Stony Brook University EDL 541, School Building Leadership, Online COURSE SYLLABUS Fall 2017 (August 28 – November 5) Instructor: Professor Jeffrey Soloff [email protected]Course Description: The design of this online course will be focused around the concept of Leadership for Change. Education has clearly embarked on a new era of change. Providing leadership, through what can be a massive potential for school restructuring, will be the challenge of tomorrow's school principals. What we have been subjected to as students of the system and then, to what we were taught as aspiring educators working within the system, are coming under continual scrutiny from all segments of our society. While providing leadership to a school may be disorienting to many, it can be empowering to those who wish to lead. As Edgar H. Schein keenly wrote, “… if one wants to distinguish leadership from management or administration, one can agree that leaders create and change cultures, while managers and administrators live within them.” Our course discussions will cover the traditional topics related to school building administration but in the context of those issues that confront educational administrators today and tomorrow. The topics include but are not limited to the following: tasks of a building administrator; creating a vision for our schools; building organizations and staff utilization; curriculum development; school/community culture, evaluating the school or program performance and involving staff in making changes; leadership; maintaining safe schools; engaging teachers, staff and parents in the decision-making process; facilities management; employee relations, student affairs; public relations; maintaining collaboration between home and the school; and the integration and evaluation of technology. Overview: The emphasis of the online course will be on active student participation. You are part of this course by engaging with other people’s work. Learning is the responsibility of the student. Creating the conditions that promotes learning and providing opportunities for study, analysis, discussion, and personal reflection is the responsibility of the instructor. Communicating in writing is a critical leadership skill; students will be required to practice this skill in the ongoing Discussion Forums, as well as a variety of activities and assignments. The instructor will check all thread postings and student progress within the required assignments no less than five times per week. Required Texts: The Principalship: New Roles in a Professional Learning Community by Matthews & Crow. ISBN #020554567. Available in the Digital Library. The Principal: Traversing the High-Wire with No Net Below. 79 Places Where the High-Wire Can Be Greasy. Don Sternberg. Pittsburgh, PA. Dorrance Publishing, 2012. ISBN: 978-1-4349-3108-5
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The design of this online course will be focused around the concept of Leadership for
Change. Education has clearly embarked on a new era of change. Providing
leadership, through what can be a massive potential for school restructuring, will be
the challenge of tomorrow's school principals. What we have been subjected to as
students of the system and then, to what we were taught as aspiring educators
working within the system, are coming under continual scrutiny from all segments of
our society. While providing leadership to a school may be disorienting to many, it
can be empowering to those who wish to lead. As Edgar H. Schein keenly wrote, “…
if one wants to distinguish leadership from management or administration, one can
agree that leaders create and change cultures, while managers and administrators
live within them.”
Our course discussions will cover the traditional topics related to school building
administration but in the context of those issues that confront educational
administrators today and tomorrow. The topics include but are not limited to the
following: tasks of a building administrator; creating a vision for our schools;
building organizations and staff utilization; curriculum development;
school/community culture, evaluating the school or program performance and
involving staff in making changes; leadership; maintaining safe schools; engaging
teachers, staff and parents in the decision-making process; facilities management;
employee relations, student affairs; public relations; maintaining collaboration
between home and the school; and the integration and evaluation of technology.
Overview:
The emphasis of the online course will be on active student participation. You are
part of this course by engaging with other people’s work. Learning is the
responsibility of the student. Creating the conditions that promotes learning and
providing opportunities for study, analysis, discussion, and personal reflection is the
responsibility of the instructor. Communicating in writing is a critical leadership skill;
students will be required to practice this skill in the ongoing Discussion Forums, as
well as a variety of activities and assignments. The instructor will check all thread
postings and student progress within the required assignments no less than five
times per week.
Required Texts:
The Principalship: New Roles in a Professional Learning Community by Matthews &
Crow. ISBN #020554567. Available in the Digital Library.
The Principal: Traversing the High-Wire with No Net Below. 79 Places Where the
High-Wire Can Be Greasy. Don Sternberg. Pittsburgh, PA. Dorrance Publishing, 2012.
