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LIST OF EXHIBITS FOR STANDARD 1

EXHIBIT  1e.6

Action Research Example 

                                  EDL School Leader Program  

Assessment #7 Strategic Plan: Seminar III Human Relations and School-Community Relations  

 1. Description: The Strategic Plan Report requires that the candidate critically evaluates, analyzes and develops a strategic plan document of a school, or school district. The candidate demonstrates that she/he has the ability to critically assess, articulate, document and implement a strategic plan that is based on vision, goals, objectives, reflective practice, and research-based best practices of student learning.  

2. Alignment of ELCC Standards: The candidate will conduct a comprehensive review of the school’s or district’s strategic plan by critiquing the vision and explaining how it has been implemented (1.1,1.2). The candidate will provide a narrative with relevant data and cultural diversity (1.2b, 6.1e, 6.1f). In the analysis they will describe change efforts tried in the past and the difficulties (6.1a, 6.1h). They will conduct a needs assessment showing resources of families and community and their involvement in decision making (4.1a, 4.1b, 4.1f). It will also show public information sources and the outreach to businesses (4.1c, 4.1e, 4.1h). It will show the views of community agencies, health, social, and services (4.1g). Then they will create a new and/or revised strategic plan with a strategy for seeking new resources (3.3)b; involvement of the community (4.2a); leadership to programs of special education students (4.2c);  a plan for implementing assessment strategies to understand diversity and meet the diverse needs of all students (4.2b, 4.2d); how to use of public and community resources to encourage communities to provide new resources (4.3a, 4.3b, 4.3c); a strategy for engaging students, parents, and the community in advocating for adoption of policies and laws that benefit learning and promote equitable services to benefit families(6.3a, 6.3b, 6.3c);  a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions (5.1); how to combine impartiality, sensitivity to diversity, and ethics. (5.2). Finally the candidate will provide ways to implement and monitor the strategic plan. The candidate will explain the initiatives necessary to motivate the learning community (1.3a, 1.3b); explain a strategy to use current technologies for management, business, and scheduling. (3.3c); a way to apply appropriate models and principles of organizational and management for student safety, student learning, curriculum and instruction (3.1a, 3.1b); a way to maximize time effectively and deploy financial and human resources (3.1c). explain the use of problem-solving skills and knowledge of strategic, long-range, and operational planning in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning (3.3a); Explain the use of communication skills with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates (6.2a) 

3. Summary of data findings: Data was from summer 2006 and fall 2006. The faculty is striving to improve teaching and learning strategies in order to move more students to the accomplished level.

4. Interpretation of data: Data are presented that indicate expectations in eleven areas of standards and descriptions were met or exceeded by candidates in summer and fall 2006. Ten percent of candidates (less than 2) did not meet expectations in three areas.  

Attachment A 

Directions to Candidates: Meet with your mentor to talk about the school’s strategic plan document(s). Plan an action strategy to meet with a team of school personnel to critically evaluate and analyze the strategic plan document(s). The parts of the report must include the following:

¨      Comprehensive Review of Strategic Plan: Include the following:

o        Critique and/or development of a vision (1.1a, 1.1b)

o        Analysis of how the vision has been implemented or not implemented (1.2a)

o        Narrative and graphics showing the relevant data, economics and cultural diversity (1.2b, 6.1e, 6.1f)

o        Describe how norms and values affect the school in promoting social justice.   (6.1g)

o        In your analysis show the use of educational theory, theories of change and concepts appropriate to the school context (6.1a, 6.1h)

o        Explain how you made decisions based upon ethical and legal principles. (5.3)

¨      Construct and Conduct Needs Assessment that shows the following:

o        The resources of families and community and their involvement in decision making (4.1a, 4.1b, 4.1f)

o        Public information sources (media, newspapers, etc) and outreach to businesses and community (4.1c, 4.1e, 4.1h)

o        Views of community agencies, health, social, and services. (4.1g)

¨      Create a New and/or Revised Strategic Plan that shows the following:

o        A strategy for seeking new resources to facilitate learning (3.3b)

o        Involvement of the community, including those of conflicting perspectives.( 4.2a)

o        Leadership to programs serving students with special and exceptional needs. (4.2c)

o        A plan for implementing assessment strategies to understand diversity and meet the diverse needs of all students. (4.2b, 4.2d)

o        How to use of public and community resources to encourage communities to provide new resources (4.3a, 4.3b, 4.3c)

o        A strategy for engaging students, parents, and the community in advocating for adoption of policies and laws that benefit learning and promote equitable services to benefit families(6.3a, 6.3b, 6.3c)

o        Explain how to show a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions. (5.1)

o        Explain how to combine impartiality, sensitivity to diversity, and ethics. (5.2)

