Name of Artifact: Clinical Field Experience B: Schoolwide Budgetary Needs
Date of Artifact: October 14/2023
Course #: EAD-510

ELLC Standard 4.1 Alignment Rationale: My practical experience artifacts are linked to ELCC Standard 4.1, showcasing my ability to engage with faculty and community members. Through this, I have proven my proficiency as a candidate who can gather and assess relevant information vital for enhancing the educational atmosphere in the school. Furthermore, my field experience underscores my awareness of utilizing resources effectively, especially in grants and school budgeting. This demonstrates my active involvement in optimizing available resources for the betterment of the school.

Interview #1

I was pleased to speak with the Program Manager of Afterschool for this assignment.  Afterschool programs provide additional academic support, offering students extra time to complete homework, tutor, and participate in educational activities. This additional learning time can lead to improved academic performance. Afterschool programs often include diverse enrichment activities such as art, music, sports, and STEM (Science, Technology, Engineering, and Mathematics) projects. These activities help students explore their interests, develop new skills, and foster creativity.

   The program will help the students achieve Achievement Goals to increase overall proficiency in core subjects (Math and English, by 55 percent by June 2024) and Enhance standardized test scores in specific grade levels. Increase overall attendance. Provide targeted professional development sessions for teachers to enhance instructional strategies. Implement training programs to support teachers in utilizing technology effectively in the classroom. Offer workshops on culturally responsive teaching practices.

       Based on the needs assessment data and the goal of improving students' MAP scores, the preliminary suggestions: Individualized Learning Plans (ILPs) Implement individualized social and emotional growth skills needs identified in the assessment. By recognizing the diverse learning requirements of students, educators can customize teaching methods, resources, and support to address their unique challenges. ILPs can include additional tutoring, personalized exercises, or targeted educational software to strengthen areas where students are struggling. Regular progress assessments can help track improvements and adjust the plans accordingly.

   Provide targeted professional development opportunities for teachers to enhance their instructional strategies. Focus on best practices for teaching subjects where students performed weaker in the MAP assessments. Training sessions could cover innovative teaching methods, differentiated instruction techniques, and effective classroom technology use. Empowering teachers with new skills and approaches can create engaging and effective learning environments catering to diverse learning styles and abilities.

   According to the Professional Standards for Educational Leaders (PSEL), educational leaders must establish comprehensive systems encompassing academic and social support, extracurricular activities, and accommodations tailored to every student's learning requirements (National Policy Board for Educational Administration, 2015). Upon contemplation, I recognize that this standard aligns with the essence of the budgeting process and its fundamental purpose. It has become evident that one of my key responsibilities as a prospective leader is to address the student's needs and ensure that the allocated budget adequately caters to these requirements. I am committed to advocating and striving relentlessly to fulfill these needs in my future leadership role.

Interview # 2

For my second interview, I spoke with a teacher from my previous school who was involved in a program funded by the Verizon Grant initiative. The Verizon Innovative Learning Lab at Dr. William H. Horton Elementary School, a collaborative effort by Verizon, Heart of America, and Arizona State University, is now fully operational. Through the Verizon Innovative Learning program, students across all grade levels benefit from using the Verizon Innovative Learning HQ curriculum and resources.

The students received an orientation to various advanced hardware, including Ultimaker 3D Printers, Sphero RVR robots with modification kits, Lego education kits, and virtual reality headsets, HTC Vive Advanced Virtual Reality Headsets, Microsoft Hololens for mixed reality learning, augmented reality merge cubes, and more.

The teacher, throughout the school, designs engaging and data-driven lessons. Teachers use a shared calendar to plan technology-enhanced learning experiences. Moreover, Coordinate facilitates opportunities within the Verizon Lab during lunch and after-school periods through the Horton Apprentice and Retention Program (H.A.R.P). Additionally, Horton Alumni volunteers contribute to teaching students advanced technology concepts, among other responsibilities.

Upon contemplation of this encounter, the Professional Standards for Educational Leaders (PSEL) guideline that strongly aligns with this interview is: “Encourage the efficient utilization of technology to enhance teaching and learning” (PSEL, 2015). This standard perfectly dovetails with the discussion because it highlights the program's focus on technology and its incorporation into the educational process. This seamless integration harmonizes with the program's goals and budget.

