Principal Certification - Writing Portfolio

Running Head: PRINCIPAL CERTIFICATION PORTFOLIO – ANGELO STATE UNIVERSITY

Title: Principal Certification Portfolio

Jeff Shaver

Angelo State University

EDG 6345 Human Relationships in Educational Administration

EDG 6341 Role of the Principal

August – October, 2016

Portfolio: Principal Certification Portfolio – Angelo State University

Table of Contents

EDG 6345 - Human Relationships in Educational Administration:

• Module 1: Development of Your Personal Leadership Vision

• Module 2: Navigating a School’s “Hidden History” and Becoming an Insider

• Module 3: Defining School Leadership Skills

• Module 4: S.W.O.T. Analysis – Managing Human and Material Resources Effectively

• Module 5: Campus and Central Office Collaboration

• Module 6: Parents and the Greater Community

• Module 7: Working with the Media

EDG 6341 - Role of the Principal

• Module 1: Educational Leadership Competency Connections

• Module 2: Principal Interview – Communicating Your Vision

• Module 3: Relating Professional Learning Communities to Principal Competencies

• Module 4: Optimizing Learning in Mathematics

• Module 5: Collaboration – Demographics and Needs Assessment

• Module 6: Ethics and Rights Assessment – Promoting Cultural Competency of a School

• Module 7: Advocating for Programs and Policies


EDG 6345 - Human Relationships in Educational Administration

Jeff Shaver


August – October 2016

Running Head: DEVELOPMENT OF YOUR PERSONAL LEADERSHIP VISION

Module 1: Development of Your Personal Leadership Vision

Jeff Shaver



August 27, 2016


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Development of My Personal Leadership Vision

Background:

To help me to shape my own personal leadership vision, I found it helpful to research and

internalize the strategic plan and vision of a school district that I respect and know, Highline

Public Schools in Washington State. Their vision is their promise to their students, families and

the community that “every student in Highline Public Schools is known by name, strength, and

need, and graduates ready for college, career, and citizenship” (Strategic Plan, 2016).

Within their strategic plan, Highline Public Schools has established four pillars to

“support [their] instructional vision and guide [their] professional practices” (Strategic Plan,

2016), which are:

(1) equitable access to rigorous, standards-based instruction (e.g., personalized

learning),

(2) results-focused professional learning and collaboration (e.g., professional

pathways, communities of practice, leadership for results),

(3) strong partnerships with families and community, and

(4) a culturally responsive organization (e.g., culture of learning, service, and

equity).

As stated in their strategic plan, for each pillar they have “articulated professional

practices that guide what [they] must do well in every classroom, in every school, across [the]

entire district to ensure success for all students, without exception” (Strategic Plan, 2016).

I felt that it was necessary to utilize the shared vision of a district and its stakeholders,

because it seems as if a personal leadership vision by itself is potentially irrelevant or

disconnected from the needs of the community that the leader is serving. However, I do think

that it could be possible to create a personal leadership vision that is adaptable to various school


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community. But, in this case, I have utilized the community-developed strategic plan and vision

of Highline Public Schools to take my first steps at developing my personal leadership vision.

To support me in developing my personal leadership vision, I utilized the framework laid

out by Robbins and Alvy (2004, p. 1-13) and the five key responsibilities, proposed by The

Wallace Foundation (2013), of a principal, which include:

1. Shaping a vision of academic success for all students, one based on high standards.

2. Creating a climate hospitable to education in order that safety, a cooperative spirit

and other foundations of fruitful interaction prevail.

3. Cultivating leadership in others so that teachers and other adults assume their parts

in realizing the school vision.

4. Improving instruction to enable teachers to teach at their best and students to learn

to their utmost.

5. Managing people, data and processes to foster school improvement.

Both the framework and a focus on the responsibilities of a principal provided me the

foundation for establishing a shared vision for my school community that is centered upon

teaching, learning, and assessment (see Figure 1 and Appendix).

Framework for the Development of My Personal Leadership Vision:

Using the framework from Robbins and Alvy (2004, p. 1-13), in Figure 1, I identified my

beliefs (in blue) related to professional development, students, change, curriculum/instruction

/assessment, staff members, learning, leadership, communication, supervision, and community

building. And, I also organized my beliefs within the six domains of leadership responsibility

(Connelly and Bartoletti, 2013, p. 8), including: (1) Professional growth and learning, (2) Student

growth and achievement, (3) School planning and progress, (4) School culture, (5) Professional

qualities and instructional leadership, and (6) Stakeholder support and engagement.


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Figure 1. Connection of my beliefs, based on the template from Robbins and Alvy (2004, p. 1-13), to the six key domains of leadership responsibility (Connelly and Bartoletti, 2013, p. 8), and other resources (Spear, 2003; Strategic Plan, 2016; The Wallace Foundation, 2013). Note, my more detailed are available in the Appendix (p. 7-9) after the References.

My Personal Leadership Vision:

Utilizing my research on the importance of a principal’s vision that has brevity, clarity,

abstractness, challenge, future orientation, stability, and desirability (Kemp, Hardy, and Harris,

2014, p. 54) and my beliefs with respect to a principal’s responsibilities (Figure 1), my personal

leadership vision that supports the vision of Highline Public Schools (Strategic Plan, 2016), is:

We strive to nurture the academic achievement of all students by continuously

improving our instruction and ensuring equitable access to rigorous instruction

for all students, cultivating leaders throughout our school community, providing a

culturally-responsive and inclusive learning environment, and building strong

partnerships with all families and the community.


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Communicating My Personal Vision:

According to Sterret (2011), “Without action, a vision is just a piece of paper.” Sterret,

therefore, recommends making morning announcements, sending daily e-mail to staff, attending

community events, and conducting effective meetings to keep everyone focused on the vision.

In addition, Sterret emphasizes the importance of visibility, availability, and supporting others

with overcoming challenges. Johnson (2008) states, “A principal with a vision and expertise

creates a blueprint of how the school can achieve its goals. He or she finds teachers and staff to

help make the vision a reality. The principal continually coaches and mentors the staff so that

together they can accomplish the desired results” (p. 72). One way that Sterret suggests that a

leader can keep others on track and motivated to accomplish the desired results is to “recognize

what the organization is doing right and affirming “quick wins” that are already occurring.”

Therefore, I plan to communicate my personal vision by making the vision visible (e.g.,

publish on my principal webpage), communicating the vision often in the context of our day-to-

day work (e.g., daily announcements and meetings), highlighting the positive work that we are

doing to fulfill our vision (e.g., staff acknowledgements), and ensuring that our vision is a shared

vision with our school community and various stakeholders (e.g., be involved in community

events).


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References

Connelly, G., & Bartoletti, J. (2013). Leadership Matters: What the Research Says About the

Importance of Principal Leadership. Retrieved August 26, 2016, from

http://www.naesp.org/sites/default/files/ LeadershipMatters.pdf

Johnson, J. (2008). The Principal's Priority 1. Educational Leadership - The Positive Classroom,

66(1), 72-76. Retrieved August 27, 2016, from http://www.ascd.org/publications/

educational-leadership/sept08/vol66/num01/The-Principal's-Priority-1.aspx

Kemp, A., Hardy, S., & Harris, P. (2014). The Principal's Vision: Necessity or Non-issue?

Journal of Research in Education, 24(2), 51-62. Retrieved August 26, 2016, from

http://files.eric.ed.gov/fulltext/EJ1098181.pdf

Robbins, P., & Alvy, H. (2004). New Principal's Fieldbook: Strategies for Success. Retrieved

August 26, 2016, from http://www.ascd.org/publications/books/103019/chapters/Vision-

as-the-Compass.aspx

Spear, L. (2003). A Principal's Vision. Retrieved August 27, 2016, from

http://education.jhu.edu/PD/newhorizons/Transforming Education/Articles/Vision/

Strategic Plan. (2016). Retrieved August 26, 2016, from http://www.highlineschools.org/

domain/1145

Sterrett, W. (2011). Turning Vision into Reality. Retrieved August 27, 2016, from http://

www.ascd.org/publications/books/112009/chapters/Turning-Vision-into-Reality.aspx

The Wallace Foundation. (2013). Five Key Responsibilities - The School Principal as Leader:

Guiding Schools to Better Teaching and Learning. Retrieved August 27, 2016, from

http://www.wallace foundation.org/knowledge-center/Pages/key-responsibilities-the-

school-principal-as-leader.aspx


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Appendix

1) What things/theories/values/beliefs do I deeply value?

• Equitable access to rigorous instruction for all students (Strategic Plan, 2016) that

emphasizes:

§ Procedural fluency

§ Conceptual understanding

§ Relevance and application to real-world problems, issues and scenarios

• Results-focused professional learning and collaboration (Strategic Plan, 2016),

including:

§ Professional pathways

§ Communities of practice

§ Leadership for results

• Strong partnerships with families and the community (Strategic Plan, 2016), including:

§ Higher education

§ Workforce

§ For-profit, non-profit, and community organizations

• Culturally-responsive and inclusive learning community (Strategic Plan, 2016),

including:

§ Culture of learning

§ Service

§ Equity

• Coherence of vision across the district, school, and community


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2) What are your beliefs:

• About leadership? In order to fulfill our vision…

§ Cultivating leadership in others so that teachers and other adults assume their

parts in realizing the school vision (The Wallace Foundation, 2013, p. 9)

• About students? In order to fulfill our vision…

§ Shaping a vision of academic success for all students, one based on high standards

(The Wallace Foundation, 2013, p. 7)

• About staff members? In order to fulfill our vision…

§ Managing people, data and processes to foster school improvement (The Wallace

Foundation, 2013, p. 14)

• About community building? In order to fulfill our vision…

§ Class meetings to work on community (Spears, 2003)

§ Creating a climate hospitable to education in order that safety, a cooperative spirit

and other foundations of fruitful interaction prevail (The Wallace Foundation,

2013, p. 8)

• About curriculum, instruction, and assessment? In order to fulfill our vision…

§ Grade level teams planning and working together (Spears, 2003)

§ Frequent assessments used to inform instruction and decision making (Spears,

2003)

§ Highly trained teachers working closely with instructional facilitators

(professional developers) in their classrooms to improve teaching and learning.


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• About learning? In order to fulfill our vision…

§ Every one is engaged in learning, students and staff (Spears, 2003)

§ Constructivist teaching (Spears, 2003)

§ Attention to common vocabulary (Spears, 2003)

§ Collaborative, cooperative and active-based learning episodes

§ An absolute focus on the essential academic learning requirements (Spears, 2003)

§ Writing across the curriculum (Spears, 2003)

§ Improving instruction to enable teachers to teach at their best and students to learn

to their utmost (The Wallace Foundation, 2013, p. 11)

• About professional development? In order to fulfill our vision…

§ A certificated model of student support and professional development (Spears,

2003)

• About supervision? In order to fulfill our vision…

§ Managing people, data and processes to foster school improvement (The Wallace

Foundation, 2013, p. 14)

• About communication?: In order to fulfill our vision…

§ Effective, efficient, and continuous communication and collaboration is required

among all within our school community

§ A clear vision, responsive support, and engagement

• About change?: In order to fulfill our vision…

§ Fulfill our shared vision of academic success for all students (Strategic Plan,

2016), by improving instruction (The Wallace Foundation, 2013, p. 11)

Running Head: NAVIGATING THE “HIDDEN HISTORY” AND BECOMING AN INSIDER

Module 2: Navigating a School’s “Hidden History” and Becoming an Insider

Jeff Shaver



September 4, 2016


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Navigating a School’s “Hidden History” and Becoming an Insider

School Culture: Past and Present – Uncovering and Understanding “Hidden History”

According to Robbins and Alvy (2004), “A critical leadership competency is the ability

to understand, read, and shape school culture” (p. 14). And, Roland Barth (2002) states that

“probably the most important and most difficult job of an instructional leader is to change the

prevailing culture of the school” and every culture has a “hidden history” (Peterson, 1982).

With respect to the hidden history of a school’s culture, Robbins and Alvy (2004), states

that a new principal “quickly learns about sacred cows, land mines, and traditions as he or she

begins to interact with the network of organizational members” (p. 14). Robbins and Alvy

(2004), also states that “culture [a “school’s unique personality”] is created as organizational

members create meaning within the walls where they spend their lives. It affects how people

feel, think, and act. It influences how they interact, do their work, make decisions, solve

problems, cope with tragedies, and celebrate successes” (p. 16). Therefore, a new educational

leader must prioritize and respect the efforts needed to learn how and why a school functions in

the way that it does, and to understand and embrace the culture and values of their new school

community. During this process, it might be that some of these functions will need to be

changed, but not until the “hidden history” has been necessarily unveiled.

School Culture: Future – Changing School Culture with Knowledge and Tools

Peterson and Deal (2002) note that “the unwritten tablet of social expectations found in a

culture influences almost everything that happens,” and Robbins and Alvy (2004), emphasizes

that it is important for a new principal to “understand the culture before trying to shape it” (p. 17)

and to identify whether the culture is cohesive or fragmented.


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Robbins and Alvy (2004) state that “At the heart of every culture is a set of values and

beliefs. In cohesive cultures, common values and beliefs are held by all organizational members.

In fragmented cultures, each subculture’s members may have their own set of beliefs and values”

(p. 17). And, “To begin to shape new values, new traditions must be blended with the old”

(Robbins and Alvy, 2004, p. 17-18), which involves patience and strategic planning.

To give focus for the strategic planning needed to shape school culture, Jon Saphier and

Matthew King (1985) identified 12 norms of school culture that need to be strong to create a

healthy school culture that is ripe for change:

1. Collegiality 2. Experimentation

3. High expectations 4. Trust and confidence

5. Tangible support 6. Reaching out to the knowledge base

7. Appreciation and recognition 8. Care, celebration, and humor

9. Involvement and decision making 10. Protection of what’s important

11. Traditions 12. Honest, open communication

According to Saphier and King (1985), “If these norms are strong, improvements in

instruction, for example, will be significant, continuous, and widespread…however, if these

norms are weak, improvements will be infrequent, random, and slow.” And, “three of the

norms—collegiality, experimentation, and reaching out to the knowledge base—have the

strongest correlation between changing the school environment and improving student

achievement” (Saphier, 1996). Also, according to Robbins and Alvy (2004, p. 23) a healthy

school culture promotes, among other things,

• collaboration over competition

• optimists over naysayers

• continuous improvement over the status quo


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Finally, Bryk and Schneider (2003), after a 10-year study of Chicago school reform, have

concluded that schools with a high degree of ‘relational trust’ are more likely to make the kind of

changes that help raise student (Robbins and Alvy, 2004, p. 38). Therefore, a supported culture

of collegiality, experimentation, and reaching out to the knowledge base, among other norms,

can help to build ‘relational trust’ and improve the likelihood of an instructional leader in

institutionalizing student-centered educational changes that will promote the success of all

students.

