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Describe your Capstone Challenge and how you identified it. Collaboration across classroom teachers and specialist teachers, specifically, art, music, library, STEM, and music has been almost nonexistent. I saw a need for all teachers to collaborate so students were getting more repetitions of skills taught throughout the day.

Describe your diverse stakeholders and how you selected them. Stakeholders included building administration and certified teachers. The process began with the building principal to find out if he thought this project would be of value. As he gave the go ahead I spoke with many teachers on their thoughts on collaboration within our building.

Why is it important for your diverse stakeholders that the Capstone Challenge be addressed? Collaboration among all educators in our building will provide for more opportunities for students to practice skills taught and progress through learning quicker. Specialists need to know what is being taught in the classroom so they know what students are working on and are capable of.

In what ways will addressing the Capstone Challenge promote or support the foundational competencies'. This project brings into view the collaboration of all teachers in our building. It allows for diversity and culturally aware decisions to be made as to how to educate the students. It allows for all voices to be heard and considered.

Is it your intention to broaden the existing vision, values and/or culture of the association or to create a cultural shift?  Explain. The mindset of many teachers has been “what I do in my classroom is my business.” When the project is brought to fruition it is possible mind shifts will change to see that all staff working together for the good of the students is as important as what you are teaching in your own classroom. My goal is to make this shift easily so all stakeholders can and will participate.

Why might this strategy be a viable solution for your Capstone Challenge? Equal voices considering unique perspectives will better the whole school by creating a sense of belonging and value.

On which two Overarching Competencies will you focus in addressing your Capstone Challenge?  Why are they relevant?  Interpersonal effectiveness and Group process are my two overarching competencies. I choose interpersonal effectiveness because I need to be able to effectively communicate with my colleagues and lead discussions to come up with a common goal. Leading discussion with adults is very difficult for me. Group process will allow me to effectively lead and manage/mediate group conflict and utilize the diverse perspectives for better outcomes.

Which Leadership Pathway competency will you focus in your Capstone Challenge? I am focusing on facilitating collaborative relationships. Collaboration on policy and initiatives will support and connect my colleagues to needed information and through collaboration we can implement change.

With whom will you work in addressing your Capstone Challenge?  Who else might you recruit beyond your own cultural and/or professional identity group? My principal and teaching partner will assessment me with my Capstone Challenge, but the executive union board members will be able to assist with the policy portions and tell me where to go or who to talk to to find answers.

Which resources (such as, people, money, programs, time and space, etc.) do you have to address in your Capstone Challenge?   What resources will you need?  How will you obtain them? The main resource will be a Google drive folder. I have unlimited space in Google so there won’t be a need for outside resources.

Preliminary investigation of “what is.”

DIRECTIONS: Answer questions 4-12 prior to Module 3.

Conduct preliminary investigation of “what is” (what is already known about the needs of the target group).

4. Identify Major Concerns

*Dissent among staff

*Are we building on diversity or stifling it?

*Students have diverse needs. We une the Essential Understanding of Montana Indians in our school

and classrooms but are we focusing too much on a ‘specific’ lesson aside from our core

academics? I believe we are, we are not looking into students personal culture and identity.

5. Determine Indicators of Needs

Staff to work together for the good of the school. Staff not causing dissent among other staff by purposefully trying to “target the principal or other staff.”

*Staff morale is low. You can ‘feel’ it when you walk int the building

*There is whispering and clicks

*Purposefully asking other staff members “did you fell he (the principal) was targeting you? Did it make you feel uncomfortable? Did you feel as though you were being picked on?”

6. Consider Data Source(s) - both documents and people

*Staff, secretary, principal, teachers

* the only documents I can think of would be board reports? Some have false claims that cannot

be supported and are dismissed.

If I go with this idea, I am unsure where I would get actual, concrete evidence. Right now it is talkin, whispers, and feelings.

7. Decide Preliminary Priorities

*Build morale-focus on difference both culturally and cognitively-backgrounds, experience, knowledge.

8. What potential biases or barriers are you anticipating? Why? Have you considered solutions? If so, what would they be?

Potential bias and barriers may include:

• Staff refusing to participate, thus no change in school culture

• Leaders of school (principal) not able to enforce or make mandatory attending

• Staff thinking its unnecessary to team build

Notes to myself: Foundational Competencies -Collaborate purposefully.

