Case Study 4:  March 2 Success

Standard 4:  Educational leaders have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, managing conflict and mobilizing community resources.

(4.1)         Collaborate with families and other community members to increase involvement in school decision-making processes to have a positive effect on student learning.

(4.2)         Respond to community interests and needs by collecting and organizing formal and informal information from multiple stakeholders to inform district decision-making.

(4.3)         Communicate student and school progress, local policies, Georgia law, and other important information to stakeholders through a variety of media.

Questions:  How can support personnel promote success of all students through a variety of programs?  How can schools and the community partner effectively to have a positive effect on student learning?

CASE STUDY:

In order to challenge myself as a potential Educational Leader, I decided to do a case study for this standard based on a program I implanted this past school year.  For the purposes of this case study, I will refer to my self as Mr. O.

           
The educational leader (Mr. O) in this case study works in a suburban middle school with a population of approximately 650 students and a staff of about 65 with 65% of the students being on free or reduced lunch. Students are culturally diverse with about 40% being Hispanic, 35% being African –American, 22% Anglo, and 3% Asian.  Within the school students make up other subgroups almost equally:  25% English Language Learners, 20% Talented and Gifted, and 20% Students with Disabilities.

           
During the month of March, Mr. O implemented his “March 2 Success” campaign with the goal of the campaign being: to get students motivated and excited about the upcoming CRCT while providing school-wide review, as well as encourage positive communication from teacher to student and student to student.  While academic success is vital to our students’ educational path, it is also important to show students that there are many other areas in life that help promote personal success such as personal health, community service, environmental caring, career planning, and positive relationships.

           
Throughout the month each week was centered around themes of success (i.e. high school success, college success, and career success).  Activities were planned to correspond to each themed week.  For example, during high school week, students watched announcements presented by local high schools about the importance of staying in school.  During, career success week, students participated in an all day Career Fair; and during lifelong success week, students raised money for the Muscular Dystrophy Association and the Susan G. Koman Foundation by dressing in green and pink respectfully.  Also during this week, approximately 200 students participated in the ING Run for Something Better race.

           
There was also a major focus on academic achievement through the CRCT question of the day which student answered and were entered into a drawing each day.  Students also participated in World Math Day and Read Across America.  In addition, during the four Saturdays of the month, select students were invited to attend Super Saturday School for four hours each time.  Students received remedial instruction in mathematics, reading, and test-taking skills.

           
In order to accomplish all of the goals of this campaign, Mr. O worked collaboratively with multiple people within the building and in the community.  For the Career Fair, he worked collaboratively with the Counselors to bring over thirty guest speakers into the school to discuss various careers.  He worked with the Instructional Coaches, Media Specialist, MYP Coordinator, and the Health/PE department to promote and carry out the various programs.  In addition, Mr. O got into the community to solicit donations, prizes, and other resources to be used as incentives.  For Super Saturday School alone, over forty local businesses donated supplies and or gifts for the students.  Likewise, local radio DJs attend on Saturday to show their support for the efforts of the students.  Understanding the importance of families in student success, Mr. O also enlisted the help of multiple parent volunteers for any of the events. 

           
In looking at these collaborative efforts, it becomes clear that Mr. O has the “knowledge and ability to promote the success of all students by collaborating with families and other community members”.  This month long program was effective in that many students when surveyed indicated that they “had learned a lot about themselves in trying to help others” and others indicated that the strategies learned in Saturday School “helped me build my confidence in myself.”  Creating meaningful and positive relationships with families and the community only aid in creating a learning environment of which everyone can be proud.

Leadership Level:  Proficient
While Mr. O clearly is accomplished in gathering resources and working to collaborate with others to affect change, he still seems to only be proficient in involving these key stakeholders in the decision-making process to affect change at a larger district level.