Organizational Socialization: The Stages

According to Robbins and Alvy (2004), “The process of learning the organizational

ropes—the roles, values, expected behaviors, and social knowledge of an organization—is

referred to…as “organizational socialization” (Schein, 1974; Louis, 1980)” (p. 44), and involves

three stages or phase: anticipatory socialization, encounter state, and the insider stage” (p. 44).

During the anticipatory socialization phase, a new principal would develop “expectations

about the new role and organization they are going to enter” (Robbins and Alvy, 2004, p. 44).

The encounter state is “when newcomers begin the role and enter the organization” and the

insider state is “when a [new principal is] comfortable with [his or her] role and accepted in the

organization” (p. 44).

Robbins and Alvy (2004) state that “each new principal seeks to become an insider as

soon as possible” and that Duke et al (1984) found that “reaching the insider stage usually takes

a few months and, in some cases, up to a year” (p. 46). And that ultimately, it is important to

“remember that teachers, classified staff, and parents want their principals to succeed” (Robbins

and Alvy, 2004, p. 46).


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According to Robbins and Alvy (2004, p. 46), the following are indicators that a new

principal has reached the insider stage. He or she:

• Understands the values, norms, and routines that make up a school’s culture

• Is accepted by students and the community

• Takes control of one’s schedule

• Knows the names of a good number of students

• Effectively handles daily routines or the big school events

• Has learned how the informal school network operates

• Successfully networks with colleagues at regional, state, or national conferences

• Has gotten to know the veteran principals who are the expert practitioners

Organizational Socialization: Becoming an Insider and Affecting Change

According to Robbins and Alvy (2004), “it is important for new principals to develop a

“strategic sense,” or a personal vision to direct their actions during the first year. At the same

time that a personal vision is being constructed, a newcomer needs to relate to the organizational

vision” (p. 54-55; Hall and Mani, 1992). Therefore, an instructional leader needs to

simultaneously and continuously shape his/her personal leadership vision based on his/her

growing understanding of the organizational culture and vision.

One of the challenges of developing a personal leadership vision is to have a broad

viewpoint of the organizational needs. Robbins and Alvy (2004) state that “the challenge is to

reconsider a viewpoint and attitude that worked when the boundary of responsibilities was

limited” (p. 55). What the authors are saying is that our experience as educators (e.g., science

teacher) cannot overly influence our leadership and result in a narrow perspective. An

educational leadership must develop a broad perspective that encompasses the needs of all of

his/her stakeholders.


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In addition to creating a personal leadership vision based on a broad perspective, Robbins

and Alvy (2004) also emphasize the importance of “coping with the steep learning curve” as a

new educational leader. The authors state that “developing effective strategies to cope with the

situations that bring on this feeling [e.g., doubt] is the important next step” (p. 56). Therefore, it

is important for an educational leader to work towards aligning his/her personal leadership vision

based on a deep understanding of their school culture and organizational vision; however, he/she

must be patient and know that there is a lot to learn.

Robbins and Alvy (2004), continue by saying that “the challenge for new principals is to

take the time to absorb the culture and learn about the values, norms, and routines of the school

before making any significant culture-shaping decisions” and that part of understanding the

school culture is “effectively using the informal school and district network” (e.g., school

secretary). The authors state that “a visionary principal must examine the informal network and

implement changes if students and staff are not meeting important goals” (Robbins and Alvy,

2004, p. 56). Additionally, effective education leaders support their staff in utilizing: data-driven

decision making, action research, critical friends group, crisis management strategies - bullying

prevention and anti-terrorism, family support services, to support the school community, and to

develop and maintain a healthy school culture (Robbins and Alvy, 2004, p. 57).

Robbins and Alvy (2004) recognize that “often new principals accept the job because

they want to make more of a difference for individuals than they could in the classroom. Yet

school policy can lead to complex and troublesome decisions when the needs of an individual

student seem to contrast or conflict with the school policy.” The authors state the “ethical

dilemmas of “right vs. right” can make it very difficult for the principal who wants to help the

individual student and the whole school” (Robbins and Alvy, 2004, p. 58; Kidder & Born, 1998–


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1999). Therefore, as discussed earlier, educational leaders must be patient and work through

doubts, but remain focused and determined to support both the individual needs of their students

and the school community as a whole. And, that educational leaders should embrace the fact that

new educational leaders “shape the organization as the organization is shaping them” (Robbins

and Alvy, 2004, p. 59; Hart, 1993).

Organizational Socialization: Building Relationships and Affecting Change

According to Robbins and Alvy (2004), “If the first year of the principalship is an

indicator of future success, then it is important for the newcomer to pursue a student-centered

vision right from the start. But if that vision does not include first trying to understand the school

culture, then a degree of organizational instability can occur, making it all but impossible for the

new principal to develop a trusting relationship with the faculty” (p. 59). Therefore, as the

authors also emphasize, it is difficult but also imperative that a new educational leader strikes “a

balance between maintaining stability and serving as a change agent” and that “leading a smooth

transition characterized by stability and meaningful change is indeed challenging” but necessary

and possible (Robbins and Alvy, 2004, p. 59).

As Robbins and Alvy (2004) clearly and accurately state, “Meaningful and quality human

relationships are a key to any successful organization. Until those relationships are established in

a school, day-to-day energy and long-range meaningful goals are difficult to pursue with

passion” (p. 59). And, “a new leader cannot fully communicate the message below on the first

day of school—but must start on the first day” (Robbins and Alvy, 2004, p. 60).

“I am a caring person, and I am here to make sure you are challenged

academically and engaged in meaningful work. I am here, also, to make sure

you behave appropriately, care for classmates and adults, and respect learning

and the school facility.”


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Reflected in the message above, “new principals must make it clear from the outset that

they are firm and resolute with regard to violence, harassment, intimidation, bullying, and

bigotry” (Robbins and Alvy, 2004, p. 60). And, as mentioned previously, the school community

wants a new principal to be successful, but they also want their educational leader to be clear and

concise in their vision for collective success and defense of collective culture and values. In

support of collective culture, values and student success, “principals must convey that they honor

constructive two-way conversation to provide the best education possible for the student”

(Robbins and Alvy, 2004, p. 63).

Another example of how an educational leader can support a student-center approach is

encouraging “teachers and other administrators to make the appropriate arrangements, even

during the school day, to attend activities in which one’s own child appears” (Robbins and Alvy,

2004, p. 63). Efforts like this make it clear that a principal values all students, and leads through

words and action. Below are additional and more specific examples based on “important

leadership themes” of effective educational leadership, how to articulate a student-centered

vision, and how an educational leader can demonstrate that he/she is an “insider” and positioned

to affect change (Robbins and Alvy, 2004, p. 64).

Important leadership themes: • keeping students at the heart

of organizational actions, • being a learning leader, • building quality relationships, • dedicating oneself to

instructional leadership, and • orchestrating school–

community partnerships

Articulate a common vision based on: • agreed-upon learning goals; • high expectations for all students; • an emphasis on meaningful, quality, and engaging

student work; • successful relationships with parents; • monitoring of student success; • respect for instructional time; • leadership throughout the organization; • collaboration among faculty about teaching and

learning; and • a safe and orderly school environment


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References

Barth, R. (2002). The culture builder. Educational Leadership, 59 (8), 6–11.

Bryk, A., & Schneider, B. (2003). Trust in school: A core resource for school reform.

Educational Leadership, 60 (6), 40–44.

Duke, D., Isaacson, N., Sagor, R., & Schmuck, R. (1984). Transition to leadership . Portland,

OR: Lewis and Clark College, Educational Administration Program.

Hall, G., & Mani, M. (1992). Entry strategies: Where do I begin? In F. Parkay & G. Hall (Eds.),

Becoming a principal (chap. 2). Boston: Allyn and Bacon.

Hart, A. (1993). Principal succession . Albany: State University of New York Press.

Kidder, R., & Born, P. (1998–1999). Resolving ethical dilemmas in the classroom.

Educational Leadership , 56 (4), 38–41.

Louis, M. (1980). Surprise and sense making: What newcomers experience in entering

unfamiliar organizational settings. Administrative Science Quarterly , 25 , 226–251.

Peterson, K. (1982). Making sense of principals’ work. Australian Administrator, 3 (3), 1–4.

Peterson, K., & Deal, T. (2002). The shaping school culture fieldbook . San Francisco: Jossey-

Bass.

Robbins, P., & Alvy, H. (2004). New Principal's Fieldbook: Strategies for Success. Retrieved

August 26, 2016, from http://www.ascd.org/publications/books/103019/chapters/Vision-

as-the-Compass.aspx

Saphier, J., & King, M. (1985,). Good seeds grow in strong cultures. Educational Leadership, 42

(6), 67–74.

Saphier, J. (1996). The skillful teacher: Building your teaching skills. Acton, MA: Research for

Better Teaching.


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Schein, E. (1974). Organizational socialization and the profession of management. In D. Kolb, I.

Rubin, & J. McIntyre (Eds.), Organizational psychology (pp. 1–26). Englewood Cliffs,

NJ: Prentice-Hall.

Running Head: DEFINING SCHOOL LEADERSHIP SKILLS: KEY SHIFTS

Module 3: Defining School Leadership Skills

Jeff Shaver



September 11, 2016


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Defining School Leadership Skills: Key Shifts

Introduction: "Instructional leadership is a moral responsibility, where leaders are unwaveringly

committed to student success and teacher growth” (Robbins and Alvy, 2004, p. 88). With

respect to teacher growth, Carol Dweck (TED, 2014) would likely agree that it is not only the

responsibility of an educational leader to ensure all teachers “create growth mindset classrooms,”

but that they also ensure their teachers have a growth mindset, with respect to their own

professional practice, rather than a fixed mindset. However, an educational leader must also

have a growth mindset, and know that “their job performance can help a marginal teacher

become skilled or an average teacher become exceptional” (p. 88) and know that he or she “can

affect student success by helping teachers be the best they can be” (Robbins and Alvy, 2004, p.

88). And, therefore, “if we want students to grow [and have a growth mindset] and develop their

skills, then we must want the same for teachers” (Robbins and Alvy, 2004, p. 89).

According to Robbins and Alvy (2004), “effective instructional leadership is a

longstanding component of the effective schools research” (Glickman, Gordon, & Ross-Gordon,

2001), and requires the examination of the “instructional, curriculum, and assessment shifts”

(Robbins & Alvy, 2003) that effective educational leaders need to understand, study, and

“support as instructional leaders” (p. 90). These key “instructional, curriculum, and assessment

shifts” (Robbins and Alvy, 2004; Appendix A) include:


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Table 1: Key Instructional, Curriculum, and Assessment Shifts (Robbins and Alvy, 2004)

1. Observing quality, meaningful, and engaging student work (p. 91-93).

Shift Type: I, C

2. Offering quality, meaningful, and engaging work for all students (p. 93-94).

Shift Type: I, C 3. Formative and summative teacher

supervision focusing on state standards (p. 94-97).

Shift Type: I, C, A

4. Refocusing the clinical supervision process (p. 97-102).

Shift Type: I, C, A 5. Data-driven assessment decisions

(p. 102-104).

Shift Type: A

6. State-level and alternative assessments (p. 104-105).

Shift Type: A 7. Best practices research (p. 105-108).

Shift Type: I, C

8. Differentiated supervision customized for novice, experienced, and at-risk teachers (p. 108).

Shift Type: A 9. Continuous teacher growth (p. 109).

Shift Type: I, C, A

10. Collaborative professional development practices led by teachers (p. 109-110).

Shift Type: L 11. Teacher reflection, self-reflection, and

goal setting (p. 110).

Shift Type: I, C, A

12. Building-level teacher leadership (p. 111).

Shift Type: L

As you can see from Table 1 above, each of the 12 shifts have been identified with a

“shift type” that can include one or more of the following: Shared Leadership (L), Instruction (I),

Curriculum (C), or Assessment (A). Even though shared leadership isn’t specifically called out

in Robbins and Alvy (2004), it is clear that two of the shifts (10 and 12): 10. Collaborative

professional development practices led by teachers, 12. Building-level teacher leadership; deal

specifically with educational leaders sharing school leadership roles with their teachers.


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Shift 1. Observing quality, meaningful, and engaging student work

With respect to observing student work, according to Robbins and Alvy (2004),

“Previously, supervisors concentrated primarily on the teacher delivery system” (p. 91). Now,

however, Robbins and Alvy (2004), state that “principals, other supervisors, and teachers

involved in peer observation and lesson study groups are observing the teacher delivery system

and students engaged in meaningful work” (p. 91). Based on my own experience, I would agree

that my supervisors observed and reflected with me on how I facilitated lessons, but also the

work that my students were doing and their understanding of the purpose and objective of their

work. And, according to Schlechty (2001), the following are a few of the qualities or attributes

that likely make schoolwork more engaging for student, and have often been reflected on with

my supervisors:

• Content, substance, and organization of knowledge

• Authentic work and tasks with clear product standards and objectives

• A climate that promotes risk-taking and supports “failure”

• Includes others and the community

• Provides a range of learning opportunities and student choice

Shift 2: Offering quality, meaningful, and engaging work for all students.

According to Robbins and Alvy (2004), the objective of this shift is “success for all as the

goal,” but is “more than a moral imperative; it is a component of the effective schools research—

all students can learn” (Glickman et al., 2001; Robbins and Alvy, 2004, p. 93), which is

reinforced by growth minds of students, teachers, and educational leaders. As a teacher and a

future educational leader, I believe that all students can learn and succeed, therefore, as Robbins

and Alvy (2004) state it, we “can facilitate this ideal by working collaboratively with others and


5

using bold, educationally sound, and innovative strategies to firmly pursue a vision of success for

all students” (p. 94). However, fulfilling this shift will not be easy, and will require a lot of

productive perseverance.

Shift 3: Formative and summative teacher supervision focusing on state standards.

This shift, focuses on using state standards as a focal point for both formative and

summative teacher supervision, which can still be done using a clinical supervision process

model consisting of a: pre-observation conference, observation, reflection, and post-observation

conference (Robbins and Alvin, 2004; Cogan, 1973). And, during the pre-observation

conference the alignment of the lesson, to be observed, to course curriculum and state

standards/benchmarks can be addressed (Robbins and Alvin, 2004, p. 95).

In my teaching experience, at one school in particular, my advisor utilized a clinical

supervision process model, and we discussed how my lessons aligned to our science curriculum

but not state standards. However, I’m guessing that now, since Washington State is utilizing the

Next Generation Science Standards (NGSS), they are discussing the alignment of lessons to

NGSS during their pre-conferences.

Shift 4: Refocusing the clinical supervision process.