*differences among us

*Strengths and limitations

*self education

9. What format(s) will you be using for your needs assessment? Why this choice?

Most likely surveys because I have spoken to administration and this will be an approved method. I will also interview some of the supporters and opposes.

10. As you consider the need(s), identify your likely allies - why? Most likely opponents - why? Refer to your Power Map

• Allies & Reasoning: Administration, reading coach will be my biggest supporters as they are the targets many times.

• Opponents & Reasoning: New principal ‘haters’ and ‘old school’ teachers that believe everything is black and white. Some diversities are wrong such as homosexuals and people who dress radically. (I know they will oppose because I have spoken to them, many think this is a waste of time. They want to have books, paper, pencil, and only use them. No technology, thus no open views on most subjects.

11. As a Fellow, how will you include diverse stakeholders and diverse perspectives in conducting your Needs Assessment?

This one is tricky for me. I will need some guidance on this. I’m thinking

maybe parents, to a degree? Also staff that goes to different buildings.

they will most likely have perspective on the overall climate of the

building.

12. Consider possible indicators of success:

Staff collaboration among grade levels and activities.

No more feelings of “whisper, whisper, see what the principal did?’

Doing a pre and post survey

Speaking with admionistration

May 15, 2021 Project has evolved and is now more targeted.

Describe your Capstone Challenge and how you identified it.

Collaboration across classroom teachers and specialist teachers, specifically, art, music, library, STEM, and music has been almost nonexistent. I saw a need for all teachers to collaborate so students were getting more repetitions of skills taught throughout the day.

Describe your diverse stakeholders and how you selected them, such as colleagues, parents, students, association members, community members, state or local partners, etc.

Stakeholders included building administration and certified teachers.

The process began with the building principal to find out if he thought this project would be of value. As he gave the go ahead I spoke with many teachers on their thoughts on collaboration within our building.

Why is it important for your diverse stakeholders that the Capstone Challenge be addressed?

Collaboration among all educators in our building will provide for more opportunities for students to practice skills taught and progress through learning quicker. Specialists need to know what is being taught in the classroom so they know what students are working on and are capable of.

In what ways will addressing the Capstone Challenge promote or support the foundational competencies?

This project brings into view the collaboration of all teachers in our building. It allows for diversity and culturally aware decisions to be made as to how to educate the students. It allows for all voices to be heard and considered.

Is it your intention to broaden the existing vision, values and/or culture of the association or to create a cultural shift?  Explain.

The mindset of many teachers has been “what I do in my classroom is my business.” When the project is brought to fruition it is possible minshifts will change to see that all staff working together for the good of the students is as important as what you are teaching in your own classroom. My goal is to make this shift easily so all stakeholders can and will participate.

Why might this strategy be a viable solution for your Capstone Challenge?

Equal voices considering unique perspectives will better the whole school by creating a sense of belonging and value.

On which two Overarching Competencies will you focus in addressing your Capstone Challenge?  Why are they relevant? 

Interpersonal effectiveness and Group process are my two overarching competencies. I choose interpersonal effectiveness because I need to be able to effectively communicate with my colleagues and lead discussions to come up with a common goal. Leading discussion with adults is very difficult for me. Group process will allow me to effectively lead and manage/mediate group conflict and utilize the diverse perspectives for better outcomes.

Which Leadership Pathway competency will you focus in your Capstone Challenge?  Why is it relevant?  I am focusing on facilitating collaborative relationships. Collaboration on policy and initiatives will support and connect my colleagues to needed information and through collaboration we can implement change.

With whom will you work in addressing your Capstone Challenge?  Who else might you recruit beyond your own cultural and/or professional identity group?

My principal and teaching partner will assessment me with my Capstone Challenge, but the executive union board members will be able to assist with the policy portions and tell me where to go or who to talk to to find answers.

Which resources (such as, people, money, programs, time and space, etc.) do you have to address in your Capstone Challenge?   What resources will you need?  How will you obtain them? 

The main resource will be a Google drive folder. I have unlimited space in Google so there won’t be a need for outside resources.

Overreaching Competency #1 Interpersonal Effectiveness Emerging approaching Developing

Overarching Competency #2 Group Processes- Developing

Foundational Competency Diversity-Equity-Cultural Competency- Collaborate Purposefully: Developing

Specific Leadership Pathway Competency: Instructional Leadership: Collaborative Relationships, Developing