Reflection

Following my two interviews, I've grasped the significance of proactive engagement with available resources to support the educational process. It's vital to capitalize on grants and financial aid opportunities provided by various companies and organizations, enabling the teaching of both academic skills and career readiness to students. As a future educational leader, I recognize the importance of judiciously utilizing these funds across all necessary areas to furnish my students and staff with essential resources, especially considering the yearly fluctuations in funding. Rigorous research and a keen awareness of grant application deadlines are critical to implementing diverse programs that adequately prepare students for their careers. Furthermore, I am committed to discerning selections that maximize the benefits for my students and staff within the school premises.

References
National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA: Author.

Name of Artifact:  Establishing a Continuous Professional Learning Culture
Date of Artifact: January 22, 2023
Course #: EAD-513

ELLC Standard 3 Alignment Rationale: In completing this task, I showcased leadership in the professional learning journey by establishing mechanisms that promote sharing,  collaboration, and reflective feedback. This assignment corresponds to ELLC 3.4, demonstrating my comprehension and ability to enhance the school's capacity for distributed leadership.

Professional Learning Topics

In addressing professional learning topics, administrators are encouraged to collaborate with teachers and staff to identify strengths and areas needing improvement within their profession. Following this collaboration, administrators should actively seek professional development opportunities that align with the identified areas of struggle among teachers and staff. To streamline this process, administrators can appoint a committee  comprising selected teachers to oversee the exploration and selection of professional development training that caters to the specific needs of staff members and the school. The chosen training initiatives should address staff weaknesses and enhance student learning. All staff members must be given equal opportunities to partake in training sessions targeting their areas of deficiency, ensuring they receive the necessary support for professional growth.

Professional Learning Shared

The enhancement of professional learning is initiated by addressing teachers' requirements and extending the focus to meet the needs of students, thereby striving for excellence within the school. Following the committee's identification of areas in need and selection of diverse development opportunities, the administrator will decide whether the professional learning sessions will occur within the school premises or if teachers need to attend external training facilities. Those staff members attending external training will then disseminate their acquired knowledge within their school building, including information shared during the external training. This dissemination will occur through Professional Learning Communities (PLCs), where staff will collaboratively create PowerPoint presentations. This platform serves as a shared and interactive learning environment. Additionally, staff members will have the shared information readily available, allowing them to integrate the newly acquired teaching strategies into their classrooms. 

Implementation into Professional Practices

Sharing strategies and practices among peers can occur through collaboration and peer teaching, presenting valuable avenues for knowledge dissemination. Staff members in professional development training at external facilities can convey their learning through forums such as Professional Learning Communities (PLCs) or faculty meetings. This sharing is particularly beneficial when aligned with the school's mission and vision, as it enables all  staff members to assimilate new strategies and information, enhancing their instructional approaches and contributing to student achievement. I firmly believe fostering collaboration among staff members boosts morale and unity and positively influences the classroom environment. By implementing and sharing insights gained in professional learning training, staff members can effectively interpret data and identify areas of instruction needing improvement. The overarching objective of such professional learning initiatives and knowledge-sharing is to cater to the individual needs of all staff members.

 Providing Reflective Feedback

Prompt feedback is an integral aspect of the learning process for students, staff members, and teachers. Teachers value feedback that sheds light on the strengths in their classrooms, highlighting successes, areas needing improvement, and actionable steps. This feedback should encompass two crucial elements to ensure the success of both students and teachers. The first element involves receiving positive feedback and acknowledging what is effective in the classroom. Positive feedback motivates and encourages continued excellence in one's role. The second element pertains to growth areas, recognizing that there is always room for improvement and acquiring new strategies to enhance professional development. In a dynamic educational landscape, being open to learning new techniques is essential. Furthermore, feedback should be reflective and constructive and presented on time. Once feedback is provided, teachers and students should be allowed to consider and digest the information carefully. This time for reflection catalyzes aspiring to excel and reach higher levels of achievement. Ultimately, it will enable teachers and students to integrate the feedback into their work, demonstrating tangible growth in their respective roles.

