Name of Artifact: Clinical Field Experience B: Schoolwide Budgetary Needs
Date of Artifact: October 15/2023
Course #: EAD-510
ELLC Standard 1.2 Alignment Rationale: My practical involvement with artifacts in my field links to ELLC Standard 1.2, showcasing my awareness as a candidate about the significance of gathering data tailored to the school's requirements. I understand the importance of using this data collectively to pinpoint necessary changes to align with the school's vision and mission.
Part 1
Dr. William Horton. It is located in Newark, NJ the student population is 853, and the school serves PK-8 the school serves PK-8. At Dr. William H. Horton Elementary School, 12% of students scored at or above the proficient level for math, and 15% scored at or above that level for reading. The school’s minority student enrollment is 99%. The student-teacher ratio is 14, which is the same as that of the district. The student population comprises 47% female students and 53% male students. The school enrolls 93% economically disadvantaged students. There are 54 equivalent full-time teachers and one full-time school counselor. The students diversity is 99.3% Minority Enrollment 0.7% White 74.0% Hispanic/Latino 24.9% Black or African American 0.3% Native Hawaiian or Other Pacific Islander 0.1% American Indian or Alaska Native Two or more races and Asian or Asian/Pacific Islander are not included in this breakdown due to an enrollment of 0%. 99 % of the students qualify for a free or reduced lunch, and a majority of the students are English Language Learners (ELLs).
Comparison
Analysis of Current Budget, Previous Budget, and CIP Dr. Williamson H Horton has established the following goals for their CIP. The plan are by June 2023, at least 55% of students will meet or exceed their MAP growth target projected from the MAP Growth assessment in ELA Administered in Fall 2022. SMART GOAL 2 Math By June 2023, at least 55% of students will meet or exceed their MAP growth target at all grade levels projected from the MAP Growth Assessment in Mathematics administered in Fall 2022. The goal decreases by June 2024. At least 60% of the students will meet or exceed their MAP growth target projected from the MAP Growth assessment in ELA administered in fall 2023. SMART GOAL 2 Math By June 2024, at least 60% of students will meet or exceed their MAP growth target at all grade levels projected from the MAP Growth Assessment in Mathematics administered in fall 2023. SMART GOAL 3 Attendant As of April 1, 2023, student chronic absenteeism was 20.4%. The goal for December 2023 will be to have an established absenteeism rate of 10.4% or less.
In 2022-2023, Schools have similarities but differ in others. There is an increase in the different programs after school and the tutors before and after school that help the students fill the GAP to get the goal in MAP and increase the number of students getting the expectation in the NJASL. The difference is 10%. 2023 will incorporate more professional development to provide training to support teachers to enhance their instructional methods, technology integration, and classroom management skills. The Lexia Learning Program is an educational technology company that offers personalized learning programs to improve literacy skills for students of all ages. The benefits of using Lexia programs include adaptive learning technology that tailors instruction to the individual needs of each student. It adjusts the difficulty level of activities based on a student's performance, ensuring that learners are challenged appropriately.
The school can redirect these surplus funds to address other identified needs because specific items budgeted for the 2022-2023 fiscal year are unnecessary for the upcoming 2023-2024 school year. The needs assessment also highlighted a requirement for enhanced leadership and accountability, specifically concerning the students within the school. Additionally, the Khan Academy funds have been directed toward achieving CIP goals.
Expenditures
There is allocated $3000 for incentives to increase the student’s attendance. Teachers play a crucial role in ensuring our students succeed. Through the I Believe in the grant, teachers will showcase their efforts in nurturing critical thinking and problem-solving skills among students. Each teacher in the school will receive $1,000 in funding, which can be utilized for purchasing resource materials, supplies, or technology tools, enhancing the learning experience for all. Teachers have the opportunity to acquire materials for their classrooms. They can choose from three vendors' selections and pick necessary or desired items for their teaching environment. The funding allocated for this purpose is incorporated into the budget as specific line items.
Revenue.
The primary sources of income for my school's budget are property taxes, Title 1& 9 funding, and support from the state of New Jersey. Various accounts, including capital outlay and technology funds, manage the financial resources allocated within the school budget.
Part 2: Needs Assessment
After eight teachers from the different areas complete the assessment in Google form, arrange workshops and informational events for parents and guardians. Educate them about the significance of MAP scores, guide them on understanding the outcomes, and offer suggestions on how they can aid their children's education at home. Supply parents with resources and tactics to complement classroom education, including recommended reading materials, educational games, and interactive online platforms. Establishing a robust collaboration between schools and families can foster a nurturing learning environment for students, significantly enhancing their academic achievements (MyBib Contributors, 2019).
