Assignment:
Constructed Response to Campus Improvement Scenario
National Educational Leadership Preparation (NELP) Standards
Standard 1: Mission, Vision, and Improvement
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
Component 1.2: Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation.
Educational Leadership Skills
• Evaluate existing improvement processes
• Use research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation
• Develop an implementation plan to support the improvement process
Standard 3: Equity, Inclusiveness, and Cultural Responsiveness
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
Component 3.1: Program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.
Educational Leadership Skills
• Evaluate school culture
• Use research and data to design and cultivate a supportive, nurturing, and inclusive school culture
• Develop strategies for improving school culture
• Advocate for a supportive and inclusive school culture
Component 3.2: Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Educational Leadership Skills
• Evaluate sources of inequality and bias in the allocation of educational resources and opportunities
• Cultivate the equitable use of educational resources and opportunities through procedures, guidelines, norms, and values
• Advocate for the equitable access to educational resources, procedures, and opportunities
Component 3.3: Program completers understand and demonstrate the capacity to evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instruction and behavioral support practices among teachers and staff.
Educational Leadership Skills
• Evaluate root causes of inequity and bias
• Develop school policies or procedures that cultivate equitable, inclusive, and culturally responsive practice among teachers and staff
• Support the use of differentiated, content-based instructional materials and strategies
• Advocate for equitable practice among teachers and staff
Principal Standards Pillar
School Vision and Culture
Principal Domain and Competency
Domain I: School Culture
Competency 1
• Creates a positive, collaborative, and collegial campus culture that sets high expectations and facilitates the implementation and achievement of campus initiatives and goals.
• Creates an atmosphere of safety that encourages the social, emotional, and physical well-being of staff and students
Domain V: Strategic Operations
Competency 2
• Assesses the current needs of the campus analyzes a wide set of evidence to determine campus objectives, and sets measurable school goals, targets, and strategies that form the school's strategic plans
• Creates a positive, collaborative, and equitable culture that establishes and communicates high, consistent expectations for all stakeholders and addresses barriers to ensure achievement of campus initiatives and goals
Knowledge/Skills/Mindsets (KSMs)
Knowledge: factors that should inform campus initiatives and goals; components of a measurable goal; definition of equity and equality; process of creating a vision, mission, goals, priorities;
Skills: creates/communicates a clear, compelling mission, vision, and set of values; establish and inspire commitment from others towards the campus goals in alignment with the mission and vision; respond to breaches in culture effectively; model organizational values
Mindsets: effective teaching is the cornerstone of a strong school vision and mission - there should be a low tolerance for ineffective teaching; high expectations for all teachers strengthens a school's instructional culture; positive adult relationships are the foundation for student academic growth; in order to thrive, students' basic needs must be met; all students come to school with unique histories, values, and strengths, routine feedback is an integral part of building a positive school culture.
Principal Standards Pillar
Diversity and Equity
Principal Domain and Competency
Domain VI: Ethics, Equity, and Diversity
Competency 3
• Advocates for all children by promoting the continuous and appropriate development of all learners in the campus community.
• Implements strategies to ensure that all students have access to effective educators and continuous opportunities to learn.
• Promotes awareness and appreciation of diversity throughout the campus community.
• Facilitates the use of sound, research-based practice in the development, implementation, coordination, and evaluation of campus curricular, co-curricular, and extracurricular programs to fulfill academic, development, social, and cultural needs.
Knowledge/Skills/Mindsets (KSMs)
Knowledge: Cultural self-awareness, student cultures, staff cultures, culturally responsive teaching best practices
Skills: Share focus of bringing equitable practices to the school, analyze and recognize/address and correct instances that represent misalignment of cultural competence and inequity, lead conversations about inequities and about honoring diversity
Mindsets: accept and respect all cultural backgrounds, customs, traditions, values, and communications as assets; equity is a school-wide belief, attainable goal, and daily practice
Course-level Objectives (CLOs):
CLO1: Analyze multiple forms of data to determine implications for improving student performance.
CLO2: Demonstrate root cause analysis.
CLO3: Apply campus improvement planning processes.
CLO4: Construct strategies for an inclusive, equitable school culture focused on student achievement.
Week 5 Learning Objectives (W5LOs):
W5LO1: Analyze multiple campus data sets: academic and survey data.
W5LO2: Identify correlational disparities across multiple campus data sets: academic and survey data.
W5LO3: Formulate possible root cause(s) for identified disparities implicated in multiple campus data sets: academic and survey data.
W5LO4: Evaluate a Campus Improvement Plan for significant disparities identified from multiple campus data sets: academic and survey data.
W5LO5: Propose actions and strategies for a Campus Improvement Plan to address disparities identified from multiple campus data sets: academic and survey data.
Resources
Campus Improvement Scenario with Constructed Response Question
Required readings
Additional/Supplemental videos and readings