Rationale

 Effecting positive changes in a school environment can be challenging when there's a lack of alignment among stakeholders. If staff members aren't inclined towards improvement or are unwilling to reflect on feedback, it hinders motivation and poses a barrier to progress. Professional development opportunities throughout the year serve as valuable resources for educators to acquire new methods and strategies, fostering academic success for all students. In a shared leadership school, often called a professional learning community, continuous collective learning among adults is emphasized to ensure every student reaches their highest potential (Wilhelm, 2013, p.62). This underscores the importance of collaboration for creating a conducive learning environment involving students, staff members, and administrators. Furthermore, integrating technology into daily practices can enhance collaboration. Creating and sharing PowerPoint presentations among staff ensures easy access to shared resources. Providing clear expectations and aligning the school's mission and vision with the opportunities offered are believed to enhance the academic environment. Recognizing achievements, valuing effort, and supporting commitment create a positive school culture that amplifies motivation (Peterson and Deal, 2009, p.11). Educational leaders must actively collaborate with staff and students to achieve success. Collaboration with teachers on instructional improvement will help position principals to share best practices and keep teachers connected to the core of their work (Goddard, 2010, p.3). Recognizing and valuing strong educators is essential for their continued excellence. Administrators should also collaborate with teachers to provide growth opportunities, ensuring a secure and supportive environment for teachers and students.

References
Goddard, Y. L., Miller, R., Larson, R., Goddard, R., Madsen, J., & Schroeder, P. (2010, May    10). Connecting Principal Leadership, Teacher Collaboration, and Student Achievement.

Peterson, K.D., & Deal, T.E. (2009). The Shaping School Culture field book. San Francisco, CA: Jossey-Bass

Wilhelm, T. (2013). How Principals Cultivate SHARED LEADERSHIP. Educational
Leadership. 71(2), 62-66. Retrieved from: ERIC - EJ1043779 - How Principals Cultivate Shared Leadership, Educational Leadership, 2013-Oct

Name of Artifact:  Case Study: Developing Professional Capacity 

Date of Artifact: May 23, 2024

Course #: EAD 529 

ELLC Standard 2 Alignment Rationale: In this assignment, I demonstrated my leadership skills by addressing the challenge of enhancing teacher and student performance, thereby developing professional capacity. It aligns with ELLC 2.3, as I showed my ability to understand, develop, and oversee the school staff's instructional and leadership capabilities.

1. Brief Summary of the Case

 As the principal of a K-8 school, you received a grant to reform the teacher observation  process. In your second year, you developed an observation tool with your staff. By the third year, negative trends in staff scores were noticed in areas such as teacher roles, instructional methods, lesson monitoring, and student engagement. Recognizing the need to enhance the staff's theoretical model for instruction, you aim to provide professional development to support positive changes.

2. Issues to be Resolved: 

Negative trends in staff scores in critical areas of instruction. It need to strengthen the staff's theoretical model for instruction. Professional development is required to support instructional improvements.

3. Stakeholders Involved in the Issues:

• Teachers

• Principal

•  Assistant Principals

• Students

•  District Administrators

•  Grant Funding Agency

• Parents/Guardians

4. One or Two Existing  Laws or Court Rulings: Every Student Succeeds Act (ESSA): 

ESSA is a federal law enacted in 2015 that replaced the No Child Left Behind Act (NCLB). It governs the United States K-12 public education policy. ESSA emphasizes accountability for student achievement, aiming to ensure that all students have access to high-quality education and opportunities to succeed. Regarding professional development, ESSA requires schools to provide ongoing, job-embedded professional learning opportunities for teachers and other school staff. Professional development under ESSA should be evidence-based, sustained, intensive, collaborative, job-embedded, and aligned with the needs of teachers and the goals of the school and district. ESSA also encourages professional development that focuses on improving instructional practices, content knowledge, and the use of data to inform instruction, all aimed at improving student academic achievement. The Professional Standards for Educational Leaders (PSEL), crafted by the National Policy Board for Educational Administration (NPBEA), delineate the benchmarks for educational leaders, encompassing principals and other administrative personnel. These standards serve as a blueprint for the preparation, certification, ongoing development, and appraisal of academic leaders. Structured across various domains such as Mission, Vision, and Core Values; Ethics and Professional Standards; Equity and Cultural Sensitivity; Curriculum, Teaching, and Evaluation; Student Support and Community Engagement; Faculty Professionalism; Staff Community; Family and Community Involvement; Operations and Administration; and School Enhancement, PSEL guides leaders in fostering a milieu of continual professional learning and advancement among their team. It underscores leaders' responsibility to provide staff avenues to participate in sustained professional growth aligned with school objectives, student requirements, and evidence-based methodologies. Adherence to PSEL standards empowers educational leaders to effectively nurture their staff's professional development, thereby augmenting the caliber of teaching and learning within their institutions.