¨      Plan for Implementation and Monitoring the Strategic Plan

o        Initiatives  necessary to motivate the learning community (1.3a, 1.3b)

o        Strategy to use current technologies for management, business, and scheduling. (3.3c)

o        A way to apply appropriate models and principles of organizational and management for student safety, student learning, curriculum and instruction. (3.1a, 3.1b)

o        A way to maximize time effectively and deploy financial and human resources (3.1c)

o        The use of problem-solving skills and knowledge of strategic, long-range, and operational planning in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning. (3.3a)

o        The use of communication skills with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates (6.2a)  

Attachment B 

Assessment. #7 School Strategic Plan Rubric: Seminar III Human Resources and School-Community Relations

Learning Outcomes

Points

1.

Written Expression

120 Points Possible (based on 40 elements)

96 Points to meet Target Goal

75-95 Points = Emerging School Leader

96 – 107 Points = Proficient School Leader

108-120 Points = Accomplished School Leader

2.

Comprehensive Review of Strategic Plan

3.

Construct and Conduct Needs Assessment

4.

Create a New and/or Revised Strategic Plan

5.

Plan for Implementation and Monitoring

SPA Skills Assessment #7 – Emerging: limited knowledge and little or no evidence of application of the standards; Proficient: good knowledge and clear evidence, but not consistent application of the standards; Accomplished: well versed in leadership knowledge and clear, convincing, and consistent evidence application of the standards.

 

ELCC Standard Element/Skill Area

U=0

E=1

P=2

A=3

Total

1.

1.4 Written Expression Candidate uses appropriate writing conventions: Mature command of language and usage; variety of correct sentence structures; effective transitions; consistent tense; excellent agreement; no spelling or punctuation errors.

 

 

 

 

/2

II.

Comprehensive Review of Strategic Plan: Candidate is able to conduct a comprehensive review of strategic plans based on vision and mission statements as well as key theoretical constructs and current research as benchmarks.

 

 

 

 

 

2.

1.1a. Critiques and develops a vision of learning for a school that promotes the success of all students.  

 

 

 

 

 

3.

1.1b. Bases this vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change.

 

 

 

 

 

4

1.2a. Demonstrates the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision.

 

 

 

 

 

5.

1.2b. Demonstrates the ability to use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs. 

 

 

 

 

 

6.

5.3a. Makes and explains decisions based upon ethical and legal principles.

 

 

 

 

 

7..

6.1a. Acts as informed consumer of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods.

 

 

 

 

 

8.

6.1e. Demonstrates the ability to describe the economic factors shaping a local community and the effects economic factors have on local schools.

 

 

 

 

 

9.

6.1f. Demonstrates the ability to analyze and describe the cultural diversity in a school community.

 

 

 

 

 

10.

6.1g. Describes community norms and values and how they relate to the role of the school in promoting social justice.  

 

 

 

 

 

11.

6.1h. Demonstrates the ability to explain various theories of change and conflict resolution and the appropriate application of those models to specific communities.

 

 

 

 

 

 

 

 

/15-21

/22-26

/27-30

   /30

III.

Construct and Conduct Needs Assessment: Candidate is able to construct and conduct an appropriate needs assessment to develop strategic plans that are based on the vision and mission statements of the school or district unit.  (3.2a)

 

 

 

 

 

12

4.1a. Demonstrates an ability to bring together the resources of family members and the community to positively affect student learning.

 

 

 

 

 

13

4.1b. Demonstrates an ability to involve families in the education of their children based on the belief that families have the best interests of their children in mind.

 

 

 

 

 

14.

4.1c. Demonstrates the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members. 

 

 

 

 

 

 

15.

4.1d. Applies an understanding of community relations models, marketing strategies and processes, data-based decision-making, and communications theory to create frameworks for school, family, business, community, government, and higher education partnerships.

 

 

 

 

 

16

4.1e. Develops various methods of outreach aimed at business, religious, political, and service organizations

 

 

 

 

 

17

4.1f. Demonstrates the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community.

