CASE STUDY: HIGH SCHOOL 1
Case Study: High School
Troy Guerra
School of Education, Liberty University
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CASE STUDY: ELEMENTARY
GENERAL SCHOOL INFORMATION
School Name: Meadowbrook High School
Category High School (09-12) Phone 804-743-3675
Address 4901 Cogbill Rd. North
Chesterfield, VA
232345307
Principal Dr. Craig Reed
Superintendent Dr. John Murray School Number 580
Region 1Division Chesterfield County Public
Schools
Division
Number
21 Division Website https://www.oneccps.org/
INTRODUCTION
CASE STUDY: HIGH SCHOOL 2
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?
School administrators serve as the leaders of the school and are depended upon for
guidance, mentorship, decision-making, and safety. Identifying and resolving school issues are
an inherent aspect of educational leadership that cannot be avoided. School leadership is
ultimately responsible for the school environment and ensuring that students are put in
positions of achieving success. “Creating an environment that is safe emotionally and
physically is of utmost importance for producing an environment that is conducive to learning”
Claxton, 2024, p. 42). In addition to providing a safe environment for students and staff, school
leadership must also identify issues regarding benchmarks and assessments, in addition to
accreditation, discipline, and attendance, and strive to improve these areas and outcomes.
Effective leaders must have excellent communication skills. In education,
communication is important as there are many stakeholders involved in the learning
landscape, such as students, teachers, staff, families, parents, and the community.
Unfortunately, many issues in schools are exacerbated due to poor communication. “The
hearts of the wise make their mouths prudent, and their lips promote instruction” (English
Standard Version Bible, 2001, Proverbs 16:23). There are many reasons that validate the
importance of effective communication in schools, such as emergencies, progress towards
goals, attendance, disciplinary issues, medical concerns, and other concerning school related
issues to name a few. Real-time information delivery through announcements, calls, emails,
and in-person discussions is important as it keeps everyone involved and affected by any
particular issue informed at all times.
As the Career and Technical Education (CTE) Department Chair at my high school, I
serve as the leader of teachers with distinct differences in instructional content, from culinary
arts, to computer programming, game design, construction technology, marketing, unmanned
aircraft systems, and engineering and architectural design. The key responsibility as
department leader is to facilitate communication between the school division’s CTE office,
including CTE
content specialists and administration, the school’s administration team, and the CTE teachers
in the department. With a significant amount of information needing to be delivered, I have
created lines of communication will all stakeholders in CTE, establishing separate bi-weekly
meetings with school administration and the division CTE office to address concerns and
needs, in addition to deliver information from one group to the other. Additionally, weekly
quickvisits with CTE teachers occur to deliver the same information from school or CTE
administration. For information needed to be delivered with more urgency, school and CTE
administration, and CTE teachers are all on dedicated email groups where information can be
delivered in real-time. Everyone also has my personal contact information as well if issues
need to be discussed.
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.
CASE STUDY: HIGH SCHOOL 3
1. Additional resources are needed to address significant achievement gaps.
In 2023-2024:
•Only 48% of students achieved English Writing proficiency, significantly below
the division (66%) and state (76%) levels.
•Only 48% of students achieved Mathematics proficiency, significantly below
the division (68%) and state (71%) levels.
•Only 46% of students achieved Science proficiency, significantly below the
division (67%) and state (68%) levels
•Only 32% of students achieved History proficiency, lower than previous year
sand significantly below the division (63%) and state (65%) levels.
•With the exception of English Reading, economically disadvantaged students
are performing below their peers in the division and the state in all other
subjects.
•Students with disabilities are performing significantly below their peers in the
division and state in all content areas
•Per-pupil spending was $12,674, significantly less than their peers in the
division ($12,895) and state (15,286).
•Every Student Succeeds Act (ESSA) of 2015 status for this school is
“Identified for Targeted Support and Improvement”
2. Teacher quality is having a significant impact on poor student performance.
In 2023-2024:
•Teachers with less than one year of experience at the school are higher than
division and state levels, at 12.8%.
•The number of inexperienced teachers has more than doubled from the
previous year (2022-2023)
•19.2%, equivalent to 30, teachers at this school are provisionally licensed,
meaning they have less than three years of experience.
•10.9% of the teachers at this school are out-of-field, meaning they are not fully
endorsed in the content area they are teaching, significantly higher than
division
CASE STUDY: HIGH SCHOOL 4
and state levels.