Reflection:
As a future principal, Allocating school funds is a critical responsibility for a principal because it directly impacts the overall functioning and success of the school. Proper allocation of funds ensures that essential resources like textbooks, teaching materials, technology, and extracurricular activities are available. These resources enhance the learning experience, directly impacting students' academic achievements. Also, funds are necessary to hire skilled teachers, provide professional development opportunities, and maintain a conducive learning environment. Quality education relies on well-trained educators and up-to-date resources, which require adequate funding. In addition, the proper budget allows for special education programs, counseling services, and additional support for students with varying abilities and backgrounds. According to the statistics, it is crucial to include funds that can be used to organize events, workshops, and other activities that engage parents and the local community. Strong parent and community involvement creates a supportive student network and enhances the educational experience. Effectively allocating school funds is vital for providing high-quality education, fostering a positive learning environment, and ensuring the overall success and well-being of students, teachers, and the school community.
As a future leader, I will plan to regularly assess the needs of the entire school facility after each marking period. I will collaborate with my school planning committee to strategize and implement necessary changes. This proactive approach ensures my commitment to fulfilling the school's vision and mission, ultimately creating a positive and prosperous future for my students.
Reference:
Banning-Lover, R. (2019, January 8). A beginner’s guide to planning and managing school budgets. The Guardian; The Guardian. https://www.theguardian.com/teacher-network/2016/jun/19/beginners-guide-planning-managing-school-budgets.
Homepage. (n.d.). Dr. William H. Horton Elementary School. https://www.nps.k12.nj.us/hor/
MyBib Contributors. (2019, May 26). APA Citation Generator – FREE & Fast – (6th Edition, 2019). MyBib. https://www.mybib.com/tools/apa-citation-generator
Name of Artifact: Clinical Field Experience A: Shaping School Culture Interview and Observation
Date of Artifact: December 15, 2023
Course #: EAD-513
ELLC Standard 1.1 Alignment Rationale: My field experience A artifacts connects to ELLC Standard 1.1, demonstrating that as a candidate, I understand and can collaborate, develop, articulate, implement, and manage a shared vision of learning for a school.
Clinical Field Experience A: Shaping School Culture Interview and Observation
During my Clinical Field Experience, marked as A, I had the privilege to witness and engage in discussions with two fellow educators while they carried out their teaching responsibilities. Throughout this experience, I spent two hours conducting interviews and collaborating with colleagues and my mentor. The initial interview involved Mrs. Z, who teaches mathematics, and Ms. N, an in-class support teacher.
Before interviewing Mrs. Z, I entered her classroom to witness firsthand the implementation of the school's mission and vision statements. A prominently displayed poster on the wall outlined these statements, serving as a reference for the teacher and students throughout the day and the academic year. During my brief observation of the class, I observed a high level of responsiveness and respect from the students towards the teacher, contributing to establishing a positive school culture. In the case of Ms. T, her interactions and instructional approaches demonstrated a commitment to advancing the school's mission and vision while fostering a positive and inclusive school environment.
During my conversation with Mrs. Z, she expressed her alignment with the school's vision and mission by integrating these principles into her approach to teaching mathematics. Mrs. Z emphasizes individual accountability, encouraging students to showcase their excellence daily. She consistently motivates her students to exert their utmost effort and enables them to set academic goals for themselves. Utilizing the subject matter of math and individual student interests, Mrs. Z facilitates an environment where each student can manifest their potential and strive for excellence. Furthermore, she ensures that English as a Second Language (ESL) students have opportunities for academic, social, and mathematical growth.
In the interview with Ms. N, an in-class support teacher dedicated to collaborating with educators for instructional support and a focus on student achievement, she highlighted her close collaboration with general education teachers. Ms. N emphasized her role in guiding students to develop critical thinking skills and problem-solving abilities. Additionally, she plays a vital role in supporting the growth of students who need instructional scaffolding, ensuring they receive the necessary support to attain their academic goals successfully.
In alignment with advancing the school's vision and mission, Mrs. N actively contributes to the leadership committee, dedicating her efforts to upholding and promoting the school's overarching goals. She consistently participates in Professional Learning Communities (PLCs) math meetings and engages in professional development opportunities that benefit all stakeholders involved. Additionally, Mrs. N takes on leadership roles, serving as the head of ESL Advisory and the 8th Grade Graduation Committee, each pivotal in supporting and reinforcing the school's mission and vision.