ISBN: 978-1-4349-3108-5
Suggested Reading:
Fullan, Michael, (1991). The New Meaning of Educational Change. New York:
Teachers College Press.
George, B. (2007). True North. San Francisco: Jossey-Bass. 13-978-0-7879-8751-0
Kouzes, J.M. & Posner, BZ. The Leadership Challenge, 5th edition, San Francisco, CA,
Jossey-Bass, 2007. ISBN: 978-0-470-65172-8
Maxwell, J. The 21 Irrefutable Laws of Leadership. 2007. Thomas Nelson Pub.
Maxwell, J. Leadership 101 (2002).
Sergiovanni, Thomas J. (2001). The Principalship: A Reflective Practice Perspective.
MA: Allyn and Bacon, 4th Edition.
Course Expectations: The expected outcomes for the course are measured by performance through a variety of techniques including but not limited to the following:
• substantive participation in Discussion Board Forums [except during Week 1] • writing assignments
We are on a Monday morning to Sunday night workweek schedule.
As part of the course requirement, you must actively participate in weekly
Discussion Board dialogues a minimum of three (3) times a week, on at least three
(3) different days, for a total of not less than six (6) postings [except during
Week 1]. Starting in Week 2, your first postings for the week must consist of at
least a response to one (1) of the Discussion Questions (DQ) and at least one (1)
general response with both being posted no later than Wednesday of each week. In
order to earn full participation points each week, you must: 1) respond to each
Discussion Question (DQ) presented each week, 2) add to the dialogues at least
three additional times, 3) meet the Wednesday deadline, and 4) meet the days/week
time frame. While there will be additional topics posted each week for your
consideration to dialogue, participation in those discussions will only count toward
your weekly participation after you have addressed each of the three (3) DQs. Under
no circumstances can missed participation in the discussion threads be made up after
a week has concluded, nor can additional work be submitted in lieu of discussion
posts.
In total for the week, you must add at least six substantive thoughts or
perspectives relevant to the discussions taking place during the week (this includes
your response to the Discussion Questions). A posted message that reads simply, "I
agree," for example, would not constitute participation since it does not add anything
of substance to the discourse. Your postings must facilitate a dialogue that is
meaningful and substantive. This means, for example, that you stay on topic,
respond to the comments of classmates or me, pose new relevant questions, share
professional experiences, and/or contribute additional information from credible
sources.
All performance activities and assignments must be submitted on time, unless
previous arrangements have been made with me. To earn the best possible grade,
your submission must be your original work in response to the specific assignment
and not previously used for another class. You will be posting papers through
SafeAssign to ensure that you are meeting the above criteria. Please adhere to the
question(s) being asked and fulfill all the components of the assignment. The work
submitted must be logical and well sequenced and free of grammatical and spelling
errors. Each assignment must have an effective opening and closing/summary
component. Papers are to be double-spaced and in 12-point font. All papers require a
Title Page as well as a Reference Page. Your Title and Reference pages do not count
in the total page count. I provide feedback though the use of a narrative and the use
of Track Changes. Please make sure your computer is set up to receive this form of
feedback.
Graduate level papers must make reference to research/data/opinions from
leaders in the field within the body of the paper. It is expected that you will utilize
and appropriately cite your text readings as well as the additional readings and other
outside sources in your response to all assigned papers. These references must be
clearly cited in the body of your text and also noted on a reference page at the
conclusion of the paper (in proper APA format). Here again, SafeAssign will be
extremely useful to you. Your citations and references will be utilized to support your
position and to link theory to relevant examples of current experience and industry
practice. Please utilize my ‘80/20 Rule of Thumb’ when writing a paper. Eighty
percent of any paper must be your original work supported by the use of twenty
percent references (clearly and accurately cited) from various literature sources.
While the ‘80/20 Rule of Thumb’ is not expected for Case Study Analysis, use of
some outside literature to support your comments would certainly be great.
Late assignments will be penalized with a 10% grade deduction for each day late.
Any paper that is over two (2) weeks late will not be accepted, unless you have
made prior arrangements with me. Deadlines will be defined as the time posted in
Blackboard (Bb). Any time you feel you might be falling behind in the course, it's
best to contact me to discuss your situation.