6.4% of the teachers at this school are out-of-field and have less than one-year
experience, significantly higher than division and state levels. This school is
classified as medium poverty and Title I.
3. Chronic absenteeism is hindering student success, affecting assessment content areas
and development of social and critical thinking skills
•Approximately 30.7% of all students were absent for more than 10% of the
2023-2024 school year.
•34.4% of economically disadvantaged students were absent for more than 10%
of the 2023-2024 school year.
•32.9% of Hispanic students were absent for more than 10% of the 2023-2024
school year.
4. Poor student behavior is resulting in an unsafe learning environment for students and
faculty.
In 2023-2024:
•349 offenses were categorized as “Behaviors of a Safety Concern”
•114 offenses were categorized as “Behaviors that Endanger the Health, Safety,
or Welfare of Self or Others”
CASE STUDY: HIGH SCHOOL 5
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
Quality
ESSA
Kindergarten
Students'
Public
Preschool
Experience
Indicators Performance: All School
Student
s
Quality
Indicator
s
Summary
Achievement Writing Fall
Membership by
Subgroups
Standards of
Accreditation
(SOA)
Offenses
Data
Provisionally
Licensed
Teachers
ESSA
Annual
Targets and
Long-Term
Goals:
Reading
Kindergarten
Students
Meeting Fall
Literacy
Benchmarks
Gaps: English and Performance: All
Mathematics Student
s
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
Free and
Reduced
Meal
Eligibility
English
Learner
Progress and
Learners
Exempted From
State Reading
Assessments
Proficiency
Virginia
Alternate
Assessment
Program
Participation
Rates
Free and
Reduced
Breakfast
Participation
of Eligible
Students
ESSA
Participation
Rates
Free and Growth in
CASE STUDY: HIGH SCHOOL 6
Reduced
Lunch
Participation
of Eligible
Students
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 Writing proficiency will improve to 53%
from the current 48%.
2. By June 2026, student achievement for Mathematics proficiency will improve to 53%
from the current 48%.
3. By June 2026, student achievement for Science proficiency will improve to 51% from
the current 46%
4. By June 2026, student achievement for History proficiency will improve to 37% from
the current 32%
5. By June 2026, economically disadvantaged students will gain an overall 5% proficiency
improvement in all subject areas.
6. By June 2026, students with disabilities will gain an overall 5% proficiency
improvement in all subject areas.
7. By June 2026, chronic absenteeism for the school will be reduced by 5%.
STEP 2: CRITERIA
Question 1: How will the school’s SMART goals and vision serve as criteria for your
decision?
Vision Statement: Meadowbrook has a shared vision that includes three important tenets:
rigorous and relevant instruction, a safe learning environment, and ownership. These three
points will ensure that all of our students are ready to compete in a global economy. Our
school looks forward to a partnership with students, parents, and community members that
will continue to move Meadowbrook High School closer to our vision of excellence.
Answer: Meadowbrook’s vision includes providing students with “rigorous and relevant
instruction” to “compete in a global economy.” This tenet is reflective of the SMART goals as
these students and this school needs all the help and support they can get. Their proficiency
levels in all subject areas are significantly behind their peers in the division and the state. To
close the achievement gaps, the school will have to engage the support of the entire
community, in addition to students and parents, which is reflected in the school’s vision. Per
pupil spending is lower than the division in the state, a disparity for this Title 1 school that
should be addressed with the school board and superintendent in order to acquire more
resources to support student’s success. Teachers need to collaborate with others in the same
content area, within the division and state, to share insight and practices that have proven
CASE STUDY: HIGH SCHOOL 7
results for improving outcomes and scores. Additionally, teachers need to be provided with
professional development opportunities that deliver strategies for improving content delivery
that results in successful assessment outcomes. Administrators must engage the community
beyond simple and common communication means. “Although teachers may interact with
parents and the community on variety of levels, administrators often find themselves at a
personal distance with stakeholders” (Claxton, 2024, p. 146). In order to gain everyone’s
support with the vision, school administrators need to ensure they are connecting with all
stakeholders, including the community, on a personal level. Inviting the community to school
events and having the community represented on boards and committees, ensures
everyone’s position for supporting and achieving success.
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
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
CASE STUDY: HIGH SCHOOL 8
•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.
