Name of Artifact: Field Experience C: Experience Related to IDEA (Individuals with Disabilities Education Act)
Date of Artifact: September 06, 2023
Course #: EAD-505
Alignment Rationale with ELCC Standard 3: My field experience C artifacts correspond to ELCC Standard 3.5, demonstrating my understanding as a candidate of the district's commitment to supporting high-quality school instruction and student learning. Specifically, my field experience related to IDEA (Individuals with Disabilities Education Act) underscores the fundamental principle that all students have the right to a free appropriate public education, and each student with a disability is entitled to receive necessary instructional support.
During my field experience, I had the opportunity to interview my mentor, a dedicated special education teacher, and the leader of the Child Study Team (CST) in my school building. Through this interview, it became evident that the CST embodies the qualities outlined in PSEL 5. PSEL 5 emphasizes the provision of coherent systems of academic and social support services, extracurricular activities, and accommodations to address the diverse learning needs of every student (PSEL, 2015). The CST actively supports students and nurtures the school community, working closely with both parents and teachers to address concerns, ensure the implementation of student accommodations, and establish new action steps and goals for advancing students towards greater independence.
The role of a special education teacher is multifaceted. Special education teachers are responsible for assessing students' skills, determining their educational requirements and strengths, crafting Individualized Education Plans (IEPs) for classified students, adapting lessons to align with the IEP, designing activities tailored to individual student abilities, and providing instruction and mentorship in various settings, such as small groups, classrooms, or one-on-one sessions. During the interview, the special education teacher stressed her role in interpreting assessment data for stakeholders and engaging them in the goal-setting and implementation process.
The principal's role is crucial in ensuring adequate support for students requiring additional assistance. Principals must ensure that sufficient staff is available to meet the needs of these students and that teachers are adhering to the specified modifications outlined in each student's IEP. During classroom observations, principals are responsible for assessing the teacher's adherence to the resources detailed in the student's IEP and ensuring the completion of proper documentation. Compliance with the IEP is imperative, given its legal status, and it is essential that all evaluations and meetings are conducted as outlined.
Furthermore, principals play a pivotal role in supporting both parents and students. Their primary objective is to promote the success of special education students and facilitate inclusion within the school environment. To achieve this, they are responsible for providing professional development, training, and updates to staff members.
Principals also bear the responsibility of leading their IEP teams effectively. They engage in regular communication with special education teachers and parents of students with special needs, taking a proactive approach to address issues before they escalate. Additionally, they must adhere to state policies to avoid disciplinary actions and ensure that every special-needs student receives the appropriate services.
My mentor emphasized that educators have the ability to review the IEPs of special needs students through the teacher's portal. Another valuable resource for accessing IEPs and additional information regarding specific student needs is the child study team. As educators, it is our duty to provide each student with the education they rightfully deserve, along with all necessary resources and accommodations.
References:
Professional Standards for Educational Leaders. (2021, November 23). Retrieved September 06, 2022, from https://www.npbea.org/psel/
Name of Artifact: Identifying and Empowering Instructional Leaders
Date of Artifact: August 21, 2024
Course #: EAD-533
ELLC Standard 3 Alignment Rationale: This assignment is associated with ELLC Standard 3.4, demonstrating that I understand and can identify and develop school capacity as a candidate. I identified instructional leaders and created an action plan to empower them.
Part 1: Analyze the Case
The stakeholders involved in the case study are staff members and the leadership team members. The leadership team members are guidance counselors, instructional teachers, and special education teachers. Members of the leadership team and teachers are hesitant to be part of the leadership team because they are not aware of my expectations as the school's new principal. For the leadership team not to be hesitant, we have to build relationships and trust with one another (Edwards & Gammell, 2016).
I would ask team members questions: What are some expectations as a leadership team member? What is your availability for meetings once a week or monthly? What kind of support do you need to become a better leader? Can I provide any professional developments to show you how to be an influential leadership team member? Discussions will be held one-on-one with staff members so I can get to know each member individually. Knowing each member is essential so they can trust, believe, and support you as the new principal.
Even though the stipend is a bonus for staff members, many are still hesitant to join and be a member of the leadership team because it requires time. The stipend does not motivate the staff members to stay on the leadership team, which results in all new leadership team members being new without experience.
Part 2: Identify the Larger Issues
As the new principal, I may find obtaining data on the previous year's leadership team difficult. It may be challenging to get data because the last team leadership may not be as cooperative as desired. They may not have enough trust to share information. Therefore, they must feel comfortable and get to know me better. Gathering information from the previous leadership team years is essential to me because I want to analyze the data to see if I can determine how leadership was implemented.
Additionally, I would commend their work and successes. According to Edwards & Gammell, "Having an effective and successful leadership team will make the school more successful" (2016). Building an effective leadership team that collaborates will show growth within the school.
Part 3: Create an Action Plan
My plan as the new principal aims to ensure the leadership team successfully follows the desired roles and responsibilities. To ensure that the leadership team successfully follows the desired responsibilities, the leadership team will complete training opportunities related to leadership roles, responsibilities, mission, and vision throughout the year. The first six weeks will be for the leadership team to build relationships with each other. During these weeks, members will participate in team-building activities in which they build trust with one another. After six weeks, members will begin to create a mission and vision for the leadership team. According to Edwards & Gammel, "once a successful leadership team is established, protocols and norms can be established, the team can collaborate with the community, encouraging and setting expectations" (2016). The leadership team's responsibility is to work together to create protocols and norms. Below, you will find three action steps related to the leadership team.
Action Plan #1: Establish a Welcoming Environment
One of the main priorities of all leadership positions is to create a culture of trust, justice, equality, and diversity. Leadership comes in different genders, colors, forms, and personality types. Personnel needs to understand that objective procedures determine placement.
Action Plan #2: Establish Specific Guidelines
The team will demonstrate leadership skills and commitment by being encouraged to participate in enjoyable ways. The members of the leadership team will seek and create a lead project.
Action Plan #3: Leaders Networking
Teacher leaders need to be recharged after encouraging our students and staff members. A culture of collaboration is supported. Fostering appealing environments where leaders are inspired to share will increase the leader's impact. Leaders will be able to share what works and what does not work. According to Zahed-Babelan, Koulaei, Moeinikia, & Sharif, "It provides opportunities for planning and reflection, resulting in increased effectiveness and student learning" (2019).
References
Edwards, B., & Gammell, J. (2016). Building strong school leadership teams to sustain reform. Leadership, 45(3), 20-22.
Lambert, L. (2002). The Framework for Shared Leadership. Beyond Instructional Leadership, 58 (8), 37-40.
Zahed-Babelan, A., Koulaei, G., Moeinikia, M., & Sharif, A. R. (2019). Instructional leadership effects on teachers' work engagement: Roles of school culture, empowerment, and job characteristics. CEPS Journal, 9(3), 137-156.