Please note that I do not accept resubmitted assignments. Please make sure that
you carefully prepare and post your response to all assignments. Carefully read the
assignment, make an outline of your planned response, and then write a draft of the
response. Prior to submitting your final copy of the assignment, reread the question
and then your response to make sure that you have fully responded to the
assignment. If you have any questions about any assignment or what is expected,
ask me first and write second.
Please remember to be courteous in your interactions with your colleagues.
Disagreement during discourse results in growth but must be maintained on a
professional level at all times. Inappropriate behavior in the discussion forum will not
be tolerated.
Writing Assignments:
You will be asked to write three (3) papers and perform [write] one (1) Case Study
Analysis. Individual papers are due the fourth, eighth, and tenth week of the course.
A Case Study is due at the end of the second week. Please see the Summary of
Deliverables chart in this syllabus for specific due dates.
1. Reflection Paper: (not less than 3 pages, no more than 5)
A reflection paper is required which is meant for you to analyze, interpret and react
to a topic(s) discussed online or a reaction to an article or textbook passage that you
have read. You must take a position that requires knowledge and understanding of
that particular topic and supported by some outside literature source, clearly and
accurately cited. Your insight and knowledge of the issue at hand is the basis of
evaluation as well as you expository writing ability. The topic should obviously be of
interest to you and its existence should have a direct impact on your present or
future work (either interpreted as positive or negative) in a leadership capacity.
Please make sure you refer to Course Expectations as you begin this writing
assignment.
2. Case Study Analysis: (No page length requirement but the responses must be
logical and substantive.)
The case study analysis located as an addendum at the end of this Course Syllabus
will assist you in preparing for the complicated events and decisions that must be
made as an educational leader. In many cases, the use of educational theory and
data will be useful in coming to realistic and logical decisions. Complete the Case
Study Task (in an essay format) located at the end of the Case Study. The Case
Study will allow you to analyze and seek to address the situation, moving toward a
positive fruition.
3. Authentic Performance Activity: (not less than 4 pages, no more than 6)
Part of the course objectives (ISLLC standards) are directly linked to challenging and
comprehensive authentic experiences that contribute to the professional
development of each candidate. These Authentic Performance Activities apply the
knowledge, skills, and dispositions acquired within the coursework to your actual
work setting[s]. To satisfy this requirement, please complete the following:
Identify and examine your school or district based activities with staff and parents
that provide for the development of a shared vision and strategic plan that focuses
on improving both an actual teaching/learning environment and the school’s ethos.
Develop a compilation of best practices and detail why you believe they have been
successful in your school and/or school district. Please make sure you refer to Course
Expectations as you begin this writing assignment.
4. Application of Published Concepts: (not less than 3 pages, no more than 5)
Select a book, other than the texts assigned for this class or any other class in this
program, related to leadership. Your selection does not have to be about education
and/or leadership in schools. Read the book. Explain what you have learned from the
book relative to your role as a future leader. Explain how you will apply what you
have learned in your professional life and specifically in administrative practice.
[Please remember to indicate the title of the book, author(s), year of publication,
publisher, and the book’s ISBN number]. Referencing outside (other) educational
literature is not required for this paper, however, a little comparing and contrasting
is never bad. Points will not be deducted from this paper if you select not to utilize
additional literature. Please be aware that your effort to demonstrate your
understanding of your selected text, and its subsequent application to leadership in
schools, will necessitate you providing evidence from the selected text within your
paper.
Class Schedule:
Week 1: Course Introduction/Welcoming Forum
1. Introduce yourself to our colleagues in the thread provided.
2. Respond to questions presented by me and share ideas, theories, and concepts
presented within our discussion thread(s).
3. Select your book for our Application of Published Concepts assignment.
4. Post any procedural/assignment questions.
5. Respond to each of the following Introduction Week Questions in the established
threads:
1) “Fortune favors the prepared mind” (Louis Pasteur). What do expect from
this course and why will that be important to you?
2) What do you feel you need to learn/experience to prepare you for school
building leadership?