According to Robbins and Alvy (2004), “The process, formerly used primarily to observe

the teacher delivery system, is now used to engage teachers in a conversation about quality

student work, standards, data-driven decisions, and assessment strategies” (p. 97). As previously

mentioned, one of my former supervisors effectively utilized the clinical supervision process

with me, and we often examined student work as part of the reflection and post-observation

phase of the process. I plan to incorporate this process with my teachers as a principal.


6

Shift 5: Data-driven assessment decisions.

With respect to data-driven assessment decisions that influence supervision and

evaluation, Robbins and Alvy (2004) state that "In general, a positive aspect of assessing is the

process of disaggregating data and searching for group or individual student trends or patterns to

help teachers pinpoint needs. In theory, if needs are pinpointed, teachers can modify their

practices to meet the needs of individual students or groups of students” (p. 102).

As a teacher, I have lead efforts to utilize data to pinpoint student needs, however, this is

very delicate work that requires patience, thoughtfulness, and collaboration. As an educational

leader, I will plan to work collaboratively with other administrators and teachers to develop and

implement a clear and thoughtful plan for analyzing our student data, and taking appropriate next

steps.

Shift 6: State-level and alternative assessments.

In short, this shift focuses on state-level assessments (usually criterion-referenced, in

contrast to norm-referenced) and alternative assessments, such as: portfolios, performances, and

exhibitions (e.g., senior projects) that “are increasingly valued by educators and the general

public” (Robbins and Alvy, 2004, p. 104-105). At one of my previous schools, students were

required to maintain an online academic portfolio, which fulfilled their requirement of a senior

project and was required to graduate. In addition, students were also required to pass district-

level end of course exams (EOCs) and state-level assessments to qualify for graduation.

Therefore, as you might imagine, not all students and families (or teachers) were a fan of both

state- and district-level assessments, in addition to alternative assessment requirements.


7

Shift 7: Best practices research.

According to Marzano (2003), “Thirty-five years of research provides remarkably clear

guidance as to the steps schools can take to be highly effective in enhancing student

achievement” and, in fact, Marzano, Pickering, and Pollock’s (2001) have identified nine “best

practice” instructional strategies that promise to “significantly affect student achievement”

(Robbins and Alvy, 2004, p. 106). These strategies include: (1) comparing and contrasting, (2)

summarizing and notetaking, (3) giving praise, (4) homework and practice, (5) multiple,

nonlinguistic representations, (6) cooperative learning, (7) setting clear objectives and providing

meaningful feedback, (8) generating and testing hypotheses, and (9) advanced organizers

(Marzano, Pickering, and Pollock’s, 2001).

As a new principal, I will do as Robbins and Alvy (2004) suggest, and “share this

information with the faculty in a supportive manner to demonstrate a commitment to important

research with practical application” (p. 106). Of the strategies listed above, as a teacher I have

really focused on comparing and contrasting, notetaking, homework and practice, cooperative

learning, setting clear objectives and providing meaningful feedback, and generating and testing

hypothesis, but I could still work on providing appropriate and needed praise, using advanced

organizers, and have students use a variety of nonlinguistic representations. As an educational

leader, I won’t evaluate my teachers by going doing this list as a checklist for good teaching, but

rather will help my teachers identify gaps and areas for improvement.

Shift 8: Differentiated supervision customized for novice, experienced, and at-risk teachers.

In my teaching, I have benefits from mentor teachers and peer-coaching at both of my

former school districts. As Robbins and Alvy (2004), my former school districts used “the

strengths of their best teachers to help new or veteran teachers” (p. 108). At the very first district


8

that I taught, I had three mentors: a peer mentor, who helped me hone my growth mindset for

teaching and establish effective classroom management; a science coach, who helped to ensure

that my pedagogical knowledge and practices were in-tune with my colleagues, that I had access

to and was utilizing our curricular materials and science equipment, and supporting me by co-

teaching with me from time-to-time and observing my teaching; and my assistant principal, who

utilized a clinical supervision process (as discussed above) throughout the school year to help me

to improve incrementally, little-by-little.

Shift 9: Continuous teacher growth.

As discussed previously, having a growth mindset (in mind and action) as an educational

leader is essential for promoting a growth mindset in teachers and students (Ted, 2014). As

Robbins and Alvy (2004) put it, continuous teacher growth “in contrast to mastery, is a more

suitable approach for addressing the complexities of teaching, learning, and assessment” (p.

109). There is a lot to know and do in teaching, and it’s hard to keep up with necessary

improvements in instruction, curriculum, assessment, and classroom management. Therefore, it

is really important, as an educational leader, to provide teachers with constructive feedback and

reflection on their practice so that they can focus on areas where improvement is needed. And,

it’s imperative that, as an educational leader, I’m transparent with my staff as to the areas where

I will be focusing on my own improvement.

Shift 10: Collaborative professional development practices led by teachers.

With respect to collaborative teacher-led professional development, Robbins and Alvy

(2004) state that “teachers are initiating and directing practices such as peer-coaching teams,

mentoring, critical friends and lesson study groups, teacher curricular and instructional


9

breakfasts, and action research projects” and that research, according to Newmann & Wehlage

(1995), indicates “supporting a shift toward a collaborative model firmly indicates that when the

faculty functions as an effective learning community, student success is enhanced” (Robbins and

Alvy, 2004, p. 110).

As both a teacher presenter and a teacher that participated in teacher-led professional

development, I found it very useful to teach and learn from my peers. For example, I have

worked with teachers in Kenya to develop water quality curriculum for their students, and to

guide student independent research projects. In terms of the list presented in the paragraph

above, I have: participated in peer-coaching, had a teacher mentor, participated in lesson studies

and an action research project. My action research project was focused on researching,

developing, and implementing more effective was to engage with my students in order to

increase student engagement, motivation, and academic performance. In all honesty, it’s

difficult to try and do everything, but I have benefited greatly by learning with my colleagues.

Shift: 11: Teacher reflection, self-reflection, and goal setting.

With the support of a supervisor, teachers can maintain a reflective journal or portfolio,

which Robbins and Alvy (2004) say “can be an effective vehicle for reflecting on [a teacher’s]

professional practice” (p. 110). A few of the things that may constitute a professional teacher

portfolio include: a multi-week lesson plan, instructional plan for a single lesson, sample

assessments, videotape of a class, sample student work, lesson reflections, family contact log,

participation in school or district-related projects, professional development log, professional

contributions, a list of possible action research activities, pictures of meaningful school events, or

notes from students and families (Danielson, 1996; Robbins and Alvy, 2004).


10

As a teacher, I maintained a professional teaching portfolio of my own, however, it was a

bit more of a scrapbook rather than something that I formally did with my supervisors support.

But, I can see this being a really enjoyable and productive thing to do with teachers and to

encourage teachers to do with their colleagues.

Shift 12: Building-level teacher leadership.

According to Robbins and Alvy (2004), focusing on building-level teacher leadership

involves expanding instructional, curricular, and assessment decisions to teacher leaders or site-

based management (SBM) teams” (p. 111). And, Robbins and Alvy (2004) state that “SBM

teams are often responsible for developing and implementing a school improvement plan (SIP)”

that are “designed to improve how a school functions and operates, with the intent of increasing

and enhancing teaching and learning; often required by state departments of education and local

school districts” (Morrison, 2003; Robbins and Alvy, 2004).

In my experience, at both of the schools where I taught, we had an SBM and SIP. At one

of the schools I was on the SBM team, and at the other school I wasn’t. The focus of the SBM

team that I was a member of was to support our schoolwide project-based learning (PBL)

implementation in all grades and across all subjects. I found it very useful and empowering to

work alongside my colleagues, school leaders, and community members to improve our

students’ success and learning experience.

Conclusion:

According to Robbins and Alvy (2004), “New principals must support these shifts to

succeed as 21st century instructional leaders” (p. 90-91). This chapter has helped me explore

how I, as a future educational leader, can promote student success by examining these


11

important instructional, curriculum, and assessment trends with my teachers.

As an educational leader, I will ensure that staff professional development is

appropriately targeted to support our shared school and district goals and vision by empowering

my teachers to be educational leaders with me and working with them to design and implement

curricula that promotes effective instruction and student learning; align our curriculum and

instruction with assessments; and develop varied formative and summative assessments that

more accurately assess student performance.


12

References

Cogan, M. (1973). Clinical supervision. Boston: Houghton Mifflin.

Glickman, C., Gordon, S., & Ross-Gordon, J. (2001). Supervision and instructional leadership

(5th ed.). Boston: Allyn and Bacon.

Marzano, R. (2003). What works in schools . Alexandria, VA: ASCD.

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria,

VA: ASCD.

Morrison, G. (2003). Teaching in America (3rd ed.). Boston: Allyn and Bacon.

Newmann, F., & Wehlage, G. (1995). Successful school restructuring. Madison, WI: University

of Wisconsin.

Robbins, P., & Alvy, H. (2003). The principal’s companion (2nd ed.). Thousand Oaks, CA:

Corwin Press.

Robbins, P., & Alvy, H. B. (2004). The new principal's fieldbook: Strategies for success.

Alexandria, VA: Association for Supervision and Curriculum Development.

Schlechty, P. (2001). Shaking up the schoolhouse: How to support and sustain educational

innovation. San Francisco: Jossey-Bass.

[TED]. (2014, November). Carol Dweck: The power of believing that you can improve. [Video

File]. Retrieved September 11, 2016, from https://www.ted.com/talks/carol_dweck_the_

power_of_believing_that_you_can_improve?language=en


13

Appendix A.

Shifts (Robbins & Avery, 2004)

Type of Shift Shared

Leadership (L)

Instructional (I)

Curriculum (C)

Assessment (A)

1. Observing quality, meaningful, and engaging student work (p. 91-93).

✔ ✔

2. Offering quality, meaningful, and engaging work for all students (p. 93-94).

✔ ✔

3. Formative and summative teacher supervision focusing on state standards (p. 94-97).

✔ ✔ ✔

4. Refocusing the clinical supervision process (97-102).

✔ ✔ ✔

5. Data-driven assessment decisions (p. 102-104).

✔

6. State-level and alternative assessments (p. 104-105).

✔

7. Best practices research (p. 105-108).

✔ ✔

8. Differentiated supervision customized for novice, experienced, and at-risk teachers (p. 108).

✔

9. Continuous teacher growth (p. 109).

✔ ✔ ✔

10. Collaborative professional development practices led by teachers (p. 109-110).

✔

11. Teacher reflection, self-reflection, and goal setting (p. 110).

✔ ✔ ✔

12. Building-level teacher leadership (p. 111).

✔

Running Head: MANAGING HUMAN AND MATERIAL RESOURCES EFFECTIVELY

Module 4: S.W.O.T. Analysis – Managing Human and Material Resources Effectively

Jeff Shaver



September 13, 2016

Module 4: Managing Human and Material Resources Effectively

2

S.W.O.T. Analysis – Managing Human and Material Resources Effectively

According to Morrison (2009), “A SWOT Analysis for schools is a tool that can provide

prompts to…staff involved in the analysis of what is effective and less effective in [a] schools

systems and procedures.” In the SWOT Analysis template below (see Figure 1), the factors

(e.g., people, resources) for evaluating the internal strengths and weaknesses of the school have

been added, and elements within the PRIMO-F Model (Morrison, 2009). Additionally, in the

SWOT Analysis template, the factors (e.g., political, economic) for evaluating the external

opportunities and threats for a school are included, and elements within a PESTLE analysis

(Morrison, 2009).

Figure 1. A modified SWOT Analysis template that includes internal and external factors from the Primo-‐F Model and PESTLE analysis, respectively (Morrison, 2009).


3

In The Principal’s Fieldbook (Robbins and Alvy, 2004, p. 144-182), the authors present

the key areas of focus (e.g., Protecting Quality Classroom Time; see Table 1, Areas of Focus)

for a principal to ensure that the human and material resources of the school are managed to

promote a thriving school and ultimately success for all students.

Table 1. A pre-SWOT analysis template for identifying and analyzing areas of focus.

Areas of Focus Internal Factor

Strength or Weakness?

External Factor

Opportunity or Threat?

Protecting Quality Classroom Time (p. 145-146) Operations Instructional Leadership (p. 146-148) Operations Management (p. 148-149) Operations Students (p. 149-150) People Personnel (p. 150) People Parents (p. 150-151) People Broader Community Stakeholders (p. 151) Social Principal Time Management (p. 151-157) Operations Desegregation (p. 161) Operations Legal Gender Equity (p. 162) Operations Legal

Serving Students with Disabilities (p. 162-163) Operations People Legal

Serving Students with Limited English Proficiency (p. 163- 164)

Operations People Legal

Safety, Negligence, and Child Abuse Issues (p. 164-165) Operations Legal

Free Speech and Censorship (p. 165) Operations Legal Student Discipline: Due Process and Search and Seizure Laws (p. 166-167) Operations Legal

Intimidation, harassment, and bullying (p. 167-168) Operations Legal Legal Issues After September 11th (e.g., cell phones policies, prayer, terrorism, tolerance) Operations Legal

Working with Unions (p. 169-172) People Operations

The School Budget (p. 172-175) Finance Political Maintaining a Facility that Accentuates Pride (175-176)

People Operations Social

Air Quality in School (p. 176-177) Operations Environ-ment

Table 1 can serve as a template to list all areas of focus to be analyzes for a school’s

management strengths or weaknesses (internal factors) and opportunities or threats (external

factors). However, with respect to our current list of focus areas, a school may determine, based


4

on their own analysis, that they are not adequately serving students with disabilities. Therefore,

they would identify the focus area of “Serving Students with Disabilities” as an internal

weakness. Additionally, not serving students with disabilities could likely be an external threat,

because it poses a potentially major legal issue. Note, in addition to the areas of focus identified

in Robbins and Alvy (2004), you can fill-in the template with additional areas of focus. Once the

pre-SWOT analysis template (Table 1) has been completed, then the areas of focus can be

placed in the SWOT analysis template (Figure 1), see example below, for further analysis.


5

References

Morrison, M. (2009). PESTLE Analysis for Schools or Education. Retrieved September 13,

2016, from https://rapidbi.com/pestle-analysis-for-schools-and-education/



Running Head: CAMPUS AND CENTRAL OFFICE COLLABORATION

Module 5: Campus and Central Office Collaboration

Jeff Shaver



September 21, 2016


2

Campus and Central Office Collaboration

According the Robbins and Alvy (2004), there are several reasons that principals might

not take advantage of central office personnel and material resources, which include:

• Thinking that it’s a sign of weakness to ask for help

• Perceiving the central office as an overwhelming bureaucracy

• Competition between the central office and school

• Trying to succeed without the help of central office (p. 229-230)

With respect to principals trying to succeed on their own, Schlechty (2001) advises

principals to “learn to see yourself as a member of the district-level team as well as the head of

your own team at the building level” and to “recognize that your school is…part of a larger

system.” Additionally, Schlechty (2001) states that “other schools and other principals are not –

or should not be – your competition” and “principals will be more effective when they learn to

use the district and the community, just as district level officials will be more effective once they

learn to be more responsive to the needs of principals.”