Meadowbrook High School’s vision includes forming a “partnership with students, parents
and community members.” This aligns with the disposition of including all member of the
school community. There are many aspects of the learning environment where members of
the community have a voice and may be part of the decision-making process. Leveraging
existing resources that may be available through the Parent-Teacher Association (PTA) or
performing arts and athletic boosters, to support students and faculty in closing achievement
gaps and improving outcomes, are often an underutilized source of support. Meadowbrook
High School has a rich and storied history with many alumni achieving success. Creating
partnerships with community businesses and industry partners for mentoring, tutoring, and
work-based learning opportunities would have profound results. Meadowbrook High School
has maintained a school population of nearly 2,000 students for the past decade and
celebrates a culturally diverse student population of over 50% Hispanic and almost 40% Black
students. A partnership with the school and community would serve the best interests of
every stakeholder as they celebrate the success and achievements of students as all would
thrive together.
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.
For students with disabilities, content area and special education teachers will collaborate
and cooperate regarding action plans to ensure every student with an Individualized
Education Plan (IEP) is receiving differentiated instruction and all of their accommodations to
ensure they are put in the best position possible to improve their assessment outcomes.
CASE STUDY: HIGH SCHOOL 9
Content area and special education teachers will participate in all IEP meetings and updates,
and communicate with parents by providing progress reports, at least biweekly, to identify
struggles with specific content in all subjects.
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
•systems theory
•theories and models of organizations and the principles of organizational
development
Question 3: What school enablers (positives) make implementing this alternative more
feasible?
•Content area and special education teachers, in addition to case workers, counselors,
students, parents, and administrators have input regarding the needs of students with
disabilities and help facilitate action plans for positive results
•Chesterfield County Public Schools (CCPS) provides professional development for
teachers regarding differentiated instruction strategies and supports.
o Differentiated instruction strategies are well developed and defined to provide
students from all backgrounds with opportunities for success.
•Special education teachers are trained to provide individualized and small-group
instruction to students in order to achieve success in instruction delivery.
Question 4: What school constraints (negatives) make implementing this alternative less
feasible?
•Teachers already have high expectations as time and resources are at maximum
levels, thus expecting full participation for collaboration and biweekly progress
reports, without providing relief in other areas or duties for teachers, relatively
impossible
•Making collaborative decisions is not a quick process and requires much planning and
time, which is already spread thin for teachers and staff.
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.
Having content area teachers provide tutoring, before school, during lunch time, and after
school for students who are exhibiting difficulty with instruction and who’s pacing is behind
their peers. Tutoring services have high-reward results for assisting students in closing
CASE STUDY: HIGH SCHOOL 10
achievement gaps and could help Meadowbrook with their SMART goals regarding
improvement of assessment scores that are affecting the school’s ESSA and state
accreditations.
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?
•Student classroom and instruction time would not be affected as this would occur
outside of the normal school day and during lunch time
•Students would be able to receive additional help and support in the school setting
•Teachers would be able to perform these tutoring functions as a duty, which is
normally required of teachers as part of their responsibilities in the school.
Question 8: What school constraints (negatives) make implementing this alternative less
feasible?
•Students are already subject to strenuous school day full of learning and engagement.
Having to endure additional learning may be too much and negatively affect a
student’s mental health and stamina.
•Tutoring requires additional planning which is not normally associated with school
duties, as duties revolve around behavior management of students. Additional
planning for tutoring services may be too much on teachers and have negative affects
on their mental health and stamina.
STEP 4: DECISION
CASE STUDY: HIGH SCHOOL 11
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: For students with disabilities, content area and special education teachers will
collaborate and cooperate regarding action plans to ensure every student with an
Individualized Education Plan (IEP) is receiving differentiated instruction and all of their
accommodations to ensure they are put in the best position possible to improve their
assessment outcomes. Content area and special education teachers will participate in all IEP
meetings and updates, and communicate with parents by providing progress reports, at least
biweekly, to identify struggles with specific content in all subjects.
Alternative: Having content area teachers provide tutoring, before school, during lunch time,
and after school for students who are exhibiting difficulty with instruction and who’s pacing is
behind their peers. Tutoring services have high-reward results for assisting students in closing
achievement gaps and could help Meadowbrook with their SMART goals regarding
improvement of assessment scores that are affecting the school’s ESSA and state
accreditations.