3) What do you see as the potential biggest obstacle to your success once
you become a building leader?
6. Read and react to the article “Assessing Your Leadership Style”. You will find the
article if you Google Assessing Your Leadership Style. It will have KKY & TBS after
the link. Read the three leadership styles described on the fourth page and predict
which style you exemplify. Then compare your prediction to the results after you
score the activity. Comment on the activity, your prediction and your results.
7. Read the Introduction of The Principal and react to this question: What does
‘leadership coming in layers’ mean to you?
Week 2: Educational Leadership
Readings: The Principalship: New Roles…, pages 1 - 16.
The Principal, Chapter 1.
Discussion Board Questions: [Please post your response in the threads provided this
week.]
1. What is leadership and what does it mean?
2. What must a leader be, know, do and why?
3. Respond to question #4 in the Self- Reflective Activities area of The Principalship:
New Roles…, on page 17. Prepare a brief outline of your presentation.
Week 3: Examination of the School as a Community
Readings: The Principalship: New Roles…, pages 41 - 55.
The Principal, Chapter 2.
Discussion Board Questions: [Please post your response in the threads provided this
week.]
1. What are the structures and systems that a leader operates in that helps create
healthy communities?
2. Explain the nature of organizational change. In regards to organizational change,
describe how opportunity and timing comes into play?
3. After reading Chapter 3 in The Principalship: New Roles…, respond to question #1
in the Self-Reflection Activities section on page 56.
Week 4: Role of the Assistant Principal/Chairpeople
Readings: The Principalship: New Roles…, pages 57 - 103.
Discussion Board Questions: [Please post your response in the threads provided this
week.]
1. What are some of the various roles in a school organization and how do leaders
work with individuals in a school organization to create an effective school?
2. How does leadership affect the performance, motivation and satisfaction of
teachers and staff?
3. Conduct Deal and Peterson’s cultural audit (page 89 in The Principalship: New
Roles…) within your school. Relate Wagner’s three cultural elements (professional
collaboration, affiliative and collegial relationships, and efficacy or self-
determination) and write a brief overview of what you have learned about the ethos
of your school.
Week 5: Data, Data, Data
Readings: The Principalship: New Roles…, pages 104 - 139.
colleagues with the utmost appropriate care and concern for privacy. Lastly, students
are not to share any workplace information that is protected by confidentiality laws
or is otherwise prohibited.
Useful Links:
www.edweek.com Educational Week Newspaper
www.engageny.org NYS Commissioner of Education
www.ed.gov U.S. Department of Education
www.askeric.org Educational Internet resource database.
www.nassp.org National Association of Secondary School Principals
ISLLC Standards
At the conclusion of this course, the student will be able to gain the knowledge, skills
and dispositions in the following Interstate School Leaders Licensure Consortium
(ISLLC) standards:
ISLLC Standard #1: An education leader promotes the success of every student by
facilitating the development, articulation, implementation, and stewardship of a vision
of learning that is shared and supported by all stakeholders.
Standard Function Distinguished Performance for Meeting the Standard
A. Collaboratively
develop and
implement a
shared vision and
mission.
Candidate can effectively develop and demonstrate the skills
needed to work collaboratively with stakeholders to facilitate the
development of a vision of learning for a school district that
promotes the success of all students.
Candidate can formulate many initiatives to motivate staff,
students, and families to achieve a school district’s vision.
Candidate demonstrates the ability to bring together and
communicate effectively with all stakeholders within the
district and the larger community concerning implementation
and realization of the vision.
B. Collect and use
data to identify
goals, assess
organizational
effectiveness, and
promote
organizational
learning.
Candidate demonstrates a comprehensive use of data-based
research strategies and strategic planning processes that focus
on student learning to develop a vision, drawing on relevant
information sources such as student assessment results,
student and family demographic data, and an analysis of
community needs.
Candidate has a comprehensive understanding of the theory
and research related to organizational and educational
leadership.
C. Create and
implement plans to
achieve goals.
Candidate can design many research-based plans and/or
processes to effectively implement a district vision throughout
an entire school district and community.