With the support of the superintendent, Deal and Peterson (1994) suggest that “principals

should realize that the central office folks could get them out of a lot of jams” and help with

“curriculum, personnel and budgetary issues.” And, Grove (2002) states, “Vitally important,

central office staff members provide the support and consistency necessary for a high-quality

instructional program” and that: (1) “all staff want to be part of the school success story” and (2)

“central office wants to assist and celebrate student success.”

Therefore, a superintendent should take steps to ensure that the principals see the value in

working with central office personnel, and that central office personnel are providing the

necessary supports and services to principals that ensure high-quality instructional programs, a


3

positive and productive district culture, and most importantly success for all students (see Figure

1). For example, as Robbins and Alvy (2004) state, principals should be supported in identifying

“which central office contacts are critical” and a superintendent should put in place “a formal

mentoring program” for new principals. Additionally, a superintendent can encourage

“professional development activities [e.g., book club] in which the central office personnel

interact with the principals and vice principals” in order to “create a bond among school leaders”

(Robbins and Alvy, 2004, p. 232).

Figure 1. A variety of central office services that promote high-‐quality instructional programs, a positive and productive district culture, and student success. Based on information presented in Robbins and Alvy (2004, p. 231) and Grove (2002).

As mentioned previously, central office staff want to celebrate in student successes

(Grove, 2002), but do not often have the opportunity to do so. Therefore, according to Robbins

and Alvy (2004), a superintendent can encourage principals to:

• Invite central office personnel to the schools for assemblies and special programs or

to visit classes


4

• Keep central office personnel informed about activities with a formal calendar of

events

• Stop by the central office on occasion to interact with central office colleagues

• Have the central office display student work from the schools, which could be

facilitated by assigning different parts of the central office to specific schools

• Participate in a central office mentoring program or take a systematic tour of the

central office facility that includes a detailed review of individual central office

personnel responsibilities

• Keep central office administrators informed about any potential problems (p. 233-

234)

Though I do not currently work in a school district, I can speak to an experience of

effective and ineffective interactions between central office personnel and school leaders around

the implementation of a new program. As a Career and Technical Education (CTE) science

teacher in a very large school district in Washington State, my CTE Director and staff specialist

supported me through some of the recommendations presented earlier, including their: (1)

development and review of our biomedical sciences program of study, (2) observations of me as

a teacher and community engager, (3) support of me attending conferences and participating in

teacher professional development, (4) assistance in analyzing student achievement data from our

program, (5) management of grants to fund our biomedical science program, and completion of

necessary reports, (6) organizing of community activities and program committee meetings

associated with our biomedical science program, and (7) support of biomedical sciences program

informational sessions for students and parents. Additionally, I ensured that my central office

CTE colleagues celebrated in the success of our students by visiting the central office often with

students, inviting our students to present at school board meetings in support of their CTE

programs, and keeping the central office up-to-date on school activities and community events.


5

However, not everything went smoothly with the implementation of our biomedical

science program. From the beginning there was definitely tension and a sense of competition

between my school leaders and the central office CTE staff. Additionally, there was ineffective

communication and collaboration around the budgeting and ordering of essential equipment for

our biomedical science program. For example, in our first year of implementation I did not have

any of the necessary biomedical sciences equipment until mid-year, and I was required to work

with a community organization to acquire loaned equipment for my hands-on biomedical

sciences labs. Also, none of my biomedical sciences classes were to have more than 25 students

enrolled; however, due to scheduling conflicts and other unforeseen challenges, I had two classes

of nearly 50 students. All in all, the superintendent was aware of all the positives and challenges

that we were facing in the implementation of our new biomedical sciences program, but seemed

hesitant to intervene due to personnel conflicts and potentially other factors.

In my opinion, it would have been helpful if our superintendent had intervened and

worked to help create a more collaborative and non-competitive culture around our CTE

biomedical sciences program. Additionally, it would have been productive to have us all

celebrate together in our students’ successes within our program, but often these celebrations

were fragmented and not inclusive of all stakeholders. In hindsight, there might have been more

that I could have done as the teacher to facilitate a more positive relationship between my school

leaders and CTE colleagues; however, I have often found it very difficult for teachers to be the

buffers. As a school- or district-level administrator I will try and be attentive to similar

situations that I have just described, and work to ensure that central office and school personnel

are continually improving in their abilities to collaborate and deliver high-quality instructional

programs that promote student success, within a positive and productive district culture.


6

References

Deal, T., & Peterson, K. (1994). The leadership paradox. San Francisco: Jossey-Bass.

Grove, K. (2002, May). The invisible role of the central office. Educational Leadership, 59 (8),

45–47.



Schlechty, P. (2001). Shaking up the schoolhouse: How to support and sustain educational

innovation. San Francisco: Jossey-Bass.

Running Head: PARENTS AND THE GREATER COMMUNITY

Module 6: Parents and the Greater Community

Jeff Shaver



September 30, 2016


2

Parents and the Greater Community

Considering All Stakeholders - Interacting with Community-Based Organizations

According to Robbins and Alvy (2004), “Community-based organizations (CBOs)

include community organizations and clubs; professional associations; and local, state, and

federal agencies,” and “these organizations, devoted to social service assistance, can help

shoulder the social work role” of a school (see Table 1). In Table 1, the most frequently used

school-linked services are correlated with some specific community-based support efforts

(Morrison, 2003; Robbins and Alvy, 2004).

School-linked Services Community-based Support Efforts

1. Education (including Job

training and Community

engagement)

• 4-H Youth Development, and Boy and Girl Scouts

• Community Colleges and Teachers’ union

• Zoos, libraries, museums and art organizations

• Newspapers, television networks, and radio stations

• Youth sports organizations

2. Health and Emergency • Fire, police, and emergency service personnel

• Hospitals and health clinics, including dental care

3. Child Welfare and Family

welfare (including

Housing, Substance

abuse, Psychological,

Teen pregnancy, and

Juvenile probation

services)

• Alcoholics Anonymous

• Child care

• Clothing and Food banks

• Disability resource centers

• Habitat for Humanity

• Neighborhood and Religious organizations

• Salvation Army Family Emergency Centers

• Sexual assault crisis lines

• Temporary shelters

• YWCA therapeutic child development programs


3

As Robbins and Alvy (2004) explain, “Many of the CBOs, businesses, and industrial

organizations partner with school-career education programs often referred to as school-to-work

(STW) programs” that “link classrooms with authentic work environments.” In my experience,

the schools that I taught at did a great job of working with social services and community-

focused organizations, but could have done a better job of working with job training, workforce,

and industry-focused organizations. Also, I do not recall either of the schools I taught at making

any specific effort to celebrate the role of fire, police, medical, and other emergency service

personnel in your community. However, in Seattle, where I taught a biomedical sciences course,

the students did explore various professions throughout the course that related to specific topics

the students were studying. And, therefore, in some cases students interviewed local

professionals or invited them to speak to our class or school.

With respect to workforce and industry-focused training for students, in Seattle our

school worked very closely with the YWCA to provide in-class and after-school support and

training for our students, however, our school struggled to establish a working relationship with

the Fred Hutch Cancer Research Center, which was offering an 8-week summer intensive, paid

opportunity for 16 of our high-achieving, high poverty students in authentic science research

projects. Ultimately, our failure was in reaching an agreement on which students should qualify

for the program. Therefore, our school lacked a shared vision with the Fred Hutch, and

ultimately with other organizations interested in providing our students with intensive, rigorous,

and authentic STEM experiences and training. Of course, this was very frustrating and

disappointing to me. However, I’m hoping to learn from my teaching experiences, and apply my

experiences and continuous learning to be the most effective educational leader possible.


4

For example, some of the activities for “bringing families and the business community to

school” proposed by Robbins and Alvy (2004) that are of particular interest to me as a future

school leader, are:

• Holding Open House for families, businesses, fire, police and emergency workers,

CBOs, and the media to celebrate in community, school, and student successes.

• Inviting community businesses, senior citizens, and parents to math, science, and

technology exhibitions.

• Reaching out to the community to create career and expertise database resources for

career days, class presentations and projects, and STW programs.

• Conducting “Saturday Morning Parent Institutes” (e.g., how to support student

learning at home; college admissions process; personalized learning; exploring

educational and career pathways; and math, science, reading and writing support).

• Inviting the community to view a display of projects made by students during

service, STW activities, or in-school project-based learning (PBL) projects.

With respect to working with CBOs, it is important for school leaders to facilitate,

manage, and at times lead meaningful collaborations and partnerships with CBOs. Therefore, it

might be best for a school community to have a CBO task force (i.e., committee) or site-based

management (SBM) team that include school staff and other stakeholders within the community.

And, the responsibility of this task force or SBM team is to ensure that all CBO collaborations

and partnerships support the shared vision of the school community. Note, Epstein (2002) warns

that new school leaders “need to view their role on these committees as that of facilitators,

welcoming parents and other stakeholders into the picture to help with programs, policy,

budgetary, and instructional decisions.”


5

Ultimately, working with CBOs should involve: connecting mutual goals for student

success, integrate school and community resources to accomplish these goals, and facilitate

parent involvement. Because, as Wherry (2010) reports, research finds that “the best predictors

of student achievement” include:

• “Parents high expectations for achievement and future careers” (e.g., their child’s

involvement with CBOs), and

• “Parents being involved in a child’s education.

Also, according to Epstein (2002), successful parent involvement can be done in six

different ways, including shared support in: (1) Parenting, (2) Communication, (3) Volunteering,

(4) Learning at Home, (5) Decision Making, and (6) Collaborating with the Community.

Successful Parent Involvement

At both of the schools where I taught in the greater Seattle area, we engaged with parents

and families during: (1) open houses, (2) parent-teacher conferences, and (3) parent days (i.e.,

there were various days throughout the year when parents could join their son or daughter at

school to observe their classes or to meet with administrators and teachers), where high

expectations for student achievement, and future educational and career pursuits were shared.

Additionally, I engaged with parents and family during sporting events and other extracurricular

activities, science fairs, and project planning meetings.

For example, at one of my former schools, each year I supported 25-30 students in STEM

projects for a regional biosciences-focused regional competition, called Student BioExpo. These

projects required students to work with professional mentors (e.g., research scientists, medical

professionals) to support them in their research and project development. Therefore, each year I

invited all the students, mentors, and families to evening sessions that introduced everyone to the


6

purpose of the projects, project requirements, and allowed parents to meet and engage with the

professional mentors who would be working with their son or daughter. And, in some cases, the

parents had expertise that could contribute to their child’s project or other students’ projects.

Therefore, I made the point of including parents in the education of their child both inside and

outside the classroom.

In my experience, I have also successfully engaged with parents by phone (rarely email).

But, by far, the most meaningful parent engagement is in-person, however, it is not always

possible to meet with every parent in-person at the school. Therefore, in the future, I will try and

do a better job as an educational leader to go out into the community to meet and engage with

parents and families. However, on several occasions, I invited students (with their parents in

attendance) to speak on behalf of our school programs (e.g., CTE biomedical sciences program)

at school board meetings. Though speaking in front of the school board was nervous for both my

students and I, I think that it was a great experience for us all.

Steps to Legal Compliance – School Board Meetings (Open Meetings Act of Texas)

With respect to school board meetings, according to the Open Meetings Handbook

(Abbott, 2014, p. 24-38), the school board shall “give written notice of the date, hour, place, and

subject of each meeting” (p. 24). See the following four ‘steps’ for a school board to be in

compliance, with respect to school board meetings:

(1) Notice: The notice of a school board meeting “must be posted in a place readily

accessible to the general public at all times for at least 72 hours before the scheduled time of the

meeting” (p. 27-28), and a “school district shall post notice of each meeting on a bulletin board

at a place convenient to the public in the central administrative office of the district” (p. 30).

Additionally, with respect to special notice to the news media (p. 30-31):


7

“(a) A school district shall provide special notice of each meeting to any news media

that has: (1) requested special notice; and (2) agreed to reimburse the district for

the cost of providing the special notice.

(b) Notice shall be by telephone, facsimile transmission, or electronic mail.”

(2) Convening: A school board meeting “may not be convened unless a quorum…is

present in the meeting room.” And, the meeting must be “held in a location accessible to the

public” and be “physically accessible to individuals with disabilities” (p. 36).

(3) Open Meeting: A school board meeting that is “open to the public” is “one that the

public is permitted to attend,” however, this “does not entitle the public to choose the items to be

discussed or to speak about items on the agenda” (p. 36). But, the school board may “give

members of the public an opportunity to speak” at the school board meeting. Additionally, if the

school board does so, “it may set reasonable limits on the number, frequency and length of

presentations before it, but it may not unfairly discriminate among speakers for or against a

particular point of view” (p. 36). And, members of the public or school board may “raise a

subject that has not been included in the notice for the meeting, but any discussion of the subject

must be limited to a proposal to place the subject on the agenda for a future meeting” (p. 37).

(4) Board Decisions: A school board’s “final action, decision or vote on any matter

within its jurisdiction may be made only in an open session held in compliance with the notice

requirements” (p. 38). And, the school board “may not vote in an open session by secret written

ballot” or “take action by written agreement without a meeting” (p. 38).


8

References

Abbott, G. (2014). Open Meetings Act Handbook. Retrieved September 27, 2016, from

https://www.texasattorneygeneral.gov/files/og/openmeeting_hb.pdf

Epstein, J. (2002). Six types of parent involvement, in Leading learning communities: Standards

for what principals should know and be able to do (p. 73). Alexandria, VA: NAESP.



Wherry, J. (2010). Parent Involvement: Nine Truths You Must Know Now. Retrieved September

27, 2016, from http://www.esc16.net/users/0020/docs/NineTruths.pdf

Running Head: WORKING WITH THE MEDIA

Module 7: Working with the Media

Jeff Shaver



October 8, 2016


2

Working with the Media

Five keywords or phrases associated with the importance of an educational leader

establishing a positive working and professional relationship with the media are: (I) alliance, (II)

focus, (III) proactive leadership, (IV) news releases, and (V) crisis management.

(I) Alliance

Three things that are important to an educational leader creating a collaborative,

professional alliance and partnership with the news media, include:

• inviting the news media to “special events on a routine basis”

• keeping the news media “informed about new [school or district] programs”

• respectfully communicating with the media when dissatisfied with a story (Robbins and

Alvy, 2004, p. 260).

(II) Focus

In order to protect the interests of your school community, while remaining honest with

the news media, four pieces of information are important to keep in mind, which include the

educational leader focusing his/her discussions with the media on “[1] the school mission, [2]

teaching and [3] learning, and [4] student safety” (Robbins and Alvy, 2004, p. 257).