 The Every Student Succeeds Act (ESSA) and PSEL underscore top-tier professional development's significance in bolstering student achievements and cultivating an ethos of perpetual enhancement within educational settings. Alignment with these frameworks ensures legal compliance while fostering the cultivation of effective pedagogical techniques and bolstering educators' professional maturation and contentment. (Every Student Succeeds Act (ESSA) | U.S. Department of Education, n.d.)

5. District Policies Relevant to the Issues:

Policies regarding  professional development requirements for teachers. Guidelines for implementing grant-funded initiatives. Procedures for assessing and addressing instructional effectiveness.

6. Possible Solutions to the Issues:

Conduct a needs assessment to identify specific areas for improvement. Provide targeted professional development sessions addressing identified needs. Implement coaching or mentoring programs to support teachers in applying new instructional strategies. Establish PLCs (Professional Learning Communities)

for ongoing collaboration and learning. Offer incentives or recognition for teachers who demonstrate growth in targeted areas.

7. Solutions Chosen to Resolve the Issues:

Conduct a comprehensive needs assessment to pinpoint specific areas for improvement. Provide targeted professional development sessions to enhance teacher roles, instructional methods, lesson monitoring, and student engagement.

8. Action Steps for Implementing Each Solution:Conduct a Comprehensive Needs Assessment:

 Form a committee that includes instructional team members, teachers, and possibly external experts—design assessment tools (surveys, observations, interviews) to gather data on identified areas. Administer assessment tools and collect data. Analyze collected data to identify critical areas for improvement. Develop a report summarizing findings and recommendations.

Provide Targeted Professional Development: 

Collaborate with the instructional team to design professional development sessions based on needs assessment findings. Schedule professional development sessions during dedicated staff development days. Invite external experts or resource persons if needed. Implement various delivery methods (workshops, seminars, coaching) to cater to diverse learning styles. Evaluate the effectiveness of professional development through post-training surveys or follow-up observations.

Timeline for Each Step:

• Needs Assessment: 2 months

• Development of Professional Development Plan: 1 month

•  Implementation of Professional Development: 3 months

•  Evaluation of Professional Development: Ongoing, with formal assessment at the end of the school year

9. Potential Moral and Legal Consequences of Each Solution:

Moral: Ensuring all staff have access to professional development opportunities promotes fairness and equity. Neglecting to address instructional weaknesses may harm students' learning experiences.

Legal: Failure to provide adequate professional development may violate contractual obligations or state mandates. Additionally, ignoring student achievement data and failing to address instructional deficiencies could result in legal challenges regarding educational quality and equity.

Reflection

In addressing the instructional capacity issues identified within the case study, a comprehensive approach is necessary to ensure effectiveness, legality, and ethicality. The solutions chosen are grounded in data-driven decision-making, fostering a collaborative culture, and prioritizing positive stakeholder relationships. Firstly, using data to design plans for developing instructional capacity is foundational. The school ensures that interventions are targeted and effective by conducting a comprehensive needs  assessment. Data from teacher observations, student achievement metrics, and stakeholder feedback provide valuable insights into areas for improvement.Analyzing this data enables the school to tailor professional development plans to address specific instructional needs, maximizing their impact on student learning outcomes. This data-driven approach ensures that resources are allocated efficiently and interventions are evidence-based, promoting continuous improvement in teaching practices. Professional learning communities. (n.d.-b). Structural Learning. Secondly, the decisions made throughout this process are guided by a commitment to promoting a culture of collaboration, trust, learning, and high expectations. Involving teachers in the design and implementation of professional development fosters a sense of ownership and collective responsibility for instructional improvement.Collaborative learning experiences encourage teachers to share best practices, learn from each other, and collectively raise the bar for instructional excellence. This collaborative culture promotes a shared vision of success and fosters a sense of mutual accountability among staff members, driving sustained improvement efforts. (Model Code of Ethics for Educators (MCEE) : Educator Preparation Program : Hanover College, n.d.)