D. Promote
continuous and
sustainable
improvement.
Candidate demonstrates a strong ability to articulate the
components of this vision for a district and the leadership
processes necessary to implement and support the vision.
E. Monitor and
evaluate progress
and revise plans.
Candidate regularly engages in the collection, organization,
and analysis of a variety of information, including student
performance data, required to assess progress toward a
district’s vision, mission, and goals.
ISLLC Standard #2: An education leader promotes the success of every student by
advocating, nurturing, and sustaining a school culture and instructional program
conducive to student learning and staff professional growth.
Standard Function Distinguished Performance for Meeting the Standard
A. Nurture and
sustain a culture of
collaboration,
trust, learning, and
high expectations.
Candidate can effectively develop a sustained approach to
improve and maintain a positive district culture for learning that
capitalizes on multiple aspects of diversity to meet the learning
needs of all students.
B. Create a
comprehensive,
rigorous, and
coherent curricular
program.
Candidate can demonstrate an understanding of a variety of
instructional research methodologies and can analyze the
comparable strengths and weaknesses of each method.
Candidate can demonstrate the ability to use and promote
technology and information systems to enrich district curriculum
and instruction, monitor instructional practices, and provide
assistance to administrators who have needs for improvement.
C. Create a
personalized and
motivating learning
environment for
students.
Candidate comprehensively understands and can apply
human development theory, proven learning, and motivational
theories, and concern for diversity to the learning process.
Candidate comprehensively understands how to use
appropriate research strategies to profile student performance
in a district and analyze differences among subgroups.
D. Supervise
instruction.
Candidate can demonstrate the ability to use strategies such as
observations and collaborative reflection to help form
comprehensive professional growth plans with district and
school personnel.
E. Develop
assessment and
accountability
systems to monitor
student progress
Candidate is able to use qualitative and quantitative data,
appropriate research methods, technology, and information
systems to develop a long-range plan for a district that assesses
the district’s improvement and accountability systems.
F. Develop the
instructional and
leadership capacity
of staff.
Candidate can effectively develop personal professional growth
plans that reflect commitment to life-long learning and best
practices.
G. Maximize time
spent on quality
instruction.
Candidate can ascertain the relationship between time
management and quality instruction.
H. Promote the use
of the most
effective and
appropriate
technologies to
support teaching
and learning.
Candidates can demonstrate knowledge of adult learning
strategies and the ability to apply technology and research to
professional development design focusing on authentic problems
and tasks, mentoring, coaching, conferencing, and other
techniques that promote new knowledge and skills in the
workplace.
I. Monitor and
evaluate the
impact of the
instructional
program.
Candidate can demonstrate the ability to facilitate and engage
in activities that use best practices and sound educational
research to improve instructional programs.
Candidate can demonstrate the ability to allocate and justify
resources to sustain the instructional program.
ISLLC Standard #3: An education leader promotes the success of every student by
ensuring management of the organization, operation, and resources for a safe,
efficient, and effective learning environment.
Standard Function Distinguished Performance for Meeting the Standard
A. Monitor and
evaluate the
management and
operational
systems.
Candidate demonstrates a strong ability to use research-based
knowledge of learning, teaching, student development,
organizational development, and data management to optimize
learning for all students.
B. Obtain, allocate,
align, and
efficiently utilize
human, fiscal, and
technological
resources.
Candidate effectively uses problem-solving skills and
knowledge of strategic, long-range, and operational planning
(including applications of technology) in the effective, legal, and
equitable use of fiscal, human, and material resource allocation
that focuses on teaching and learning.
Candidate creatively seeks new resources to facilitate learning.
Candidate effectively applies an understanding of school
district finance structures and models to ensure that adequate
financial resources are allocated equitably for the district.
Candidate can effectively apply and assess current
technologies for management, business procedures, and
scheduling.
C. Promote and
protect the welfare
and safety of
students and staff.
Candidate demonstrates effective organization of fiscal,
human, and material resources, giving strong priority to
student learning and safety.
Candidate demonstrates a comprehensive understanding of
how to apply legal principles to promote educational equity and
provide a safe, effective, and efficient facilities.