(III) Proactive Leadership

One interesting and important thing that I learned about being a proactive leader is

assessing the news coverage of the school or district by conducting “a newspaper, television, and

radio audit to discern positive and negative coverage, coverage accuracy, and capability to get a


3

story out,” so that the educational leader can seize opportunities to “showcase student work and

performance” (Robbins and Alvy, 2004, p. 259).

(IV) News Releases

In addition to insuring that the information contained within a news release is accurate,

jargon-free, no longer than a page, and well structured (i.e., addresses the who – what – when –

where – why with most important information in the first paragraph, use “END” or “more” at the

bottom of the page, and providing a date line, release date, contact person, and release date), one

interesting and important that that I learned about new releases is that “if only a cameraperson

shows for a story, make sure that he or she gets a copy of your news release” (Robbins and Alvy,

2004, p. 262).

(V) Crisis Management

Robbins and Avery (2004, p. 264-265) provide lots of great information about how an

educational leader should engage with the media during a crisis (e.g., identifying and

maintaining a media staging area, not saying “no comment” or speculating, obtaining consent

from staff members before agreeing to allow the media to interview them, and not letting

students under the age of 18 be interviewed without parental consent); however, one remaining

question that I have is how to handle a situation when a member of my school has engaged with

the media in a non-productive way that is not in the best interests of our school community.


4

References




EDG 6341 - Role of the Principal

Jeff Shaver


August – October 2016

Running Head: EDUCATIONAL LEADERSHIP COMPETENCY CONNECTIONS

Module 1: Educational Leadership Competency Connections

Jeff Shaver



August 25, 2016


2

Educational Leadership Competency Connections

Standard 1.0:

“Facilitating the articulation, formulation, and dissemination of a school or district vision of

learning supported by the school community” (Educational Leadership Constituent Council,

2002, p. 4).

Reflective paragraph:

Educational leaders must be able to articulate the vision of their schools to all stakeholders,

involve various stakeholders in reformulating the vision if and when needed, and to hold all

stakeholders accountable to the shared vision. In my experience, being involved in the

examination and reformulating of the school vision has been extremely helpful to me in creating

a better sense of community and collective accountability.

Connection to theory of educational research:

According to Amanchukwu, Stanley, and Ololube (2015), most theories of leadership “can be

classified as one of Charry’s eight major type”. These include: (1) “Great Man” Theory, (2)

Trait Theory, (3) Contingency Theories, (4) Situational Theory, (5) Behavioral Theory, (6)

Participative Theory, (7) Transaction/Management Theory, and (8) Relationship/

Transformational Theory (Amanchukwu, Stanley & Ololube, 2015, p. 8; Charry, 2012). Based

on my understanding of these theories, I think that Standard 1.0 is reflected in the

Relationship/Transformational Theory because “relationship or transformational leaders

motivate and inspire people by helping group members see the importance of the task [school or

district vision]” (Amanchukwu, Stanley & Ololube, 2015, p. 9).


3

Standard 2.0:

“Promoting and maintaining a positive school culture for learning, by promoting effective

instructional programs, by applying best practices to student learning, and by designing and

implementing comprehensive professional growth plans for staff” (Educational Leadership

Constituent Council, 2002, p. 4).


In my opinion, Standard 2.0 is one of the most important standards because it expects

educational leaders to honor the diversity and needs of all staff and students in order to promote

a positive school culture and learning community, and ensure that instructional programs utilize

curricular materials, pedagogy, and technology that results in student success for all students. In

my experience, doing this well involves a lot of shared expertise, communication and

collaboration, teamwork, and determination. I am a proponent of inclusive classrooms, which I

think gets at the heart of Standard 2.0.


Standard 2.0, particularly the implementation of comprehensive professional growth plans for

staff, seems to be reflected by the Participative Theory, where “participative leaders encourage

participation and contribution from group members and help group members to feel relevant and

committed to the decision-making process” (Amanchukwu, Stanley & Ololube, 2015, p. 9).

Thus, a participative leader would likely involve staff in developing and implementing his/her

own personal comprehensive professional growth plan, and evaluating and reflection on his/her

progress.


4

Standard 3.0:

“Managing the organization, operations, and resources in a way that promotes a safe, efficient,

and effective learning environment” (Educational Leadership Constituent Council, 2002, p. 5).


Standard 3.0 really emphasizes that effective educational leaders must manage tools and

resources to optimize learning and student success by involving all staff in setting and

implementing normative instructional practices to which all are held accountable. An example

of this from my teaching experience is that as a school we implemented project-based learning

(PBL) to support student success for all students in all subjects. Our principal, therefore, had to

ensure that all staff members were provided position-appropriate professional development in

PBL. Our principal, among other things, had to also work thoughtfully and respectfully with

resistant faculty, set appropriate and realistic benchmarks and timelines for PBL implementation,

and evaluate and reflect on our progress and success based on student outcomes.


Since Standard 3.0 seems to involve a combination of managerial and leadership roles, which

require different decision-making process (e.g., autocratic, collaborative or democratic) for any

given circumstance or situation, this standard seems to be reflected in Situational Theory

(Amanchukwu, Stanley & Ololube, 2015, p. 8). According to Amanchukwu, Stanley, and

Ololube (2015), situational theory “proposes that leaders choose the best course of action based

upon situational conditions or circumstances” and “different styles of leadership may be more

appropriate for different types of decision-making” (Amanchukwu, Stanley & Ololube, 2015, p.

8).


5

Standard 4.0:

“Collaborating with families and other community members, responding to diverse community

interests and needs, and mobilizing community resources” (Educational Leadership Constituent

Council, 2002, p. 5).


Standard 4.0 emphasizes that effective educational leaders are willing and able to respectfully

engage and collaborate with all members of the school community. For example, at one of my

previous schools many of our students were first-generation Americans from Eastern Africa and

Muslim. The challenge that faculty faced is that some of our Muslim students stated that at

particular times during the school year and at certain times of day they needed to be free to leave

class to pray, and faculty were concerned that these students were missing valuable class time

but did not want to limit the students’ religious freedoms. In order to address faculty concerns,

our principal consulted with the local East African Community Organization and Muslim parents

to come up with a suitable and respectful resolution. Ultimately, we learned that students didn’t

need to miss class to pray, but the process resulted in a stronger community.


Due to variety of stakeholders that are identified in Standard 4.0, it seems fitting that a

combination of leadership theories should be considered. These theories might include

contingency, situational, behavioral, and relationship/transformational theories. However, if we

specifically consider the role of effective educational leaders in collaborating with families and

the community, Standard 4.0 seems to be reflected in behavioral theory, which is “based on the

belief that great leaders are made, not born” and “focuses on the actions of leaders not on

intellectual qualities or internal states” (Amanchukwu, Stanley & Ololube, 2015, p. 8). In my


6

opinion, families and the community want leaders that they have confidence in, but also want

leaders that make the effort to connect with them and are visibly involved in both the school

community and the community at large.

Standard 5.0:

“Demonstrating a respect for the rights of others and by acting responsibly” (Educational

Leadership Constituent Council, 2002, p. 6).


Standard 5.0 really emphasizes the importance of an effective educational leader being a role

model, and leading by example. There are lots of ways that I have experienced educational

leaders doing this, but I think that one of the simplest and most effective ways for educational

leaders to exemplify Standard 5.0 is to support students and staff both inside and outside of the

school (e.g., attend extracurricular activities and community events, and be involved with

charities and participate in community service).


Standard 5.0 is reflected in relationship/transformational theory, because “in these theories,

leadership is the process by which a person engages with others and is able to “create a

connection” that results in increased motivational morality in both followers and leaders”

(Amanchukwu, Stanley & Ololube, 2015, p. 8). In other words, a leader must do what is right,

fair, and equitable to support student success for all and lead his/her staff in doing the same.


7

Standard 6.0:

“Articulating, analyzing and describing, and communicating the larger political, social,

economic, legal, and cultural context and advocating for all students” (Educational Leadership

Constituent Council, 2002, p. 6).


Standard 6.0 appears to be one of the most difficult standards, because what seems right might

not always be what is reflected by politics, laws, or cultural and community norms. But, it

suggests that the keys are to provide clarity, knowledge and transparency, with the emphasis and

focus being on equity and access for all students. For example, at one of my previous schools we

had to adopt new teacher evaluation standards that required all teachers to report and reflect on

student outcomes based on designated student demographics (e.g., race/ethnicity, gender), and to

propose solutions for addressing any gaps. Our data revealed that certain demographics of

students were underperforming in multiple subject areas, so we collaborated as a school on how

we could collectively address this issue, in partnership with families, to work towards ensuring

that all students are served and to fulfill our moral, ethical, and legal obligations.


In my opinion, transactional/management theory in isolation does not seem to reflect the best

approach to educational leadership; however, these theories do reflect the reality that schools and

districts are accountable and measured in their ability to promote and improve student success.

According to Amanchukwu, Stanley, and Ololube (2015), these theories “base leadership on a

system of rewards and punishment” and it’s the “leader’s job to create structures that make it

abundantly clear what is expected of followers and the consequences (rewards and

punishments)” (Amanchukwu, Stanley & Ololube, 2015, p. 8; Charry, 2012).


8

References

Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A Review of Leadership Theories,

Principles and Styles and Their Relevance to Educational Management. Management,

5(1), 6-14. doi:10.5923/j.mm.20150501.02

Charry, K. (2012). Leadership Theories – 8 Major Leadership Theories. Retrieved August 23,

2016 from https://www.verywell.com/leadership-theories-2795323

Educational Leadership Constituent Council (2002). Standards for Educational Leaders.

Retrieved August 23, 2016 from http://soe.unc.edu/academics/requirements/

standards/NCDPI-ELCC_ Educational_Leaders_Standards.pdf

Running Head: PRINCIPAL INTERVIEW – COMMUNICATING YOUR VISION

Module 2: Principal Interview – Communicating Your Vision

Jeff Shaver



September 2, 2016


2

Principal Interview – Communicating Your Vision

Collaborating with an Administrator to Determine Effective Communication Strategies

Disseminating administrative policies to stakeholders

According to the Educational Leadership Constituent Council (2002), a vital competency

(Standard 1) for effective educational leaders is to facilitate the “articulation, formulation, and

dissemination of a school or district vision of learning supported by the school community” (p.

4). In order to gain the perspective of an administrator in the field, on how to effectively

communicate the school or district vision to stakeholders, I interviewed Trevor Greene, the

former principal at Toppenish High School (Toppenish, WA) and current Instructional

Leadership Executive Director (ILED) in Highline Public Schools (Burien, WA).

As one of Highline’s ILEDs, Trevor supports and supervises secondary principals

throughout the district. Trevor is a great leader and mentor to many, including me, and has more

accomplishments then I can possibly list. However, I have shared a few of his accomplishments

here:

• Named the Washington State High School Principal of the Year for 2012 and

National High School Principal of the Year for 2013 by the National Association

of Secondary School Principals (NASSP).

• Taught middle school and high school levels and served as principal and later as

instructional leader at Toppenish High School.

• While principal at Toppenish High School,

§ increased the graduation rate to 94%

§ implemented nationally certified engineering and biomedical programs


3

§ school recognized as a 2012 STEM Lighthouse School by the Office of

Superintendent of Public Instruction

I hope you can see, from his many accomplishments, why I chose to interview Trevor on

how he has communicated his vision both at Toppenish High School and within Highline Public

Schools.

Now, getting down to business, one of the indicators (i.e., Indicator 4) of Standard 1

(Educational Leadership Constituent Council, 2002) states that educational leaders must be able

to “disseminate administrative polices and practices by communicating effectively with all

stakeholders concerning implementation and realization of the vision” (p. 4). Based on his time

as the principal at Toppenish High School, T. Greene stated that “They [administrative policies]

were presented to the board, and then during another meeting on a different month, they were

finalized. There was no intentionality of distributing policy information other than what occurred

at the monthly board meeting” (personal communication, September 1, 2016; Appendix A).

T. Greene also stated, based on his current position as Instructional Leadership Executive

Director for Highline Public Schools, that “policies are communicated through the actual board

meetings, board minutes, and are accessible on our website. There is always an initial reading,

followed by time in between for community members to organize and/or prepare responses.

They are then finalized at a later board meeting” (personal communication, September 1, 2016;

Appendix B). Therefore, in Trevor’s experiences, the dissemination of policy information was

primarily done via board meeting proceedings and minutes.


4

Formulating initiatives to motivate your school community – Toppenish High School

Another indicator (i.e., Indicator 3) of Standard 1 (Educational Leadership Constituent

Council, 2002) states that educational leaders must be able to “formulate the initiatives necessary

to motivate staff, parents, students, board and community members to achieve the school or

district’s vision by involving all stakeholders in collaborative discussions.” (p. 4). While

principal at Toppenish High School, T. Greene stated that “initiatives were formed either at the

district level or started in the grassroots level in buildings” but that “when things happen at the

schools, then the parents and community are more actively involved” (personal communication,

September 1, 2016; Appendix A). Therefore, in order to get more involvement in district level

initiatives, it is important “to be very intentional when starting new initiatives or programs” (T.

Greene, personal communication, September 1, 2016; Appendix A).

T. Greene further explained that being more intentional meant that “the topic is

researched, data is gathered, and community/teacher groups come together to analyze and

discuss the process back to rollout/adoption” and that “facilitation was always handled by

administrators in the district” (personal communication, September 1, 2016; Appendix A).

Finally, according to Trevor, “The involvement of multiple stakeholders, and the process

of conversing about topics naturally motivates participants to want to learn more and contribute

more to the system. One important thing to remember, is the need to always keep your

community engaged. This requires intentional share-outs on progress and active media

manipulation” (T. Greene, personal communication, September 1, 2016; Appendix A).

Therefore, according to Trevor, initiatives at the school or district level require a different focus

and intentionality, and that the involvement of stakeholders in meaningful discourse can be

motivating and increase everyone’s engagement and contributions.


5

Formulating initiatives to motivate your school community – Highline Public Schools

With respect to his current role in Highline Public Schools, Trevor explained that his

district “is currently at the end of the three-year strategic plan” and that “the original

organization/approval of the plan was an endeavor that included the entire community” (T.

Greene, personal communication, September 1, 2016; Appendix B). He goes on to explain that

the “strategic plan is shared with every new employee during the orientation process” and “is

also published on the website and updated with achieved benchmarks yearly” (T. Greene,

personal communication, September 1, 2016; Appendix B). Additionally, he said that “an actual

hard copy of their strategic plan and completed goals, or progress toward, is distributed to all

families in the district” (T. Greene, personal communication, September 1, 2016; Appendix B).