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
CASE STUDY: HIGH SCHOOL 12
your leadership team track the school’s progress and performance in this direction?
1. The development of a shared vision must be developed by the school principal, with
support and input from all stakeholders including the students, faculty, staff, in
addition to the community parents, families, and community, which includes area
businesses and industry partners. “Ideally, a shared vision should be reached by
consensus” (Claxton, 2024, p. 7).
2. Progress towards goals set forth in the vision must be frequently communicated to all
stake holders using a variety of mean, depending on the recipient.
A. Students will receive information via announcements, assemblies, progress
reports, and report cards
B. Faculty and staff will receive information via faculty and department meetings,
communications such as faculty newsletters and emails, and directly from
other stakeholders
C. Parents will receive information via conferences and meetings, progress
reports, report cards, newsletters, and communications such as calls and
emails.
D. The community, including business leaders and industry partners, will receive
information via meetings, newsletters, and communications, such as calls and
emails
E. The school’s website and social media accounts will also be used to deliver
information to all stakeholders
3. Several sources of data will be used to establish baselines and determine progress
towards goals. These sources include: A. Assessment scores
B. Grades
C. Report cards
D. Attendance reports
E. Discipline referrals
4. Effective communication is essential to ensure the commitment and dedication of all
stakeholders. The entire school community should not only contribute to the vision,
but should be able to share in the successes achieved.
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. Collaboration among educators within an education institutional is a vital resource that
benefits the school population. Instructional delivery methods and strategies have
been developed and utilized consistently over time, and sharing these processes
through collaboration in the school would benefit the entire Meadowbrook High
School community.
2. Professional development opportunities for faculty to improve their methods and
crafts would be beneficial for Meadowbrook High School’s progress towards their goals
CASE STUDY: HIGH SCHOOL 13
and visions. Claxton (2024) notes that “structured, focused, and methodic faculty
development can be the driving force for positive change or continued growth and
achievement within a school” (p. 68).
3. School administrators at Meadowbrook High School need to engage senior leadership,
such as the superintendent, to determine the availabilities of additional fiscal resources
to support the needs of the school, which would help close achievement gaps and lead
to better student outcomes. Per-pupil spending should, at the very least, rise to match
their peers within the division.
4. Meadowbrook’s community should be leveraged to provide support, in the form of
volunteers and resources, to provide more opportunities for students to succeed.
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. Celebrating students’ achievements, such as graduation or advancing to the next grade
level, are milestone events that should be celebrated by all stakeholders. Claxton
(2024) informs us that administrators are responsible for “designing and maintaining a
healthy school culture with high expectations for faculty and students” (p. 39). Efforts
for maintaining a healthy school culture include creating a positive environment where
milestones are celebrated by the entire school community.
2. Managing the school environment involves providing a safe and nurturing
environment that is conducive to learning. Schools are an extension of home, as
children spend a majority of their adolescence, right up to adulthood, in the school
environment and educational landscape. Providing an environment where diversity in
celebrated and cultural differences are welcomed, are steps in the right direction for
effectively managing the school environment.
3. Meadowbrook High School embraces the community by hosting events, such as
athletic events, choir and orchestra concerts, theatrical performances, scholastic fairs,
science fairs, community yard sales, book nights, and fundraising events. The entire
community, including students, staff, parents, families, alumni, boosters, businesses,
and industry partners are welcome to attend and contribute to these events, thus
strengthening the community through partnerships.
4. Challenging the student body and faculty to raise the bar and strive for higher goals,
while providing resources and support, effectively adjusts the organizational structures
by challenging the status quo. Replacing the “good enough” and “this is the way it’s
always been done” mentalities with “we can do more be better, together” mentality
promotes an environment where everyone succeeds together.
References
Claxton, R. L. (2024). Public and Private School Administration: An Overview in Christian
CASE STUDY: HIGH SCHOOL 14
Perspective (2nd ed.). Kendall Hunt Publishing - Custom Wholesale.
https://mbsdirect.vitalsource.com/books/9798385150830
English Standard Version Bible. (2001). Crossway Bibles.
Meadowbrook High School. (2023). Oneccps.org. https://meadowbrookhs.oneccps.org/
Virginia School Quality Profiles. (2016, March 7). Virginia School Quality Profiles.
https://schoolquality.virginia.gov/
