NELP - 3

This artifact includes a school improvement plan audit of a middle school. The audit was conducted by a team in a PLC format. Data was gathered in seven different areas, and the PLC team reviewed each and assigned a rating of weak, moderate, or effective. The rating was determined through a collaborative discussion and data review. The PLC created a presentation reviewing the school's mission, vision, and demographics. Areas identified as weak were summarized and recommendations were made based on the continuous school improvement framework. 

This artifact addresses component 3.1, program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture. The SIP audit required the collection of data in seven different areas. School demographics were carefully considered during the audit process. Another area of focus was on support services and programs to meet the individual needs of students, including the identification and placement process of gifted, special needs, English language learners, AP course qualifications, and assessments. Data collected in this area looks closely at culturally responsive practices within the school system. 

As an emerging leader, I gained a great deal of insight into continuous school improvement by auditing a middle school with my team. I was able to see the many components that need to be considered when developing and following through with a school improvement plan. Goals need to be developed based on the school's vision, mission, data, and input from all stakeholders. In addition, it's important to answer the questions; Who are we? Where are we currently at? Where do we want to be? What will help us get there? A leader must be culturally responsive and promote equity for all students. SIP goals should address all learners, their needs, and the promotion of growth. 

For this assignment, researched current bills in Congress that reflect the need for more professional emotional and mental health support for students in schools. HR 1415 School Social Worker Improving Student Success Act addressed this need. This bill was proposed in March 2023 to amend the Elementary and Secondary Education Act of 1965. It attempts to address the need for funding to increase the number of social workers in schools. Under the Children’s Mental Health Act of 2003, school districts were required to incorporate social-emotional development into their educational program. They were also required to provide a protocol for responding when children experience social-emotional or mental health problems. However, districts are struggling to meet current student mental health needs, and most are understaffed due to lack of funding. As a 25-year educator, I am in strong support of H.R.1415 as our students are in need of mental health support now more than ever.

This artifact demonstrates NELP 3.2, leaders understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. The letter provided data and reasons why schools need funding for more emotional and mental health professionals in schools. This is particularly true of marginalized populations. If HR1415 were to pass, it would provide grant opportunities for districts that lack the funds to support more social workers in schools. It's important for school leaders to be aware of laws, bills, and policies that can impact their schools whether it's positively or negatively. They must advocate for their students and others in need. 

When creating this artifact, I gained a strong understanding of how important the advocacy role is for school leaders. Decisions made at the federal, state, and local levels can have both positive and negative implications for schools and their students. Leaders must actively engage in conversations and advocacy efforts to insure there is proper funding for all students. Leaders must support one another so funding is available for all students in a community.

This artifact outlines the importance of and details regarding school safety systems to manage crisis situations. Districts and schools must have procedures in place for various crisis situations. This project outlines recommended plans that should be in place such as mandated drills, evacuation plans, reference plans, soft lockdowns, and hard lockdowns. Timelines for drills and training are outlined. Communication is essential. It needs to be clear, well thought out, and use common language all stakeholders understand. Proactive communication is equally as important as communication during a crisis. Best practices include visibility, accessibility, training, and expectations. 

NELP 3.3, program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff, is addressed through this project. The project specifically focuses on crisis management and the necessary system components that need to be in place to ensure student and staff safety. Safety plans need to include protocols that provide translation of languages for all students and families to understand communication. Plans should identify specific needs of subgroups to ensure all students and staff are safe in the school environment. 

As a growing leader, it is essential to be prepared for as many emergency situations as possible. Safety is a collective effort so having a clear and organized system in place is essential. Safety plans begin at the district level. From there, principals need to follow through with the district outlined procedures, in addition to having procedures that are specific to his or her building. Principals must revisit procedures regularly and respond to any changes or adjustments that need to be made. Communication is key, using common language. All stakeholders should receive clear and concise communication proactively and during/after emergencies. The creation of this artifact allowed me to identify the important elements of district and school emergency plans to ensure safety for students and staff. It is the job of a school leader to be prepared and confident in the safety systems in place. 

This artifact was a team project that required collaboration to develop a comprehensive plan for creating a healthy positive school culture and environment. Our team reviewed articles related to creating a positive school culture and applied this information when setting goals for the plan. We created surveys that involved collecting data from all stakeholders, which is essential to any comprehensive plan. We identified our "why" as community, values, and engagement. An action plan was created to ensure the success of each goal, and steps for communicating plans and goals were outlined. 

This artifact demonstrates NELP 3.3, program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff. It addresses the importance of establishing an inclusive, safe, and supportive learning environment for all stakeholders. The goals of community values, and engagement speak to cultivating and equitable and culturally responsive school culture. 

For a learning community to have a positive school culture where community, values, and engagement are at the forefront, the leader must possess a wide range of leadership virtues. First, a leader must apply intellectual virtues such as autonomy, curiosity, reflection, and resourcefulness. These virtues support the development of citizens that will have the abilities to collaborate with one another and apply practical wisdom to decisions. Second, a leader must apply moral virtues. Compassion, courage, honesty, humility, and respect build a sense of belonging, trust, inclusivity, and relationships. Third, leaders must possess civic virtues. Civility, community awareness, and service engages all stakeholders in decision-making and creates strong partnerships. Finally, leaders must apply performance virtues. Motivation, resilience, and teamwork are essential when supporting the growth of character development and engagement. The artifact demonstrates my growth in developing a positive culture based on input and collaboration from all stakeholders involved.