Additionally, Trevor explains that Highline Public Schools has “bold goals” and that

“they range from mastery at grade 3 to a goal of zero suspensions, and…every student bilingual

by 2026” (T. Greene, personal communication, September 1, 2016; Appendix B). In sharing

this, he emphasized that “all of these [bold goals] can be found on our website” (T. Greene,

personal communication, September 1, 2016; Appendix B). He concludes by saying that “we

[Highline Public Schools] also have an overarching promise, which is to know "every student by

name, strength, and need…" The Highline promise, and the progress towards meeting our

strategic plan goals, are regularly called out on social media, as well” (T. Greene, personal

communication, September 1, 2016; Appendix B). Therefore, as Trevor explains, Highline

Public Schools involved the community in creating their shared strategic plan, the strategic plan

and achievement of benchmarks is shared with all employees and families, and that the strategic

plan involves “bold goals” focused on students successes that are valued by the community.


6

Communicating a shared vision

The final two indicators (i.e., Indicator 1 and 2) of Standard 1 (Educational Leadership

Constituent Council, 2002) state that educational leaders must be able to “articulate a vision of

learning by using relevant knowledge and theories that promote the success of all students” and

“by demonstrating the skills necessary to implement, support, and communicate a shared

commitment to the vision” (p. 4). During our interview, Trevor and I didn’t discuss specific

theories; however, he did emphasize the importance of utilizing multiple communication streams

and language.

According to Trevor, “A shared vision is most effectively communicated by speaking it

and all that you do. Aside from that, it can be shared over social media, radio, newspapers, etc. In

Toppenish, we always made sure to utilize the Spanish-language channel, which was a staple of

our Spanish-speaking population” (T. Greene, personal communication, September 1, 2016;

Appendix A). And in Highline Public Schools, T. Greene indicated that they “have over 100

languages spoken, so more media print material is used to disseminate information” (personal

communication, September 1, 2016; Appendix B). Therefore, according to Trevor, it is

important to articulate and exemplify your vision, and to insure that how you communicate your

vision (e.g., language) is very important.


7

Reference





8

Appendix A: Principal Interview

Interviewee: Trevor Greene, Former Principal, Toppenish High School (Toppenish, WA)

Questions:

1. How were administrative policies at Toppenish High School disseminated to

stakeholders?

Trevor: I was in a small rural district. The policies were adopted according to the

same process in the big district. They were presented to the board, and then during

another meeting on a different month, they were finalized. There was no intentionality of

distributing policy information other than what occurred at the monthly board meeting.

2. How were Toppenish High School initiatives to motivate staff, parents, students, board

and community members formulated?

Trevor: Initiatives were formed either at the district level or started in the

grassroots level in buildings. The beauty of a smaller district is that more collective

involvement happens at a quicker pace. When things happen at the schools, then the

parents and community are more actively involved in the process. The only way to

combat this at the district level is to be very intentional when starting a new

initiatives/programs.

The topic is researched, data is gathered, and community/teacher groups come

together to analyze and discuss the process back to rollout/adoption. Facilitation was

always handled by administrators in the district.

The involvement of multiple stakeholders, and the process of conversing about

topics naturally motivates participants to want to learn more and contribute more to the


9

system. One important thing to remember, is the need to always keep your community

engaged. This requires intentional share-outs on progress and active media manipulation.

3. How can a shared vision be communicated?

Trevor: A shared vision is most effectively communicated by speaking it and all

that you do. Aside from that, it can be shared over social media, radio, newspapers, etc.

In Toppenish, we always made sure to utilize the Spanish-language channel, which was a

staple of our Spanish-speaking population.


10

Appendix B: Principal Interview

Interviewee: Trevor Greene, Instructional Leadership Executive Director, Highline Public

Schools (Burien, WA)

Questions:

1. How are administrative policies in Highline Public Schools disseminated to

stakeholders?

Trevor: Policies are communicated through the actual board meetings, board

minutes, and are accessible on our website. There is always an initial reading, followed

by time in between for community members to organize and/or prepare responses. They

are then finalized at a later board meeting.

2. How are Highline Public Schools initiatives to motivate staff, parents, students, board

and community members formulated?

Trevor: Highline school district is currently at the end of the three-year strategic

plan. The original organization/approval of the plan wasn't endeavor to do that included

the entire community. In fact, it included members from five municipalities, as we cover

multiple cities. Mutual work with a professional strategic organization brought the correct

stakeholders together and assured the process of total inclusion.

The strategic plan is shared with every new employee during the orientation

process. It is also published on the website and updated with achieved benchmarks

yearly. In addition, an actual hard copy of their strategic plan and completed goals, or

progress toward, is distributed to all families in the district.


11

We have, what we referred to, bold goals. They range from mastery at grade 3 to

a goal of zero suspensions, and even one that would have every student bilingual by

2026. (All of these can be found on our website.). We also have an overarching promise,

which is to know "every student by name, strength, and need…" The Highline promise,

and the progress towards meeting our strategic plan goals, are regularly called out on

social media, as well.

3. How can a shared vision be communicated?

Trevor: In Highline, we have over 100 languages spoken, so more media print

material is used to disseminate information.

Running Head: PROFESSIONAL LEARNING COMMUNITIES AND LEADERSHIP

Module 3: Relating Professional Learning Communities to Principal Competencies

Jeff Shaver



September 10, 2016


2

Relating Professional Learning Communities to Principal Competencies

Professional Learning Communities: The Role of an Educational Leader

According to Hirsh and Hord (2008), “To support learning for administrators, teachers,

and students, PLCs [Professional Learning Communities] share five research-based dimensions”:

(1) shared and supportive leadership; (2) a shared vision; (3) supportive structural and relational

conditions; (4) intentional, collegial learning; and (5) shared practice (p. 27).

Hirsh and Hord (2008) state that a PLC “should be a self-governing entity in which

democratic participation is the norm and the principal feels comfortable sharing leadership” (p.

27). Therefore, a PLC with a “shared and supportive leadership” and “a shared vision” (Hirsch

and Hord, 2008, p. 27), relates very closely with Standard 1.0 of the Standards for Educational

Leaders, which states that educational leaders should facilitate the “articulation, formulation, and

dissemination of a school or district vision of learning supported by the school community”

(Educational Leadership Constituent Council, 2002, p. 4). Therefore, the use of PLCs could be

an effective initiative to involve staff in collaboratively achieving a school’s vision.

As stated by Hirsh and Hord (2008), “The third research-based dimension [of a PLC] is

establishing supportive structural and relational conditions” (p. 27). For example, the principal

must use his or her “power to solve logistical problems and provide structures to build

relationships” (p. 27). Additionally, according to Hirsh and Hord (2008), “Successful PLCs

operate within schools where administrators, teachers, parents, and students respect, positively

esteem, and trust one another” (p. 27). Therefore, the third-dimension of a PLC relates very well

to Standard 2.0 of the Standards for Educational Leaders, which states that educational leaders

must “have the knowledge and ability to support the success of all students by promoting and


3

maintaining a positive school culture for learning” (Educational Leadership Constituent Council,

2002, p. 4), but is also reflected in Standards 3.0 through 6.0.

Standard 3.0: Indicator 1 relates to “establishing supportive structural and relational

conditions,” because it states that educational leaders must “manage organizations by using

research-based knowledge of…organizational development…to optimize learning” (Educational

Leadership Constituent Council, 2002, p. 5), and the use of PLCs is a research-based approach to

organizational development focused on optimizing learning through collaboration.

Standard 4.0 relates, because the use of PLCs can, according to Indicator 2, allow an

educational leader to “respond to diversity of the school and the community by monitoring,

adjusting, and improving school programs to meet the diverse needs of all students” (Educational

Leadership Constituent Council, 2002, p. 5). And, Standard 5.0 and 6.0 relate, because they state

that an educational leader must “promote the success of all students by demonstrating a respect

for the rights of others” and “analyze and describe the social, economic, and cultural context in a

school community” (Educational Leadership Constituent Council, 2002, p. 5).

To be effective, PLCs require an educational leader to respect the rights and opinions of

others and demonstrate the willingness to use research-based approaches to promote student

learning by providing structures to build relationships. Additionally, the final two research-

based dimensions of a PLC: intentional, collegial learning; and shared practice, according to

Hirsh and Hord (2008), state that “the community must begin its work by determining what it

will learn together” (e.g., curricula, instructional strategies, student motivation) and “sharing

personal practice through follow up and coaching” (p. 27-28), and relate to aspects of all of the

Standards for Educational Leaders (Educational Leadership Constituent Council, 2002).


4

Professional Learning Communities: Impact on Student Success

According to Hirsh and Hord (2008), an educational leader “plays a strong directing role

at the initiation of the PLC, then steps back to support leadership opportunities and leadership

development of the staff” (p. 28). And, if a leader focuses on being a “leaner as opposed to

solely a facilitator” then “staff involvement in school decisions and actions provides the principal

with partners who help in managing and leading the school” (Hirsh and Hord, 2008, p. 28).

As a teacher, I have experienced both effective and ineffective PLCs. For example, at

one of my former schools our educational leaders established an effective PLC that improved

student achievement on standardized tests through a schoolwide project-based learning (PBL)

approach. However, the same educational leaders failed, in my opinion, to create an effective

PLC, focused on combating institutionalized racism and improving the academic success of all

students, because they were too quick to make recommendations, and didn’t establish a shared

vision or a safe environment for collaborative conversations. I respect my former educational

leaders for their efforts, but in this case they violated most, if not all, the tenets of a PLC.

However, with respect to our PBL-focused PLC that exhibited all the tenets of PLCs, our

schoolwide implementation of PBL was a byproduct of collaborative discussions and shared

vision (i.e., improve test scores), but also involved lots of staff training on the implementation of

PBL, making continuous improvements through collegial learning, and meaningful observations

and reflections of our practice that were facilitated by our educational leaders.

Ultimately, one important lesson that I have learned is that the things (e.g., issues,

initiatives, policies) that an educational leader is the most passionate about are the ones that an

educational leader can inadvertently create unwanted barriers to or conflicts with if he or she

doesn’t abide by the tenets of PLCs, and facilitate the fulfillment of a shared vision.


5

References




Hirsh, S., & Hord, S. M. (2008, December). Leader and Learner. Principal Leadership, 26-30.

Optimizing Learning in Mathematics

Jeff Shaver Module 4: Learning Environments EDG 6341 Role of the Principal Angelo State University Fall 2016


Session goal

2

Teachers will develop and use a common understanding of standards for mathematical practice1 and research-based strategies for increasing student achievement2 to enhance teaching and learning.

1(Standards for Mathematical Practice, 2016) 2(Dean, Hubbell, Pitler, Stone and Marzano, 2012)

Using a set of structured tools to promote conversation and collaboration, I will… •  Explore the following Standards for Mathematical Practice (SMP) and

recognize the critical role they play in the development of students’ mathematical thinking:

•  SMP 3: Construct viable arguments and critique the reasoning of others.

•  SMP 7: Look for and make use of structure.

•  I will develop and use a common understanding of the following research-based strategies to increase student achievement:

•  Identifying similarity and differences

•  Cooperative Learning

Learning expectations

3


Video: Math Class Needs a Makeover

4

Meyer, D. (2010, March). TED: Math Class Needs a Makeover [video]. Retrieved fromhttp://www.ted.com/talks/dan_meyer_math_curriculum_makeover.


Think-Pair-Share: Individual Study & Table Discussion

5

Standards for Mathematical Practice •  SMP 3: Construct Viable Arguments and Critique the

Reasoning of Others


Research-Based Strategies •  Identifying similarities and differences

•  Collaborative learning


6

SMP 2: Reason abstractly and quantitatively

Must contextualize and decontextualize. Creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them.

TEACHERS

STUDENTS

TEACHERS

What can be seen as the teachers incorporate

this SMP?

STUDENTS

What can be seen as the students incorporate

this SMP?


Activity: Building a common understanding of SMP 3 & 7

7

•  Will SMP 3 & 7 manifest themselves in the

same way across grade levels?

•  Will addressing these SMPs help us

address the changes that Dan Meyer said

needed to happen?

Points to Ponder

Reflection


Button Activity Gita plays with her grandmother’s collection of buttons. She arranges them in patterns.

Her first 3 patterns are shown on the handout provided.

Engaging in mathematics using the SMP 3 & 7

8


Evidence of SMPs 3 & 7

9

While watching the video, use the chart to record student and teacher actions and dialogue.

What are students saying and doing?

What is the teacher saying and doing?


Video: Engaging in mathematics using the SMP 3 & 7

10

Source: http://www.insidemathematics.org


•  How did the teacher purposefully engage students in the…

•  Standards for Mathematical Practice 3 & 7? •  Identifying similarities and differences? •  Collaborative learning?

Reflection: SMPs and Research-Based Strategies

11


•  How did the teacher purposefully engage students in the…

•  Standards for Mathematical Practice 3 & 7? •  Identifying similarities and differences? •  Collaborative learning?

Reflection: SMPs and Research-Based Strategies

12

Record in your journal: •  What changes will you make in order to engage

students in the mathematical practices and research-based strategies to increase student achievement?


Now that you’ve experienced the activity as a learner, take a few moments to reflect on the task itself. What are rich mathematical tasks? •  A silver bullet? •  Something for bright kids? •  Those done after the students understand the skills? •  Difficult? •  For end of term/year? •  Something someone else does?

Reflecting on the task

13


•  Students as the workers and the decisionmakers

•  High-level thinking and reasoning by students

•  Multiple layers of complexity

•  Multiple entry points

•  Multiple solutions and/or strategies

•  Discussion or active inquiry

•  Contextual

•  Encourage multiple ways to solve

•  Encourage collaboration

Rich mathematical tasks include:

14

Rich Tasks

Content Standards

Standards for Mathematical

Practice

Rigor


•  How does studying the standards for mathematical practice and research-based strategies in this way deepen your understanding of the integration of these standards and strategies in your teaching?

•  What is the value of thinking about the implications for teaching and learning?

Reflection

15


Let’s look back: 3 – 2 – 1 Learning expectations

16

Using a set of structured tools to promote conversation and collaboration, I will… •  Explore the following Standards for Mathematical Practice (SMP) and

recognize the critical role they play in the development of students’ mathematical thinking:

•  SMP 3: Construct viable arguments and critique the reasoning of others.


•  I will develop and use a common understanding of the following research-based strategies to increase student achievement:

•  Identifying similarity and differences

•  Cooperative Learning


Evaluation

17

Please take a moment to fill

out our survey.