To advance the school's vision and mission, Ms. N extensively collaborates with various stakeholders, including teachers, parents, students, and the CST (Child Study Team). As an in-class support teacher, she actively partners with educators to ensure the success of students requiring special services. Ms. N actively participates in Individualized Education Program (IEP) meetings, fostering collaboration with parents, teachers, administrators, behaviorists, and other relevant parties. She delivers clear instructions, allows adequate wait time, and instills trust in her students while providing the necessary support.
PSEL Standard 1 states: "Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student" (2015). Following the interviews with my colleagues, it became evident that both educators adhere to Professional Standards for Educational Leaders (PSEL) 1, leveraging their enthusiasm to deliver optimal instruction and enhance the success of every student. I intend to integrate the insights gained from this experience into my future professional endeavors by prioritizing recruiting staff members who actively uphold the school's mission and vision, fostering a positive school culture. Eager to contribute to educational leadership, my goal is to lead a school characterized by a safe and welcoming culture while steadfastly promoting and advancing the school's mission and vision.
References
National Policy Board for Educational Administration (NPBEA). October 2022.
Educational Leadership Standards ELCC Building Level.
https://www.npbea.org/wp-content/uploads/2019/01/ELCC-Building-Level-Standards-2011.pdf
Name of Artifact: School Professional Development Analysis
Date of Artifact: April 16, 2024
Course #: EAD 523
ELLC Standard 1.2 Alignment Rationale:
Throughout this course, I conducted a comprehensive evaluation, discussion, and analysis of my school's professional development plan. This process gave me a deeper understanding of how to effectively collect and utilize data to identify school objectives, assess organizational efficacy, and execute professional development initiatives to achieve these goals.
The primary aim of offering professional development opportunities to educators is to facilitate their professional growth. These training sessions are designed to introduce teachers to the latest instructional practices and strategies while equipping them with the resources and tools necessary to foster student academic success. My evaluation of the professional development plan at my school centered on enhancing staff capacity to align with the institution's mission and vision.
Increase the staff capacity to align with mission and vision.
Administrators play a pivotal role in crafting, adjusting, and implementing professional development initiatives, drawing upon inputs from the Annual School Plan, summative discussions, district/school data, surveys, and informal and formal feedback mechanisms. Whether the focus is school-wide or departmental, administrators ensure that teachers receive training aligned with the most current instructional methods. In our district, teachers can present during faculty meetings and Professional Learning Communities (PLCs), fostering collaboration and data-driven decision-making. The ultimate goal is to empower educators to excel in their roles and contribute to the district's overarching mission.
As a principal, my responsibility lies in delivering relevant and meaningful professional development to each teacher's unique needs. This entails identifying areas of improvement, offering necessary resources, and meticulously monitoring their implementation through observations and walkthroughs. Conversely, teachers are encouraged to engage in the professional development program actively, recognizing their individual needs and seeking support. They are expected to fulfill mandated professional development hours and are provided platforms to share their expertise with colleagues through peer reviews and mini-sessions during faculty meetings.
Principal's Roles and Actions
At the heart of the principal's role is the facilitation of professional development tailored to meet the unique needs of each teacher. Through guidance from my mentor, I've learned that this entails thoroughly assessing individual teacher needs and providing appropriate resources. The principal is tasked with overseeing this process, ensuring that the effectiveness of the resources is monitored and documented through observations and walkthroughs. Data serves as the compass guiding instructional decisions, ensuring that professional development efforts are targeted and impactful.
Teachers' roles in the PD program
As Bambrick-Santoyo aptly articulated, effective instruction transcends mere delivery; its accurate measure lies in student comprehension and mastery (2012). In the professional development (PD) program, teachers play a crucial role in recognizing and actively seeking support to address their needs. Each academic year mandates that teachers dedicate twenty hours to professional development, encouraging participation in workshops and training that benefit their professional growth. Moreover, teachers are encouraged to contribute to the collective expertise by sharing their strengths through mini-PD sessions during faculty meetings. This collaborative environment extends to peer reviews, where teachers openly discuss their strengths and improvement areas. Ultimately, the teachers must translate the acquired knowledge and strategies into actionable classroom practices.