When making decisions, the school evaluates potential moral and legal consequences with integrity and fairness. Adhering to legal mandates such as ESSA and professional standards like PSEL ensures that decisions are ethically and legally sound. Additionally, considering the moral implications of decisions ensures that the best interests of students and staff are prioritized, even in challenging circumstances.Upholding integrity and fairness in decision-making builds trust and credibility within the school community, enhancing its reputation and fostering a positive school culture.

Finally, in situations where the needs of stakeholders conflict, it's essential to prioritize building and sustaining positive relationships. Open communication, transparency, and empathy are vital to navigating conflicts and finding mutually beneficial solutions. By actively engaging with students, families, and community partners, the school demonstrates its commitment to their well-being and values their input in decision-making processes. Building positive relationships fosters a sense of trust and collaboration, ultimately strengthening the school's capacity to address instructional challenges and support student success.

In conclusion, the proposed solutions leverage data, collaboration, integrity, and positive relationships to address instructional capacity issues effectively and ethically. By aligning actions with legal mandates, professional standards, and the needs of stakeholders, the school creates a supportive environment where all members of the school community can thrive.

 Reference

Every Student Succeeds Act (ESSA) | U.S. Department of Education. (n.d.). https://www.ed.gov/essa?src=rn

Model Code of Ethics for Educators (MCEE) : Educator Preparation Program : Hanover College. (n.d.). https://education.hanover.edu/admitted/model.php

Prioritizing the selection and implementation of high-quality instructional materials - ESSA Planner. (2021, January 12). ESSA Planner. https://essa.learningforward.org/about/selection-and-implementation/

Professional learning communities. (n.d.-b). Structural Learning. https://www.structural-learning.com/post/professional-learning-communities 

Name of Artifact: Clinical Field Experience C: Evaluating Campus Operations
Date of Artifact: August 21, 2024
Course #: EAD 536

 ELLC Standard 2 Alignment Rationale:  For my clinical field, I was able to tour my school and reflect on the critical roles of a principal as they relate to explaining, clarifying, and demonstrating the duties and functions required for managing a school facility. I also evaluated items regarding, but not limited to, safety, repairs, maintenance, and cleanliness. Determine issues that would be considered a liability by the district insurance company.

 In my clinical field, I was able to observe the safety team with my mentor. During our observation, we focused on the safety team's role within the school regarding the safety and welfare of the students and staff. During my observations, it was evident that they play an essential role within the school building because they are responsible for ensuring the security of all students and staff members and providing them with a clean, well-maintained environment where they can access clean and adequate facilities. These facilities include water fountains, heating, systems, learning classrooms, teacher lounge rooms, cafeteria, etc. Lastly, they are responsible for maintaining the school's functional, comfortable, and efficient operations.

 Allocating resources within a school is a crucial role for which the safety team is responsible. They ensure that all necessary resources are available and equally distributed amongst all departments within the school building. They also allocate resources without inconveniencing any departments.  Lastly, the safety team communicates with the administrators their evaluation of the school's needs. The first step in managing and monitoring school operations is understanding how different operations affect school outcomes. To accomplish such a goal, one must be able to determine the necessary resources and allocate them to various functions within the school building. Once the allocations have been completed, a review is needed. Different strategies are utilized to ensure that everything is running smoothly. One strategy is interviewing with teachers and stakeholders involved. During the interview, notes are taken to identify challenges, strengths, and possible solutions to the presented problems and difficulties.

   As outlined in PSEL 7, "To promote students' academic success and well-being, educational leaders must establish a supportive community of teachers and other qualified staff" (2015). Both teachers and students are given the appropriate working conditions to enhance teaching and learning. Ensuring these conditions are met while upholding the school's mission and vision is a crucial responsibility of an educational leader.

As stated in PSEL 10, "Effective leaders act as agents of continuous improvement to promote each student's academic success and well-being" (2015). To make one's learning experience enjoyable for all stakeholders within the school, leaders must create an environment that is welcoming for all. They must also prepare the school for improvement and a desire to achieve for all stakeholders. They can accomplish this by encouraging all stakeholders to be committed and accountable. As a future leader, I will create an environment where all stakeholders feel safe, welcomed, and prepared for teaching and learning. I will provide my staff members with the necessary resources to achieve their professional goals and promote all students' success.

References
National Policy Board for Educational Administration. (2021, November 23). - National Policy Board for Educational Administration. https://www.npbea.org/psel