Plan Part 1
theedukator2020
a year ago
25
files (4)GradingRubric.docx
Instructions.docx
EXAMPLE.pdf
- 6thEdition.pdf
GradingRubric.docx
EDL 502
Assignment 2 Part 1: Resource Analysis and Monitoring Plan
|
Standard |
Level 1 Approaching Standard 0-31 points |
Level 2 Meets Standard 32-35 points |
Level 3 Exceeds Standard 36-40 points |
|
Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.
PSEL 9 |
Summary and analysis of the leadership style and skills of the interviewee as related to school operations and management is limited or weak. The summary provides evidence of two or less of the following:
9.1 knowledge of task v. relationship behaviors and the effect on school management.
9.2 knowledge of leadership skills and the effect on performance.
9.3 knowledge of leadership skills and the effect on school management.
9.4 capacity to collect and analyze information through observation and dialogue. |
Summary provides an analysis of the leadership style and skills of the interviewee as related to school operations and management. The summary provides evidence of at least three of the following:
9.1 knowledge of task v. relationship behaviors and the effect on school management.
9.2 knowledge of leadership skills and the effect on performance.
9.3 knowledge of leadership skills and the effect on school management.
9.4 capacity to collect and analyze information through observation and dialogue. |
Summary provides an in-depth analysis of the leadership style and skills of the interviewee as related to school operations and management. The summary provides evidence of the candidate’s:
9.1 knowledge of task v. relationship behaviors and the effect on school management.
9.2 knowledge of leadership skills and the effect on performance.
9.3 knowledge of leadership skills and the effect on school management.
9.4 capacity to collect and analyze information through observation and dialogue. |
Instructions.docx
Instructions
1. NELP 6.1, 6.2, PSEL 3h, 4e, 9b, 9c, 9d, 9f, 9g
Field Experience Hours: 5
Overarching Question: How does the management of school operations and resources promote the success and well-being of each student and adult in the school community?
You will interview a member of the administrative team to collect information on and assess the efficacy of the operations and management of a specific school system procedure (i.e., building the master calendar or schedule, funding, employee relations, budget development, day-to-day operations, or resource allocations) and to analyze the leadership style and skills of the interviewee. The assignment will be completed in two parts; one due in Module 3 and the other in Module 4.
Module 3: Part 1
Conduct your interview and collect your data using the questions provided which have been developed using Professional Standards for Educational Leaders 2015 Standard 9: Operations and Management. Based on the responses from your administrator and what you observe on a day-to-day basis, analyze their leadership style and skills. You can use the “Observational Exercises” on pp. 97 – 98 and p. 123 to help organize your data and report your findings. Provide a 3-4-page summary of your analysis with specific examples from both your interview and observations that support your conclusions. Cite resources as needed. Cover page and reference list provided in addition to the 3–4-page summary.
Checklist for Part 1
1. Identify the school system procedure which will become the focus of your interview (i.e., building the master calendar or schedule, funding, budget development, employee relations, day-to-day operations, resource allocations, food service, transportation, etc.)
2. Based on the system selected, determine which of your school administrators will be the most appropriate candidate for your interview and set up your interview appointment. This will need to be completed as quickly as possible to allow time for your analysis and submission of Part 1 at the end of Module 3.
3. Conduct the interview using the questions provided. You may modify the interview questions as needed as long as you don’t jeopardize the intent of the interview. Note, that where you see a blank line in the question, simply insert the name of the system or set of procedures that is the focus of your interview.
4. Using the interview responses, and the Observational Exercises 4.4 and 5.4 (pp. 97-98, 123), complete your analysis of the interviewee’s leadership style and skills.
5. Provide a 3 – 4-page summary of your analysis with specific examples from both your interview and observations that support your conclusions. Cite resources as needed. Cover page and reference list provided in addition to the 3–4-page summary.
Interview Questions:
1. How do practices and procedures for ___________ promote the mission and vision of our school? How do school improvement goals and initiatives factor into related decisions?
2. What role do teachers play in related decisions? How is the process managed to optimize the professional capacity of teachers and staff?
3. How is curriculum, instruction, and assessment factored into decisions made related to _______?
4. How do related procedures support student learning, professional capacity and community, and family and community engagement?
5. What ethical norms and accountability procedures influence choices, decisions, and implantation?
6. How do you minimize or protect other management and operational systems from unexpected consequences or disruptions?
7. To what extent does technology improve the quality and efficiency of _____________?
8. Describe the data collection and communication system that monitors implementation and delivers information to your school community and informs school improvement.
9. Are there local, state, or federal laws, rights, policies, or regulations to which you must comply?
10. Describe the relationships with your feeder schools as it relates to ________. How do these relationships enhance enrollment management and curricular and instructional articulation?
