooperation for the entire community. The entire community that shares
in the vision must also be there to share in the celebrations of achievements and
progress as well.
3. Hopkins Road Elementary will host school events, such as scholastic fairs, science
fairs, community yard sales, book nights, and fundraising events. The entire
community, including students, staff, parents, families, businesses, and industry
partners will be invited to these events to strengthen bonds and partnerships that
benefit everyone in the community.
4. Team-building exercises will be encouraged among all faculty and student groups in the
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school. These activities are designed to build support and empathy among the student
population so that they may learn to support their peers for the greater good of the
entire school. Positive behavior and attitudes will result from these activities.
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References
Claxton, R. L. (2024). Public and Private School Administration: An Overview in Christian
Perspective (2nd ed.). Kendall Hunt Publishing - Custom Wholesale.
https://mbsdirect.vitalsource.com/books/9798385150830
English Standard Version Bible. (2001). Crossway Bibles.
Hopkins Elementary School. (2023). Oneccps.org. https://hopkinses.oneccps.org/o/hes
Northouse, P. G. (2023). Introduction to Leadership: Concepts and Practice (6th ed.). SAGE
Publications, Inc. (US). https://mbsdirect.vitalsource.com/books/9781071884959
Virginia School Quality Profiles. (2016, March 7). Virginia School Quality Profiles.
https://schoolquality.virginia.gov/
