Case Study One

Educational Leadership Portfolio

Your Subtitle text

Case Study One

Case Study 1: Shared School Vision and Implementation

Standard 1: Educational Leaders have the knowledge and ability to promote the success of all students by facilitating a continuous change process to improve the educational program though facilitating the development, articulation, implementation, and stewardship of a shared school or system vision of learning supported by the school community.
(1.1) Lead the development of a shared vision that promotes the success of all students based on appropriate data and research.
(1.2) Articulate the components of the vision and the leadership processes necessary to implement and support the vision.
(1.3) Lead the development and implementation of a mission, strategic plan, and action plans driven by the shared vision.
(1.4) Work effectively and collaboratively with the board of education, building leaders, staff, parents, students, and community members to achieve the system’s educational vision.

Questions: How does the leader develop a vision that is shared by all stake-holders and is communicated to all involved in carrying out that vision? What steps are taken to ensure that the vision is implemented effectively and positively impacts student achievement?

CASE STUDY:
The principal (Ms. C) in this case study is the leader of a suburban middle school with a population of approximately 600 students and a staff of about 65 with 65% of the students being on free or reduced lunch. Students are culturally diverse with about 50% being Hispanic, 30% being African –American, 17% 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. It is clear from observing this principal that her overall goal is creating a safe environment in order to develop students who are ready to graduate from high school. This was made evident through her verbalization of this overarching goal and through speaking with students in the school. She indicated that her academic vision was to improve teacher instruction in order to continue to raise students’ achievement both as overall learners and on the state standardized tests. The ultimate goal being to prepare students to be able to think and reason and be able to to demonstrate these concepts in multiple ways.

Ms. C had a team of people (the Instructional Coaches, the Student Support Teacher, and the Graduation Coach) work to articulate this vision and needed action steps based on data. The team of instructors worked in collaboration with Mr. C to analyze previous CRCT test results and well as the district developed Checkpoints tests. Along the these scores, the team looked at ACCESS scores, ITBS Scores, and 8th Grade Writing Assessment scores to assist in developing the School Improvement Plan (SIP). Once the data was complied and analyzed, the team worked to create the SIP to include specific goals and objectives for each subgroup (e.g. ELL, SWD, and TAG) as well as whole school.

This plan was taken to the Leadership Team (all department heads and grade level chairs) of the school where they had an opportunity to give their input on each of the goals and objectives. Once there was consensus on the SIP, the Leadership Team was asked to take the plan back to their teams and each member of the faculty was asked to become familiar with the plan. Likewise, faculty were briefed by both Ms. C and the SIP team on multiple ways that together these goals and objectives would be accomplished, but that it would take each person working collaboratively to aid in increasing student achievement.

Below are the three Objectives for the SIP:

Objective	Performance Measure(s)	Target/Indicator of Success
#1-Improve CRCT Scores School Wide	65% of students at level 2 and 3 on math in all general ed 6, 7, 8 grade math classes 10% decrease in # of ELL/Hisp/ED math at level 1 80% of all gifted ELA scores at level 3 80% of all gifed Math scores at level 3 10% decrease of SEC math at level 1	65% 10%=5 80% 75% 10%=4
#2-Improve Georgia Middle Grades Writing Assessmet Scores	15% of 8th graders at "Exceeds" Level 75% of 8th graders at "Meets" Level	E = 15% M = 75%
#3-Improve ACCESS Literacy Scores	Increase 8th grade literacy proficiency level score for students continuously enrolled at RCS from 6-8 grades

Teachers worked with each other through teams (as well as with the Instructional Coaches) to develop lessons and units based in their GPS which focused on critical thinking as well as test taking skills. Ms. C and the other administrators worked with teams providing them with whatever supplies or recourses they might need to make their lessons/units effective and meaningful for the students. In order to further support various subgroups, Ms. C worked to implement three programs: Extended Learning, ST Math, and Renzulli Next-Book. The Extended Learning program was an after school program funded through the county that focused on remediation of reading and mathematical skills needed for the CRCT. The county’s program was designed as a two hour, two day a week after school program. However, understanding the need exceptional needs of the students in her school, Ms. C (along with the Extended Learning Coordinator at the school) worked with the county to obtain alternate funds so that the program could be provided for an hour after school for four days a week. This demonstrated Ms. C’s knowledge of her student body and their unique need for continuous and sustained assistance.

Ms. C also worked with the Math Instructional Coach and the math teachers to purchase and implement the ST Math Computer Program which works to remediate mathematical skills developed specifically for low achieving students as well as English Language Learners. In conjunction with the TAG department, Ms. C worked to purchase another computer program called Renzulli Next- Book. This program is designed to help students develop critical thinking skills as well as better understand their learning style for development of life long learning. Throughout the year, students have been involved with county mandated Checkpoints testing which are analyzed by the SIP team and teachers to find areas still in need of improvement. Teachers are asked to work together to address the areas in which students are not showing improvement or academic success. Members of the administrative team also work to visit all classrooms on a rotating basis to observe teaching and offer suggestions for improvements.

In looking to the questions of this case study, it becomes obvious that Ms. C understands that to create a shared vision it takes involving multiple parties within the school system. Though she initiated the vision and had a smaller team work on the plan for improvement, it was taken to a larger group of stake holders before it became to working document of the school’s overall vision. In addition to this, Ms. C demonstrated that support from all outside parties (but especially the administration) is essential in effective implementation of a whole school vision. Likewise, the idea that in order to support a school vision it takes collaboration and a continuous variety of evaluations of the specific goals/objectives was evident throughout the observation of Ms. C.

Leadership Level: Accomplished
In regards to this standard, Ms. C. would be considered to be at an accomplished level for her multiple ways she demonstrated each element of the standard through collaboration of staff to create and implement a shared school vision for student achievement.