D. Develop the
capacity for
distributed
leadership.
Candidate has a comprehensive understanding of the
dynamics of distributed leadership and can effectively
implement its components among staff members.
E. Ensure teacher
and organizational
time is focused to
support quality
instruction and
student learning.
Candidate demonstrates a strong ability to manage time
effectively and to deploy financial and human resources in a
way that promotes student achievement.
ISLLC Standard #4: An education leader promotes the success of every
student by collaborating with faculty and community members, responding
to diverse community interests and needs, and mobilizing community
resources.
Standard Function Distinguished Performance for Meeting the Standard
A. Collect and
analyze data and
information
pertinent to the
educational
environment.
Candidate can engage in the collection, organization, and
analysis of a variety of information, including student
performance data, required to assess progress toward a
district’s vision, mission, and goals.
B. Promote
understanding,
appreciation, and
use of the
community’s
diverse cultural,
social, and
intellectual
Candidate can demonstrate the ability to facilitate the planning
and implementation of programs and services that bring
together the resources of families and the community to
positively affect student learning.
resources.
C. Build and
sustain positive
relationships with
families and
caregivers.
Candidate can develop and implement strategies that support
the involvement of families in the education of their children
that reinforces for district staff a belief that families have the
best interests of their children in mind.
D. Build and
sustain productive
relationships with
community
partners.
Candidate can apply an understanding of community relations
models, marketing strategies and processes, data driven
decision-making, and communication theory to craft frameworks
for school, business, community, government, and higher
education partnerships.
Candidate can demonstrate an ability to develop and implement
a plan for nurturing relationships with community leaders and
reaching out to different business, religious, political, and
service organizations to strengthen programs and support
district goals.
Candidate can demonstrate the ability to involve community
members, groups, and other stakeholders in district decision-
making, reflecting an understanding of strategies to capitalize
on the district’s integral role in the larger community.
Candidate can demonstrate the ability to collaborate with
community agencies to integrate health, social, and other
services in the schools to address student and family conditions
that affect learning.
ISLLC Standard #5: An education leader promotes the success of every
student by acting with integrity, fairness, and in an ethical manner.
Standard Function Distinguished Performance for Meeting the Standard
B. Model principles
of self-awareness,
reflective practice,
transparency, and
ethical behavior.
Candidates can demonstrate knowledge of adult learning
strategies and the ability to apply technology and research to
professional development design focusing on authentic problems
and tasks, mentoring, coaching, conferencing, and other
techniques that promote new knowledge and skills in the
workplace.
Candidate can demonstrate the ability to use strategies such as
observations and collaborative reflection to help form
comprehensive professional growth plans with district and
school personnel.
Candidate can develop personal professional growth plans that
reflect commitment to life-long learning and best practices.
C. Safeguard the
values of
democracy, equity,
and diversity.
Candidate can demonstrate the ability to combine impartiality,
sensitivity to student diversity, and ethical considerations in
their interactions with others.
Candidate can understand and can apply human development
theory, proven learning, and motivational theories, and concern
for diversity to the learning process.
Candidate can understand how to use appropriate research
strategies to profile student performance in a district and
analyze differences among subgroups.
Candidate can demonstrate the ability to effectively and
appropriately assess, research, and plan for diverse district and
community conditions and dynamics and capitalize on the
diversity of the community to improve district performance and
student achievement.
CASE STUDY ANALYSIS
Forman Academy
1410 Students
79 Teachers
Forman Academy
The Forman Academy is a grade K-5 elementary school located in a blue collar multi-ethnic community within an urban area. The school is quite large having 1410 students from a variety of ethnic backgrounds. You have been Principal at this school for four years and you are assisted by four Assistant Principals. You have established a school management committee and a data subcommittee consisting of administrators, teachers and parents. There are 79 teachers on staff with a small number of them (11), teaching less than three years. The school’s data subcommittee has examined the school’s achievement data, concluding that there are some academic issues.