References


Dean, C. B., Hubbell, E. R., Pitler, H., Stone, B., & Marzano, R. J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

Standards for Mathematical Practice. (n.d.). Retrieved

September 14, 2016, from http://www.corestandards. org/Math/Practice/

Running Head: COLLABORATION – DEMOGRAPHICS & NEEDS ASSESSMENT

Module 5: Collaboration – Demographics and Needs Assessment

Jeff Shaver



September 25, 2016


2

Collaboration – Demographics and Needs Assessment:

Evaluating the demographics of a district to determine interests and needs

that positively affect student learning

Background: 2015-16 Washington State Report Card – Highline Public Schools

According to Higgins (2015), “For the first time in five years, Highline Public Schools

has posted a graduation rate that cleared 70 percent, climbing 7.4 percentage points in just the

past school year.” However, Higgins (2015) warns, “Highline’s 70.3 percent rate for the class of

2015 is still lower than the statewide average for the class of 2014, which was about 77 percent.”

Therefore, in an effort to deliver on their promise “that every student is known by name,

strength, and need, and graduates prepared for college, career and citizenship,” Highline Public

Schools is on a mission to use blended and personalized learning as a “pathway to equity”

(Office of Educational Technology, n.d.). And, more specifically, according to Highline Public

Schools: Personalized Learning as a Pathway to Equity, “To deliver on [their] promise, in 2013

the district adopted a bold, four-year strategic plan that commits to at least 19 out of 20 students

being proficient in core subjects by third grade, passing Algebra by ninth grade, and graduating

from high school bilingual, biliterate, tech-savy, and tech-literate” (Office of Educational

Technology).

As you can see from Highline Public Schools’ 2015-16 Washington State Report Card

(see Appendix A), they serve a richly diverse student population of nearly 20,000 just south of

Seattle. For example, 37.9% of their student population is Hispanic, 14.4% Asian, and 13.0%

Black/African American. However, 87.3% (993 of 1137) of their classroom teachers are white.

Therefore, an effective and creative blended and personalized learning platform could be utilized


3

to support teachers in bringing out and reflecting the culture of their diverse students (e.g.,

learning modules could contain videos of underrepresented professionals introducing lessons

containing culturally-relevant contexts).

Additionally, 65.3% of Highline Public School students are on free or reduced-priced

meals, 15.2% are in special education, and 25.8% are transitional bilingual. Again, blended and

personalized learning systems could support the learning of all students, by enhancing reading

and writing skills, expressing their knowledge and ideas, and providing them learning or

language support, as needed. However, it is clear the Highline Public Schools is facing a

challenging, but doable task of raising their students’ performance on standards-based

assessments (SBAs).

With respect to SBAs, the range of percentages of students passing grade-level English

Language Arts (ELA) SBAs is 40.7% to 66.5%, 13.0% to 49.2% for Math, and 48.4% to 58.2%

for Science. Though all of these percentages are much lower than is needed to ensure that all

Highline graduates are “prepared for college, career and citizenship,” the 13% of students that

are passing the 11th grade Math SBA is particularly troubling. It is, therefore, my hope that math

is a particular focus of the blended and personalized learning approach for Highline Public

Schools.

Highline’s “blended learning combines teacher facilitated instruction, small group work,

and technology-enabled individual learning to provide personalization and flexibility of time,

place, pace for each learner” that allows students to flexibly “achieve specific learning

outcomes” (Office of Educational Technology). According to the Superintendent of Highline

Public Schools, Dr. Susan Enfield, their district’s top priority “is ensuring that our kids have the

same opportunities that kids living in more affluent areas have” and that this is the “driver behind


4

personalized learning in the Highline district” (Office of Educational Technology). However,

“Highline realized that one of the central challenges of implementing personalized learning

across and entire district is creating a shared vision and engaging stakeholders at all levels”

(Office of Educational Technology).

Therefore, to “realize its vision of personalized learning as a pathway to equitable

opportunities for all learners,” Highline Public Schools should (1) provide blended and

personalized learning for both students and teachers using the same system and methods, (2)

utilize their district personalized learning task force to support and nurture implementation of

their blended and personalized learning system, and (3) establish or utilize culturally responsive

teaching (CRT) teams to continuously ensure equitable, culturally-relevant, and rigorous

instruction for all students at every school (see Figure 1).

Figure 1. A vision for utilizing blended and personalized learning for both Highline Public Schools students and teachers, a district task force, and culturally responsive teaching teams to ensure equity and success for all students. Based on information from the Office of Educational Technology, Highline Public Schools 2013-2017 Strategic Plan, and Howard (2007).


5

Blended and Personalized Learning for Students: Highline Public Schools

According to Howard (2007), like Highline Public Schools, “Many education leaders in

diversity-enhanced schools are moving beyond blame and befuddlement and working to

transform themselves and their schools to serve all their student well.” Additionally, Howard

(2007) states that “this transformative work proceeds best in five phases: (1) building trust, (2)

engaging personal culture, (3) confronting issues of social dominance and social justice, (4)

transforming instructional practices, and (5) engaging the entire school community.” With

respect to Highline Publics Schools, their Community 2013-2017 Strategic Plan and Instructional

Focus (see References) are a record of their shared community vision to ensure the success of all

students, and reflects their building of trust, engagement in the varied and shared cultures of their

school community, and dedication to providing their diverse student population with the same

learning opportunities as students in more affluent districts.

As is outlined in the Standards for Educational Leaders (Educational Leadership

Constituent Council, 2002), with respect to equitable teaching and instruction, effective

educational leaders should:

• Standard 1: Facilitate “the articulation, formulation, and dissemination of a school or

district vision of learning supported by the school community.”

• Standard 2: Promote and maintain “a positive school culture for learning, by promoting

effective instructional programs, by applying best practices to student learning, and by

designing and implementing comprehensive professional growth plans [that involve

professional growth in the use technology and effective instructional programs] for staff.”

• Standard 3: Promote a “safe, efficient, and effective learning environment.”

• Standard 4: Respond “to diverse community interests and needs” and mobilize

“community resources.”


6

Therefore, Highline Public Schools’ focus on using blended and personalized learning for

both students and teachers as “a pathway to equity” (Office of Educational Technology) is within

the standards of effective educational leadership (see Figure 1). And, community resources can

also be mobilized by utilizing a personalized learning task force (Office of Educational

Technology) and culturally responsive teaching (CRT) teams (Howard, 2007).

Blended and Personalized Learning for Teachers: Highline Public Schools

According to Kurshan (2015), “As a result of shifts to deepen learning practices and the

increased access to technology, state education agencies and local school districts [e.g., Highline

Public Schools] have created policies to support online and blended learning” [Watson, 2015].

However, “many school districts” according Kurshan (2015) “have failed to offer quality

professional development to help teachers use rich pedagogical strategies in blended in online

learning contexts.”

Therefore, as Kurshan (2015) states, “The White House recognized this gap in teacher

training and launched the ConnectEd Initiative to support teacher learning” and “the 2015 NMC

Horizon Report notes two avenues for addressing this issue: teachers enrolling in relevant

coursework offered by institutions of higher education [e.g., Virtual Online Teaching (VOLT)

Certification program at the University of Pennsylvania] and teachers perusing free and paid

online resources available on the internet.” However, in my opinion, I think that it is best to

utilize the same blended and personalized learning platform and system for teacher professional

development that is being utilized for student learning. Therefore, teachers can better develop

and implement blended and personalized learning based on their own personal learning

experiences.


7

References

2013-2017 Strategic Plan - Instructional Focus. (n.d.). Retrieved September 25, 2016, from

http://www.highlineschools.org/cms/lib07/WA01919413/Centricity/domain/1145/stategic

plan/Highline-Public-Schools-Instructional-Focus.pdf

2015-16 Washington State Report Card - Highline School District. (n.d.). Retrieved September

25, 2016, from http://reportcard.ospi.k12.wa.us/summary.aspx?year=2015-16

Community 2013-2017 Strategic Plan for Highline Public Schools. (n.d.). Retrieved September

25, 2016, from http://www.highlineschools.org/cms/lib07/WA01919413/Centricity/

domain/1145/stategic plan/Highline-Public-Schools-Strategic-Plan-Overview.pdf

ConnectED: President Obama's Plan for Connecting All Schools to the Digital Age. (n.d.).

Retrieved September 25, 2016, from

https://www.whitehouse.gov/sites/default/files/docs/connected_fact_sheet.pdf




Higgins, J. (2015). For first time in five years, Highline's graduation rate tops 70 percent.

Retrieved September 25, 2016, from http://www.seattletimes.com/education-lab/highline-

school-district-tops-70-percent-graduation-rate-for-class-of-2015/

Howard, G. R. (2007). As Diversity Grows, So Must We. Educational Leadership - Responding

to Changing Demographics, 64(6), 16-22. Retrieved September 25, 2016, from

http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/As-

Diversity-Grows,-So-Must-We.aspx


8

Kurshan, B. (2015). The Teacher as the Learner: Professional Development for Online and

Blended Learning. Retrieved September 25, 2016, from

http://www.forbes.com/sites/barbarakurshan/2015/11/19/the-teacher-as-the-learner-

professional-development-for-online-and-blended-learning/#6ec0fc482292

NCLB Comprehensive Needs Assessment - Maine. (n.d.). Retrieved September 25, 2016, from

http://www.maine.gov/education/nclb/schoolwide/sample_comp_assessment.pdf

NMC Horizon Report: 2015 K-12 Edition. (2015). Retrieved September 25, 2016, from

http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf

The NMC Horizon Report: 2015 K-12 Edition examines emerging technologies for their

potential impact on and use in teaching, learning, and creative inquiry in schools.

Office of Educational Technology (n.d.). Highline Public Schools: Personalized Learning as a

Pathway to Equity. Retrieved September 25, 2016, from

http://tech.ed.gov/stories/highline/

Virtual Online Teaching Certificate Program (VOLT). (2016). Retrieved September 25, 2016,

from https://www.gse.upenn.edu/innovation/volt

Watson, J. (2015). Blended Learning: The Evolution of Online and Face-to-Face Education from

2008-2015. Retrieved September 25, 2016, from http://www.inacol.org/wp-

content/uploads/2015/07/iNACOL_Blended-Learning-The-Evolution-of-Online-And-

Face-to-Face-Education-from-2008-2015.pdf


9

Appendix A

Highline School District District Web Site Superintendent Susan Enfield

206.631.3070 15675 AMBAUM BLVD SW BURIEN 98166-0100Puget Sound Educational Service District 121

Grade Span: PK-13

Select a year: 2015-16

2015-16 Results (Administration Info)

Grade Level SBA ELA SBA Math3rd Grade 42.6% 49.2%4th Grade 43.4% 44.6%5th Grade 46.6% 36.1%6th Grade 44.5% 37.4%7th Grade 40.7% 36.9%8th Grade 48.0% 35.9%11th Grade 66.5% 13.0%

Grade Level MSP Science5th Grade 48.4%8th Grade 57.1%

Grade Level * EOC Biology10th Grade 58.2%

Student Demographics

EnrollmentOctober 2015 Student Count 19,576May 2016 Student Count 19,672Gender (October 2015)Male 10,235 52.3%Female 9,341 47.7%Race/Ethnicity (October 2015)Hispanic / Latino of any race(s) 7,422 37.9%American Indian / Alaskan Native 169 0.9%Asian 2,816 14.4%Black / African American 2,542 13.0%Native Hawaiian / Other Pacific Islander 810 4.1%White 4,582 23.4%Two or More Races 1,235 6.3%Special ProgramsFree or Reduced-Price Meals (May 2016) 12,840 65.3%Special Education (May 2016) 2,993 15.2%Transitional Bilingual (May 2016) 5,077 25.8%Migrant (May 2016) 10 0.1%Section 504 (May 2016) 325 1.7%Other Information (more info)Unexcused Absence Rate (2015-16) 23,335 1.2%Adjusted 4-Year Cohort Graduation Rate (Class of 2015) 70.3%Adjusted 5-year Cohort Graduation Rate (Class of 2014) 72.3%College/University enrollment rates of graduates

Teacher Information (2015-16) (more info)

Classroom Teachers 1,137 Hispanic / Latino of any race(s) 42 American Indian / Alaskan Native 3 Asian 58 Black / African American 20 Native Hawaiian / Other Pacific Islander 2 White 993 Two or More Races 19Average Years of Teacher Experience 9.9 Hispanic / Latino of any race(s) 8.5 American Indian / Alaskan Native 20.6 Asian 7.6 Black / African American 9.9 Native Hawaiian / Other Pacific Islander 1 White 9.9 Two or More Races 16.8Teachers with at least a Master's Degree 64.8%Total number of teachers who teach core academic classes 917% of teachers teaching with an emergency certificate 0.0%% of teachers teaching with a conditional certificate 0.0%Total number of core academic classes 2,984ESEA Highly Qualified Teacher Information% of classes taught by teachers meeting ESEA highly qualified


10

* End of Course (EOC) Biology is administered in any grade in which thecourse is offered. Prior to 2015, EOC Math exams were given in any gradein which the course is offered and served as the state’s accountability testin mathematics. As of 2015, EOC Math tests are taken only for the purposeof meeting assessment graduation requirements by students in the classesof 2018 and prior.

** The "Makeup" exam was given to students who had already completedthe Year 1 or Year 2 coursework. It was not a "retake".

(HQ) definition 93.8%

% of classes taught by teachers who do not meet ESEA HQdefinition 6.2%

% of classes in high poverty schools taught by teachers whomeet ESEA HQ definition 95.0%

% of classes in high poverty schools taught by teachers whodo not meet ESEA HQ definition 5.1%

% of classes in low poverty schools taught by teachers whomeet ESEA HQ definition 93.2%

% of classes in low poverty schools taught by teachers whodo not meet ESEA HQ definition 6.8%

Running Head: ETHICS AND RIGHTS ASSESSMENT

Module 6: Ethics and Rights Assessment –

Promoting the Cultural Competency of a School

Jeff Shaver



October 2, 2016

Role of the Principal Module 6: Ethics and Rights Template -‐ Promoting the Cultural Competency of a School

ELCC Standards for Educational Leaders

Example of issue or topic related to this standard in education

presently

Ethical Principles related to this situation

or topic

Legal Principles related to this situation or topic

Ties to or impact on the PLC process/leadership

responsibilities

Standard 1.0

Articulate the vision of their schools to all stakeholders, involve various stakeholders in reformulating the vision, and hold all stakeholders accountable to the shared vision (Educational Leadership Constituent Council, 2002, p. 4).

Ultimately, an educational leader must establish a culturally competent school by insuring that all stakeholders, especially students, are supported by the vision, policies, and practices of a school. The school should honor and celebrate its diverse cultures. For example, a principal could propose the “initiation of a “challenge” program to invite promising students to enroll in honors and Advanced Placement classes” and have a vision for the use of “high academic standards as the basis of instruction for all students” (Klotz, 2006).

# 1: “Makes the education and well-‐being of students the fundamental value of all decision making” (AASA, 2016). #2: “Fulfills all professional duties with honesty and integrity and always acts in a trustworthy and responsible manner” (AASA, 2016).