 

 

 

 

 

18

4.1g.Demonstrates the ability to collaborate with community agencies to integrate health, social, and other services.

 

 

 

 

 

19

4.1h. Develops a comprehensive program of community relations and demonstrates the ability to work with the media.

 

 

 

 

 

20

4.2a.Demonstrates active involvement within the community, including interactions with those of conflicting perspectives.

 

 

 

 

 

21

4.2b.Demonstrates the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community. 

 

 

 

 

 

22

4.2c. Provides leadership to programs serving students with special and exceptional needs.

 

 

 

 

 

23

4.2d. Demonstrates the ability to capitalize on the diversity of the school community to improve school programs and meet the diverse needs of all students.

 

 

 

 

 

24

5.1a. Demonstrates a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.

 

 

 

 

 

25

5.2a. Demonstrates the ability to combine impartiality, sensitivity to student diversity, and ethical considerations.

 

 

 

 

 

 

 

 

/25-32

/33-37

/38-42

 /42

IV

Create a New and/or Revised Strategic Plan: There is evidence of using community resources and public funds to support student achievement, solve problems, and achieve school goals as evidenced by the school marketing and safety plans in the overall strategic plan

 

 

 

 

 

26

3.3b. Creatively seeks new resources to facilitate learning

 

 

 

 

 

 

27

4.3a. Demonstrates an understanding of and ability to use community resources, including youth services to support student achievement, solve problems, and achieve school goals.

 

 

 

 

 

28

4.3b. Demonstrates how to use school resources and social service agencies to serve the community.

 

 

 

 

 

29

4.3c. Demonstrates an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.  

 

 

 

 

 

30

6.3a. Demonstrates the ability to engage students, parents, and the community in advocating for adoption of  policies and laws.  

 

 

 

 

 

31

6.3b. Applies an understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families.

 

 

 

 

 

32

6.3c. Advocates for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics.

 

 

 

 

 

 

 

 

/11-14

/15-18

/19-21

/21

V.

Plan for Implementation and Monitoring: Candidate is able to develop tools that facilitate the implementation and monitoring of the strategic plan.

 

 

 

 

 

33

1.3a. Formulates the initiatives necessary to motivate staff, students, and families to achieve the school’s vision. 

 

 

 

 

 

34

1.3b.Develops plans and processes for implementing the vision

 

 

 

 

 

35

3.3c. Applies and assesses current technologies for school management, business procedures, and scheduling.

 

 

 

 

 

36

3.1a. Demonstrates the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision- making with attention to indicators of equity, effectiveness, and efficiency.  

 

 

 

 

 

37

3.1b. Develops plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction.

 

 

 

 

 

38

3.1c. Demonstrates the ability to manage time effectively and deploy financial and human resources in ways that promote student achievement. 

 

 

 

 

 

39

3.3a. Uses problem-solving skills and knowledge of strategic, long-range, and operational planning in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning.

 

 

 

 

 

40

6.2a. Demonstrates the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.

 

 

 

 

 

 

 

 

/12-16

/17-20

/21-24

/24

 Attachment C

Data Tables

Strategic Plan Seminar III Human Resources and School Community Relations  

Learning Outcome Aligned with ELCC

School Year  2005-2006 (N=8)

DME = Does not meet expectations

ME = Meets expectations

EE = Exceeds expectations 

 

DME%

ME%

EE%

1.       Written Skills (1.4)

0%

75%

25%

2.       Vision - Facilitates the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. (1.1, 1.2)

0%

62%

38%

3.       Ethics and Legal Principals (5.3)

0%

88%

12%

4.       Understands the Larger Context (6.1)

0%

50%

50%

5.       Collaborate with Families and Other Community Members  (4.1)

0%

88%

12%

6.       Respond to Community Interests and Needs (4.2)

12%

50%

38%

7.       Acts with Integrity (5.1)

0%

88%

12%

8.       Acts Fairly (5.2)

0%

75%

25%

9.       Manage Resources  (3.3)

0%

88%

12%

10.   Mobilize Community Resources  (4.3)

12%

62%

25%

11.   Influence the Larger Context (6.3)

0%

75%

25%

12.   Implement a Vision (1.3)

0%

38%

62%

13.   Manage the Organization  (3.1)

0%

62%

38%

14.   Respond to the Larger Context (6.2)

12%

75%

12%

 In 2005-2006, all candidates met or exceeded expectations on the 14 areas for the Strategic Plan  