Discussion
The leadership characteristics and strategies used to facilitate the use of data at the school
to include:
• Establishing a clear vision for the use of data:
The Principal at the Forman Academy has established a vision for using data by
implementing structures that involve teachers in data analysis. The management
team and the data subcommittee are both structures that emphasize teacher
participation in the use of data.
• Providing supports that promote a data-driven environment:
The Principal and the four Assistant Principals have encouraged teacher
participation via school management and data analysis teams.
• Making data an ongoing part of the improvement process:
The Forman Academy has made the analysis part of the improvement process by
establishing a data subcommittee.
• Creating a process or structure to analyze data: The data subcommittee includes
administrators, teachers and parents and is charged with examining student
achievement data and making suggestions to the school management committee
for instructional improvement.
• Teaching students to examine their own data: There are no structures evident that
support students having opportunities to examine their own data.
• Providing professional development on what the data tells you and how to use it:
Although not specifically mentioned in the narrative, the implication that a data
subcommittee is examining the achievement data and reporting back to the school
management committee implies action to be taken regarding that information. In
providing the school management committee finding regarding the analysis of
data, it is implied that the next logical step would include professional
development in teaching and learning based upon those findings.
• Facilitating an organizational culture that supports data use for continuous
improvement:
This school culture is positive involving teachers in leadership opportunities in
school management and data analysis.
• Providing teacher/data coach leadership: Although there is a school governance
committee and data analysis subcommittee in place, there is no indication of any
teacher leader or data coach on staff. However, shared decision making implies
the potential to involve teachers in leadership opportunities.
Table 1: Staffing
Principal 1
Assistant Principal 4
Total teachers 79
Teacher turnover rate 9%
Teachers teaching out of license 1
Teachers with less than 3 years 11/13%
Teachers with Master’s + 30 55/70%
Percent teachers not highly qualified 0
Ineffective rating (number/%) 0/0%
Developing rating (number/%) 2/3%
Effective rating (number/%) 58/73%
Highly Effective rating (number/%) 19/24%
Table 2: Student Demographics
Total Pop.
Black Hispanic Asian White ELL SWD Suspensions Attend. Free/Red Lunch
1. As Principal of the Forman Academy, after reviewing the data about your school,
what would be a pressing issue you would identify?
A. The percent of SWD functioning at Levels 3 & 4 on English Language Arts
and Mathematics Assessments.
B. Low performance, at Levels 3 & 4, for Asians on English Language Arts and
Mathematics assessments.
C. The high rate of suspensions over the current school year.
D. The high rate of teacher turnover.
2. In looking carefully at the English Language Arts assessment the Principal
determined:
A. SWD in grades 3, 4, & 5 scored above the statewide average as evidenced by
their
Level 3+4 scores.
B. Students in grades 3, 4 & 5 performed consistently above the statewide
average as evidenced by their Level 3+4 scores.
C. Students identified as “Poverty” scored below the statewide average as
evidenced by their Level 3+4 scores.
D. The highest scoring subgroup identified on Table 3 was Asian.
3. In looking carefully at the Mathematics assessment in Table 4 for this school, the
Principal confirmed all the following were correct, except:
A. “All Students” performed consistently above the statewide average.
B. All students demonstrated increased performance in Level 3+4 in all grades
over three years.
C. Students with Disabilities (SWD) Mathematics scores in Levels 1 and 2 were
higher than scores for Levels 3+4 across all grades.
D. The Asian subgroup performed consistently lower in Levels 3+4 across all
grades.
4. Looking at Table 5, Accountability Results for the Forman Academy, which of the
following statements is correct:
A. The Hispanic subgroup did not attain Adequate Yearly Progress.
B. The Free/Reduced Lunch subgroup did not attain Adequate Yearly Progress.
C. The Black subgroup did not attain Adequate Yearly Progress.
D. All subgroups attained Adequate Yearly Progress.
Performance Task:
1. What are two primary issues presented by the data and why do you believe it to be so? Two primary issues presented by the data: 2. What are two important questions you must address as Principal to explore this issue? Explain why each question is important? 3. How will you go about getting answers to each question? What challenges might you face in getting answers to your questions? 4. Describe one possible finding of your inquiry process and the potential action that finding would imply.