In EDL500, assignments focused on Leadership Dispositions #1 (LD1): “To promote each student’s academic success and well-being, effective educational leaders model the school’s core principles (mission, vision, and core value) in all aspects of leadership.” I started this process in Module 1 Critical Thinking assignment with an analysis of the Crestone Charter School’s (CCS) Mission, Vision, and Core Values in relation to Diversity, Equity, and Inclusion (DEI). CCS’s core principles demonstrate a strong DEI focus. This is less clear in the mission and core values but is evident in the Ends Policies that guide the school. With a broad holistic approach to education, CCS students are urged and supported in their academic success and well-being by myself as the school leader and all staff. Additionally, both in the school’s core principles and in practice, the LDs that promote culturally responsive teaching practices and an inclusive school culture are also evident.
In Transforming Professional Practice (Strike et al., 2019, pg109), the authors state that “in The Leadership Framework 3a, effective school leaders are expected to demand equity and accessibility of curriculum and resources for all students and educators. The Leadership Framework 3b adds to this by describing these leaders as advocates for instruction that supports the needs of all learners.” It goes on to explain that “The Leadership Framework 1e suggests that effective school leaders promote a positive school culture. Elements of this include establishing an environment of trust, tolerance, respect, and rapport that supports equity, fairness, and diversity. This builds a community of caring for students and adults. Culturally responsive teaching is an example of this” (Strike et al., 2019, pg 114). Both of these framework elements are described in the Module 1 Critical Thinking assignment.
My leadership goal for this course EDL500 was to “improve secondary math scores to 60th percentile proficiency on NWEA by the end of the 2024/25 SY.” This was later expanded to “improve K-12 math scores to 60th percentile proficiency on NWEA and CMAS by the end of the 2024/25 SY.
To accomplish this challenging goal, CCS steps will include (1) hiring a new Instructional, Curricular, and MTSS Coach (ICMC), (2) choosing and planning a new curriculum, and (3) coaching the implementation based on data from MTSS meetings, triannual NWEA scores, and classroom observations. In my EDL500 M2/3/4(/5) Critical Thinking and Strategic Plan, specifically the Implementation Benchmarks section, I describe in depth the role of the Instructional, Curricular, MTSS Coach (ICMC), the data they will collect, and the coaching process and frequency that they will employ. The my EDL500 M5 Critical Thinking assignment, I describe a planned Professional Development on instructional practices based on Universal Design for Learning (UDL) and the evidence for implementation efficacy. UDL is similar to Understanding by Design: UBD (Bowen, 2017) in that it addresses the needs of all students through a backwards design and differentiated approach. The ICMC will then coach instructional practices based on the variety of data listed above.
This instructional approach corresponds to “The Leadership Framework Domain 3: Instructional Practices 3a, 3b, [and] 3c. The Leadership Framework 3a focuses on effective school leaders who champion and support curriculum development. This involves developing, implementing, and revising curriculum based on indicators of student success and needs. The Leadership Framework 3b asserts that effective school leaders are advocates for instruction that supports the needs of all learners. This means that school leaders must encourage differentiated instruction. The Leadership Framework 3c suggests that effective school leaders and all educators analyze assessments. Student learning is the product of curricula and assessment programs. Effective school leaders need to engage all staff in an effort to clearly define what they want students to know and be able to do by the end of a class, unit, or semester (Strike et al., 2019, pg 111).
In addition to the LD1 focus of this course, the steps to achieve my leadership goal encompass several other LDs including supporting intellectually rigorous and coherent systems of curriculum, instruction, and assessment; utilizing data to make informed decisions; developing the professional capacity of school personnel; and engaging in dialogue with other decision-makers affecting education (i.e. the teachers). According to Strike, et al (2019, p110) the Professional Standards for Educational Leaders (PSEL) Standard 4: Curriculum, Instruction, and Assessment states that “Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.” The steps to achieve my leadership goal meet these other LDs and the PSEL Standard 4.
The process of planning out this Priority Performance Challenge leadership goal led to strong improvement in rolling out the initiative. My initial goal, to be completed by July 7th and the end of this EDL500 course work was achieved. This included hiring the ICMC and choosing and ordering the new math curriculum. An area for improvement that was identified was in staff buy-in to be coached, and in the need for the initiative. Teachers had identified that classroom management was a challenge. They agreed that instructional and curricular coaching, along with supporting challenged MTSS identified students, was the solution over implementing a simplistic ‘silver bullet’ such as a punitive behavior response matrix. This improvement area was identified through the (SOC) survey I created modeled after George, A. A., Hall, G. E., & Stiegelbauer, S. M., Measuring Implementation in Schools: The Stages of Concern Questionnaire, (2008, Appendix A). This EDL500 M2/3/4(/5) Critical Thinking and Strategic Plan, specifically the Implementer Concerns section, shows the way Professional Development (PD) is designed to be responsive to Teacher’s SOCs.
A professional culture for teachers and staff is also developed by addressing the “Leadership Framework Domain 3: Instructional Practices 3a, 3b, 3c, and 3d. Effective school leaders must champion and support curriculum development, advocate for instruction that supports the needs of all learners, analyze assessments, and incorporate technology to enhance learning” (Strike et al., 2019, pg116).
My understanding of the Leadership Disposition has changed in that I tend to err towards doing over thinking. This course has helped me slow down to come up with a data-driven identified problem, and a data-driven and researched solution. The course then urged me to think through the implementation completely before launching the initiative.
I will continue to foster this disposition as the initiative rolls out over the coming school year. Additionally, and in specific relation to CCS’s core principles, as I meet with my school’s Governing Council (GC) on a monthly basis, we review CCS’s Ends Policies. I will be more intentional in guiding the GC’s evolution of them; they have a tangible bearing on the culture of the school.
References
George, A. A., Hall, G. E., & Stiegelbauer, S. M. (2008). Measuring Implementation in Schools: The Stages of Concern Questionnaire. Southwest Educational Development Laboratory.
Strike, K. T., Sims, P. A., Mann, S. L., & Wilhite, R. K. (2019). Transforming Professional Practice: A Framework for Effective Leadership. Rowman & Littlefield.