11. What role does central office and/or the school board play in decisions related to this system?
12. How are internal and external politics managed to minimize any negative influence on the school’s mission and vision?
EXAMPLE.pdf
1 Resource Analysis and Monitoring Plan Part 1
Resource Analysis and Monitoring Plan Part 1
Travis Chase
Role of the Principal EDL 502
Andrew Cockley
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2 Resource Analysis and Monitoring Plan Part 1
Day to Day Operations
The school system procedure I chose to focus on is the day-to-day operation of my
school building. I chose this focus due to the unique aspect of my current school building. My
current school is the second-largest school in the state of Maryland in terms of the student
population. We have over 2700 students enrolled at my school for the 2021-22 school year.
Additionally, due to the large auditorium and space, my building is the center of county activities
such as bus driver and teacher job fairs, county media promotion, and political campaign
rallies. Many of these events can happen during the school day and can add additional
challenges to the normal day-to-day operation of twenty-seven hundred students and an
additional one and fifty staff members. Due to the large student population, there are 9
members on the current administrative team. There are eight assistant principals ( two per
grade level) and then the school principal.
Assistant Principal
For the purpose of collecting data, I was able to interview one twelfth-grade assistant
principal and one ninth-grade assistant principal. The twelfth-grade assistant principal is in her
third year of being an administrator. She was previously a coordinator for a separate special
education program for eight years where she performed several of the same administrative
duties as she does now. As the assistant principal, she oversees the History department which
is one of the smallest departments in the school. She has matriculated with the current seniors
since their tenth-grade year. Through the pandemic, she has created a strong bond with the
parents and students over the last three years. Additionally, this is her first time having a
graduating class and performing many additional administrative duties that are required as the
administrator over the senior class. Interpersonal Skills
Interpersonal are people skills, those abilities that help administrators work effectively
with staff, students, and parents to accomplish common goals. Over the last two years, I have
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3 Resource Analysis and Monitoring Plan Part 1
observed this administrator be socially perceptive in understanding the various needs of
parents, students, and staff during a global pandemic. Whether it’s reaching out to parents to
check on the health and safety of students who had prolonged absences or themselves and or
close family contract covid. She had demonstrated skill in handling conflict. Due to the teacher
shortage, we have several vacancies, especially within the special education department.
General education teachers are being tasked to teach co-taught classes without a special
educator. The general educators are frustrated due to the lack of support. This administrator
was able to facilitate a meeting between co-teachers and special education department chairs
to develop a plan to provide some additional planning support to the co-teachers during their
planning to support the general educator and special education students. This aligns with the
school vision to “develop a culture of mutual respect and academic excellence.” Additionally, she
piloted a program to add the position of parent engagement specialist. This is an effort to bridge the gap
between what goes on here are school and what is going on in the community. We are finding that a lot
of the incidents that we have here at school started in the community.
Administrative Skills
Administrative skills play an important role in effective leadership, they help leaders complete
tasks based on their abilities to carry a school vision and or mission statement. An important component
of administrative skills in managing people, showing technical skills, and managing resources. Resources
are the key to any school building. Due to the pandemic water fountains are turned off in school
buildings. The county provided each school with monthly bottled water supplies, however, due to the
large size of the building we quickly exhaust our supply. I observed this administrator reaching out to
local vendors for free donations, sending out an email blast to parents as well as presenting to the
parent-teachers association (PTA) seeking supply donations for additional resources. I observed her
collaborating with the planning team to discuss assessment data and how that data will drive the plan of
instruction in the building. She met with the History department to develop a plan on how they were
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4 Resource Analysis and Monitoring Plan Part 1
going to support the English department with cross-curricular learning tasks. Through collaborative
planning, a literacy task was developed and completed through the English and history departments. The
tasks were scored and data was collected and shared between both departments.
Conceptual Skills
Conceptual skills can be divided into three categories problem solving, strategic planning
and creating vision. While I haven’t had a direct observation of this administrator strategically
planning or creating the vision of the school, I have seen her support the implementation of the
vision through daily enforcing daily rules i.e. arriving to class on time and being prepared when you
enter class. We have a zero-tolerance for bullying and fighting. Our school improvement goals are around
English 10 and Algebra. In these areas, she has worked with the administration to the team to ensure we
have veteran teachers who scored highly effective within the last two school years on their end-of-the-
year performance evaluation.
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5 Resource Analysis and Monitoring Plan Part 1
References Northouse, P. G. (2021). Introduction to Leadership: Concepts and Practice (5th ed.). N.p.: Sage.
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6 Resource Analysis and Monitoring Plan Part 1
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