Aligned Continuous Improvement Plan (CIP)
The Annual Progressive Improvement Plan prioritizes the integration of data-driven instructional methodologies. Every professional development theme is intricately woven into this plan, directly tied to the actionable steps outlined within it. The objectives outlined in the school plan are closely aligned with the professional development topics, ensuring a cohesive approach toward achieving desired outcomes. Furthermore, Professional Learning Community (PLC) agendas are synchronized with the school plan, meticulously crafted during the summer months by analyzing data points such as benchmarks, attendance records, observations, walkthroughs, and grades. This alignment ensures that all efforts are directed toward fostering continuous improvement and meeting established goals.
Data/Research-based Instructional Practices
Professional development strongly emphasizes employing research-based and data-driven instructional practices, customizing interventions to address specific areas of need, and showcasing measurable improvements. Instructional strategies are continuously refined based on insights from various data sources, including observations, grades, benchmarks, and attendance records. Data is a guiding light, providing clarity, insights, and direction for professional development initiatives. Throughout the school year, data is meticulously analyzed at regular intervals—beginning, middle, and end—to identify emerging trends and pinpoint areas of growth or weaknesses within the school community. Every piece of data collected, from surveys and observations to assessments and school records, is leveraged by the leadership team to ensure that all professional development opportunities align with the identified needs and objectives reflected in the data.
Professional Development Program Evaluation
A highly effective approach to assessing professional development involves collecting data on the progress and achievements of students, teachers, and the curriculum. Teacher evaluations serve as valuable metrics, offering insights into trends and areas where the school may face challenges in specific instructional areas. By examining data from the previous and current academic years, the leadership team and administrators can identify areas where improvements are needed and progress has been made. Ultimately, the ultimate measure of success for any professional development program lies in students' enhanced success and achievement.
References
Bambrick-Santoyo, P. (2012). Leverage leadership: a practical guide to building exceptional schools. Leverage leadership: a practical
guide to building exceptional schools. Queens University of Charlotte. (2020, December 11). THE IMPORTANCE OF PROFESSIONAL DEVELOPMENT FOR EDUCATORS. Queens University of Charlotte.
https://online.queens.edu/resources/article/professional-development-foreducators/
Name of Artifact: Clinical Field Experience C: Assessment Analysis Feedback
Date of Artifact: August 21, 2024
Course #: EAD-533
ELLC Standard 6 Alignment Rationale: My field experience B artifacts connect to ELLC Standard 6.2, which demonstrates that I understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment by being able to provide new teachers with the appropriate induction.
For my Clinical Field Experience, I was able to discuss the elementary-level standardized test scores with my mentor—our elementary-level services 180 students from kindergarten to fifth grade. Our elementary level includes classrooms for students with autism and learning disabilities.
During our discussion, I was able to ask a few questions. I asked some of the following questions: "What is the process for teachers to be part of the data and assessment team?" My mentor informed me that teachers volunteer at the beginning of the school year to be on different committees. Some committees are leadership, literacy, teacher appreciation, data analysis, etc. The members of the data analysis committee are responsible for developing an action step based on the areas of need after analyzing data. Another question I asked her was, "What are the strategies used to analyze data?" My mentor stated that they first analyze the data for the whole school and then break it down by various demographics. Breaking it down into demographics ensures that they can target the students with the greatest needs.
Upon finalizing the data review, we looked at strategies used and data for different classrooms and used the data to inform our decisions. We both decided to discuss how data is disseminated to all teachers. Data is shared in numerous ways with all teachers. Teachers are presented with data during staff meetings, PLCs (professional learning communities), grade-level meetings, and professional development. Additionally, data is always available for teachers on different platforms for easy access. I also asked my mentor about possible action steps to improve student scores. She stated that she used the data to form lesson plans, instruction, and strategies decisions and allocate resources for these students.
Lastly, we discussed how data is used to improve instruction and how it is used to create the school's CIP. My mentor shared that data is used to track the effectiveness of strategies used in the building. It also is used to plan and form discussions on how to move forward to improve. Data is essential and used frequently. It also is looked at constantly to keep adjustments and decisions moving forward.
PSEL (Professional Standards for Educational Leaders) standard four states, "use assessment data appropriately and within technical limitations to monitor student progress and improve instruction (2015). As a future administrator, I will use student data to drive instruction and meet students' needs. I will also use data as an opportunity for teachers to reflect on how well students performed and what strategies can be implemented in the classroom for student academic success.
References
National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA: Author.