Strategic Plan Seminar III Human Resources and School Community Relations

Learning Outcome

School Year  2006-2007 (N=14)

DME = Does not meet expectations

ME = Meets expectations

EE = Exceeds expectations 

 

DME%

ME%

EE%

1. Written Skills

0%

86%%

14%%

2. Vision - Facilitates the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. (1.1, 1.2)

0%

72%

28%

3. Ethics and Legal Principals (5.3)

%

79%

21%

4. Understands the Larger Context (6.1)

0%

56%

36%

5. Collaborate with Families and Other Community Members  (4.1)

0%

64%

36%

6. Respond to Community Interests and Needs (4.2)

0%

56%

64%

7. Acts with Integrity (5.1)

0%

78%

22%

8. Acts Fairly (5.2)

0%

86%

14%

9. Manage Resources  (3.3)

0%

64%

36%

10. Mobilize Community Resources  (4.3)

0%

86%

14%

11. Influence the Larger Context (6.3)

14%

86%

0%

12. Implement a Vision (1.3)

0%

64%

36%

13. Manage the Organization  (3.1)

0%

79%

21%

14. Respond to the Larger Context (6.2)

14%

72%

14%

 Action Research Project

Technology Leadership Example

Creating of an Academic Improvement Plan - Proposal for Action Research

Background Information:

Use all information from the course.

Written Assignment:

Write a comprehensive description of what you could do next semester to address a specific educational technology need at your school.  This should be considered a proposal for an action research project that could be implemented as part of your Educational Technology Practicum (ETEC 680).  This should include Chapters 1, 2 and 3 as described below.  Chapters 4 and 5 will be developed as a part of the Educational Technology Practicum (ETEC 680).


Chapter One: Introduction
This chapter should provide an introduction to your proposed research project.  It should include a brief description of the problem, a statement of the hypothesis and any definition of special terms.  It should also include:

  • Leadership Role - A brief (3 to 4 sentence) overview of how you plan to assume a leadership role to help your school improve student achievement.
  • School Description - A description of the school or insitution where this study will be conducted.
  • Student Needs – A description of available data that supports the specific academic need that you will address at your school.
  • School Goal – A listing of a measurable, student-oriented, results-oriented, focused goal that address a specific academic need of students at your school.  (This could be one of your school goals – rewritten.)
  • School Ecology and School Climate – A description of the school ecology and school climate that will help you address the measurable goal.  Also identify specific barriers and how you will overcome those barriers to carry out your plan.
  • Paradigm shift – A description of the paradigm shift that will have to occur at your school in order to successfully implement your plan.
  • Risks – A description of risks that you will have to take as you implement your idea and risks that will be taken by other students, teachers, and your principal when your plan is implemented.

Chapter Two:  Review of the Literature
    This chapter should provide the theoretical and research basis for your project.  The literature review describes and analyzes what has already been done related to your problem.  It is not a series of abstracts or annotations but rather an analysis of the relationships and differences between related studies and reports.  At least 12 articles or research studies should be reviewed to provide the philosophical underpinnings for the research.

Chapter Three:  Methodology
    This chapter should include a description of the subjects (students or faculty participants), research design and procedure, and a description of any survey instruments.  It should also include:

  • Forms of Inquiry – A description of additional information that you will need to gather in order to be prepared to carry out your plan next semester to address the identified goal.
  • Collaboration – A description of collaboration that will occur between you and other school personnel as you develop your plan and/or implement your plan.
  • Sense of Community – A description of how you will create a sense of community as your plan is being developed/implemented so that others have a sense of ownership and involvement.
  • Resources – A description of resources that you will need to implement your plan, and a description of how you will secure the resources.
  • Measurement of Incremental Progress – A description of how you will measure incremental progress toward reaching your overall school goal as you implement your plan.
  • Proposed Assessment Activities - A description of how you will determine the efficacy of your project.  Include questionnaires and other possible assessment instruments and strategies.
  • Plan of Action – A listing of the steps that you are going to take to implement your plan next semester.  Identify what will occur, who will be responsible, and deadline dates.
     

Steps

Who Responsible

Timetable

1.

 

 

2.

 

 

3.

 

 

Chapter Four:  Results

Chapter Five:  Conclusions



 

  

 


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