#3: “Supports the principle of due process and protects the civil and human rights of all individuals” (AASA, 2016). #4: “Implement local, state and national laws” (AASA, 2016).

A PLC with a: (1) shared and supportive leadership and (2) a shared vision (Hirsch and Hord, 2008, p. 27), relates with ELCC Standard 1.0, because, the use of PLCs could be an effective initiative to involve staff in collaboratively achieving a school’s vision.

Standard 2.0

Honor the diversity and needs of all staff and students, and ensure that instructional programs utilize effective curricular materials, pedagogy, and technology (Educational Leadership Constituent

With respect to curriculum and instruction, an educational leader must ensure that all students are provided “the same enriching, evidence-‐based educational opportunities” and culturally inclusive curriculum that encourages cultural inquiry” (Klotz, 2006). Additionally,

# 1: “Makes the education and well-‐being of students the fundamental value of all decision making” (AASA, 2016). #2: “Fulfills all professional duties with honesty and integrity and


A PLC with: (3) supportive structural and relational conditions (Hirsch and Hord, 2008, p. 27), relates with ELCC Standard 2.0, because, they “operate within schools where [all] respect, positively esteem, and trust one another” (p. 27).

Council, 2002, p. 4).

teachers can be encouraged to “hold cultural sensitivity discussions with students when literary selections or references present negative stereotypes” (Klotz, 2006).

always acts in a trustworthy and responsible manner” (AASA, 2016). #9: “Maintains the standards and seeks to improve the effectiveness of the profession through research and continuing professional development” (AASA, 2016).

Standard 3.0

Manage tools and resources to optimize learning and student success by involving all staff in setting and implementing normative instructional practices (Educational Leadership Constituent Council, 2002, p. 5).

An educational leader can promote the cultural competency of his/her school by recruiting “qualified school personnel who represent the cultural and ethnic make-‐up of the communities being served” and using a “team problem-‐solving model to address student achievement or behavior problems and provide early intervention support” (Klotz, 2006).

# 1: “Makes the education and well-‐being of students the fundamental value of all decision making” (AASA, 2016). #2: “Fulfills all professional duties with honesty and integrity and always acts in a trustworthy and responsible manner” (AASA, 2016).


A PLC with: (4) intentional, collegial learning, and (5) shared practice (Hirsch and Hord, 2008, p. 27), relates with ELCC Standard 3.0, because the use of PLCs is a research-based approach to organizational development focused on optimizing learning through collaboration.

Standard 4.0

Respectfully engage and collaborate with all members of the school community (Educational Leadership Constituent Council, 2002, p. 5).

In order to utilize that skill sets and life experiences of staff, an educational leader could help “match students with appropriate mentors or life coaches from similar cultural backgrounds” and “include ESL teachers …on the general education problem-‐solving team”

# 1: “Makes the education and well-‐being of students the fundamental value of all decision making” (AASA, 2016). #2: “Fulfills all professional duties with

#3: “Supports the principle of due process and protects the civil and human rights of all individuals” (AASA, 2016). #4: “Implement local, state and national laws”

A PLC with: (3) supportive structural and relational conditions (Hirsch and Hord, 2008, p. 27), relates with ELCC Standard 4.0, because, the use of PLCs can allow an educational leader to “respond to diversity of the

(Klotz, 2006). Additionally, an educational leader can honor the diversity of the school’s community by inviting parents and other community members to “share their home cultures with the school” (Klotz, 2006).

honesty and integrity and always acts in a trustworthy and responsible manner” (AASA, 2016).

(AASA, 2016).

school and the community by monitoring, adjusting, and improving school programs to meet the diverse needs of all students” (ELCC, 2002, p. 5).

Standard 5.0

Be a role model, and lead by example in respecting others and acting responsibly (Educational Leadership Constituent Council, 2002, p. 6).

To model good cultural competence, an educational leader should “ensure that all professional development opportunities [for staff] are culturally sensitive and inclusive” (Klotz, 2006). Also, an educational leader can lead by example by “acquiring basic language and communication skills in Spanish [or other languages used within the school and community] to work more effectively with…parents” (Klotz, 2006).

# 1: “Makes the education and well-‐being of students the fundamental value of all decision making” (AASA, 2016).

#2: “Fulfills all professional duties with honesty and integrity and always acts in a trustworthy and responsible manner” (AASA, 2016).

#7: “Avoids using his/her position for personal gain through political, social, religious, economic or other influences" (AASA, 2016).

#11: “Accepts responsibility and accountability for one’s own actions and behaviors” (AASA, 2016).

#12: “Commits to serving others above self" (AASA, 2016).

#3: “Supports the principle of due process and protects the civil and human rights of all individuals” (AASA, 2016).

#4: “Implement local, state and national laws” (AASA, 2016).

#8: “Accepts academic degrees or professional certification only from accredited institutions” (AASA, 2016).

#10: “Honors all contracts until fulfillment, release or dissolution mutually agreed upon by all parties” (AASA, 2016).

A PLC with: (3) supportive structural and relational conditions (Hirsch and Hord, 2008, p. 27), relates very closely with ELCC Standard 5.0, because an educational leader must “promote the success of all students by demonstrating a respect for the rights of others” (ELCC, 2002, p. 5).

Standard 6.0

Advocate for all students by leveraging political, social, economic, legal, and cultural context (Educational Leadership Constituent Council, 2002, p. 6).

It is important that an educational leader “teach all staff members the distinction between the second language acquisition process and language differences and learning disabilities” (Klotz, 2006) to ensure that students are not inappropriately being placed into special education or are limited in their access to the most rigorous and relevant instruction.

#5: “Advises the school board and implements the board’s policies and administrative rules and regulations” (AASA, 2016).

#6: “Pursues appropriate measures to correct those laws, policies, and regulations that are not consistent with sound educational goals or that are not in the best interest of children” (AASA, 2016).

A PLC with: (3) supportive structural and relational conditions (Hirsch and Hord, 2008, p. 27), relates very closely with ELCC Standard 5.0, because an educational leader must “analyze and describe the social, economic, and cultural context in a school community” (ELCC, 2002, p. 5).

Module 6: Ethics and Rights Assessment

References

AASA | American Association of School Administrators. (2016). Retrieved October 02, 2016,

from http://www.aasa.org/content.aspx?id=1390




Hirsh, S., & Hord, S. M. (2008, December). Leader and Learner. Principal Leadership, 26-30.

Klotz, M. B. (2006, March). Culturally Competent Schools: Guidelines for Secondary School

Principals. Retrieved October 2, 2016, from

https://www.nasponline.org/Documents/Resources and Publications/Handouts/Families

and Educators/Culturally Competent Schools NASSP.pdf

Running Head: ADVOCATING FOR PROGRAMS AND POLICIES

Module 7: Advocating for Programs and Policies

Jeff Shaver



October 9, 2016


2

Advocating for Programs and Policies

Part I: A Walk Down Memory Lane

My interest in being an educator started when I was a sophomore in high school in South

Bend, Indiana. Throughout my life I had always excelled academically, but did not know whom

I wanted to be when I grew up or what I wanted to do with my life; I am still not totally sure.

Both of my parents, Lee Anne and Paul, were both teachers at one point during their lives, but it

took one of my high school biology teachers to tell me that “I think you would make a great

science teacher” to realize that maybe teaching was my calling. However, once I got into

college, and again was a sophomore, it took a few of my biology lab classmates to remind me,

“We think you would make a great science teacher.” So, by my junior year in college, I started

my journey to being a certified secondary science teacher.

Now that I have been an educator for the last 15 years, I reflect back on my experiences

as a student and teacher, and hope to learn from my past and present to be the best principal and

educational leader that I can. In reflecting back, one thing really bothers me, and that is high

achieving schools (like my high school alma mater) that have outstanding college-prep

programs; however, not all students at the school have equitable access to the programs.

Without having the data from 1993-1996, I can only rely on my memory, but it is clear in my

mind that half of our high school was white and the other half of the high school was not. And,

within my honors courses, there were only ever two non-white students, Tiffany and Abdul.

Tiffany and Abdul were resilient students and teenagers, because they were ‘jokingly’ tormented


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by both the white and non-white students for crossing the invisible, but quite clear and present,

social and academic line between white and non-white, honors and regular.

Then, as a high school teenager, I often wondered why our school was the result of the

desegregation of schools in South Bend, but our school was segregated within. Outside of

sports, white and non-white students rarely interacted academically, and rarely socially. In fact,

during lunch break, students flocked to their corners of the school to ‘self-segregate’ based on

race and ethnicity. Being the rebel, or absent-minded teenager (who often wore khaki pants with

running shoes), I would often leave my designated corner of the school, and go check out what

everyone else was doing or talking about. Since most people knew me and liked me, I did not

create much reaction from my fellow students on the other side of the school, but my friends

from “the other side of town” would occasionally say, “Hey Shaver, what are you doing

wandering on this side of the school. Go back and join your fraternity brothers and sorority

sisters.”

In fact, one of my black friends in middle school invited me over to hang out and play

basketball after school, he lived in a poorer neighborhood (I lived directly across from our

school), but as the sun was going down he literally told me that I should “go home before the sun

goes down,” because he said that some people in the neighborhood “did not want me there” and

he was “concerned for my safety.” As a naïve kid, I did not understand why it mattered, but did

not question my friend’s request. It sounds crazy, and is slightly amusing, but this was our scene

right out of the movie “White Men Can’t Jump” (1992); and yes, I’m white and I definitely can’t

jump. In one of the scenes, Sidney Deane (Wesley Snipes) tells Billy Hoyle (Woody Harrelson),

“All I know is you better get your [expletive] north of Le Brea before sunset.” Ironically, neither

my friend or I had watched this movie until years later, but at an early age I was confronting a


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confusing and changing social dynamic year after year. By the time I was in high school, most

of the non-white peers and friends of mine were no longer in any of my classes, and as I

mentioned before, the only time I really interacted with them was in athletics. To this day, I still

wonder what happened? What social and academic barriers resulted in a greater and greater gap

and division between students and friends?

So, why this walk down memory lane? Well, it is now my goal and life-long vision to

ensure that all students have access to college-prep academic and social programs that change the

landscape of a high-achieving, but inequitable schools or insure that high poverty schools can

reach high achievement through equity for all students. In fact, I think that a school should only

be designated “high achieving” if students participating within their college-prep programs,

pathways, and endorsements reflect the demographics of the school. In order to achieve this for

myself and my school, I want to commit myself to being more and more culturally competent,

sharing educational leadership with my staff and community, and putting in place necessary

tasks forces, site-based management teams, and community-based organizations so that we can

work together to make sure all students have access to equitable, rigorous, and college-prep

instructional programs.

Ultimately, we all have our internal biases and there are system and institutional biases,

so we have to protect against well-intentioned initiatives, such as college-prep and alternative

pathways (which without proper supervision and advising can become tracks) that ultimately

might have some undesired consequences. For example, as Mike Rose writes in his book Back

to School: Why Everyone Deserves a Second Chance at Education (2012), “We need to keep in

mind that the college-for-all…debate will involve not only educational and economic issues but


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civic and moral ones as well” (p. 65). Therefore, I ultimately want to be part of the solution, not

part of the problem.

Part II: Advocating for a High School College Prep Course Aligned to Multiple Math Pathways

and Programs of Study

According to the Texas Higher Education Coordinating Board, Per HB 5, 83rd Texas

Legislature, Regular Session (see Guidelines Regarding the Development and Implementation of

College Preparatory Courses), “House Bill 5 requires that school districts partner with at least

one institution of higher education to develop and provide courses in college preparatory

mathematics…to prepare students for success in entry-level college course” (Texas Higher

Education Coordinating Board, 2014).

However, according to the Charles A. Dana Center at the University of Texas at Austin

(see Mathematics At The Transition: Opportunities to align high school and college mathematics

in Texas), “Developing this course has spurred conversations between school districts and

institutions of higher education across the state about what students need to learn to be prepared

for a variety of entry-level college courses” (Dana Center). More specifically, the Dana Center

states:

“TACC’s [Texas Association for Community College] Texas Success Center

[TSC] convened a task force of mathematics content experts from K–12 and

higher education to develop a framework of student learning outcomes for the

College Prep Mathematics course, which has been made available to districts

across the state as a resource. Successful completion of courses aligned to this

framework would prepare students to successfully enroll in and complete any

entry- level college mathematics course.”


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Notably, the College Prep Mathematics course, based on the TSC framework of student

learning outcomes, would prepare high school seniors for multiple math pathways courses that

are aligned to different programs of study (i.e., metamajors), including quantitative reasoning

(QR), statistical reasoning (SR), or college algebra (CA). Therefore, to ensure that all of our

seniors not yet deemed college-ready are enrolled in a College Prep course that will prepare them

for success in a entry-level college course, I am advocating for a College Prep course (other than

intermediate algebra) that will give these students flexibility and preparedness for multiple

college-level courses (e.g., QR, SR, CA).

Articulating policies or laws

To support me in articulating the policies and laws, related to the College Prep math

course, I will rely on information disseminated by the Texas Success Center, the Texas

Education Coordinating Board, and the Charles A. Dana Center. I will also utilize my site-based

management (SBM) team to support me in developing, articulating, implementing, and

evaluating our College Prep math course in partnership with our institute of higher education

(IHE).

Ensuring buy-in of stakeholders

To ensure buy-in of stakeholders, I will work with our SBM team to be transparent with

our school community throughout the development, articulation, implementation, and evaluation

processes, related to our College Prep math course. And, throughout these processes, we will

hold several informational and critical feedback convening to give our school community

stakeholders a voice.


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Describing the cultural context within our school to stakeholders

It will be important for our stakeholders to have information and data about the cultural

context within our school to see the advantage of a College Prep math course that prepares our

seniors for multiple college-level courses that are aligned to different higher education programs

of study, and how this model for our College Prep math course supports college and career

readiness for all our students.

Implementing change

To effectively implement our new College Prep mathematics course, we will need to

provide professional development for all our staff (especially math teachers and advisors) to

ensure that our entire school community has a shared vision for preparing our students for

multiple college-level mathematics courses, and understands the rationale for doing so.

Conflict resolution

Since a typical college prep math course would likely focus primarily on intermediate

algebra, rather than providing quantitative, statistical, and algebraic reasoning skill development,

we should be prepared to address any conflicts with our new model, and utilize the Texas

Success Center, Texas Higher Education Coordinating Board, and the Charles A. Dana Center

for recommendations on providing additional support or rationale (or data from other multiple

pathway College Prep math course successes) that we could share with our school community

stakeholders.


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Reference:

Rose, M. (2012). Back to school: Why everyone deserves a second chance at education. New

York, NY: The New Press.

Date post:	14-Feb-2017
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