Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Running head: LEADERSHIP PLAN 2
LEADERSHIP PLAN 2
Summative Assessment: Strategic Leadership Plan Draft Outline
The school requires changes to the leadership team, the teacher’s culture and environment, and the allocated resources. The leadership team only consists of the principal, assistant principal, and academic coaches. The vision, mission, and learning focus were last updated in 2017 when the new principal, at the time, started and has not been changed since. The culture at the school is negative, and the negative impacts the instructional practice at the school. This plan will help create a set goal of making the appropriate changes to have a thriving learning environment for students.
Vision, Mission, and Learning-Focus
The staff impact, vision, and mission have not been changed since 2017, when the new principal started. As a team, the teachers will create a new mission statement. The new mission statement should include teachers’ expectations but also can include student expectations. The vision should focus on the students and their overall goals and how they want them to succeed in their education. Goals should be quantitative to where teachers understand the end goal (Posthuma & Al-Riyami, 2012). Teachers should be a part of the process of creating the mission statement and goals. The goals and mission statements should be centered around students and what their expectations should be, but also create another mission or vision that is centered around teachers’ expectations as well (Posthuma & Al-Riyami, 2012).
The plan is to establish the staff impact, vision, and mission as a school by meeting together on the first day of school to establish the goals and mission. The leadership team will project the old statement used in the past as an example but say that it is crucial to make more appropriate changes to the school. The teachers will talk in teams and determine what will be appropriate. The goals, mission statement, and vision will be examined throughout the year to ensure that teachers are aware of their end goal and determine if they are meeting that goal during the year.
Improvement of Instructional Practice
Small groups are vital for student achievement (Moore et al., 2019). The only grade levels that participate in small group instruction are the kindergarten through fourth-grade classrooms. The fifth and eighth-grade classrooms will create lessons for their intervention time as a whole group. To help with instructional practice, small groups will be mandatory for all teachers. Professional development will help ensure teachers understand the best way to create the small group interventions and how to incorporate them successfully. After the professional development, where teachers will look at data to determine the different levels of small groups, the coaches and administrators will observe teachers. Observing the teachers will ensure they meet with students, use data-driven small groups, and have appropriate whole group instruction. During the observations, the administrators and coaches will provide feedback to determine that students are working and appropriate instruction.
To incorporate these changes the first week back to school, the teachers will be given professional development on creating small groups for students on the same levels and creating data-driven lesson plans appropriate for the specific groups. After the professional development, teachers will be observed. During the school year, more professional developments will help ensure the teachers have all the resources they need to be successful.
Allocation of Resources
I have no idea about the allocations of the resources or where the money goes for my school. I am not a part of the leadership team and do not receive any funds or any documents of where the funds are, so for the plan, I will create a plan that gives an idea of where I think the money goes.
According to the Arizona Department of Education (2021), each school is given $687,988 for teacher’s salaries in the school district. With that in mind, the total classroom site fund is $1,408,070 per classroom. The average teacher salary is $58,151. Teachers are provided one box of pencils, a box of manilla envelopes, staples, paper clips, and other minor supplies. Each teacher is given 2,000 copies per month for student worksheets. As the Arizona Department of Education does not explicitly detail individual supplies, I am unsure how much each of these costs but paying for these out-of-pocket expenses in the past. The total for each teacher in the school would not exceed $1,408,070. More money should be spent on students’ needs and resources that teachers need to create lesson plans that benefit the students. Instead of fronting the supplies, wait for the teachers to say they need them, and spend more money on materials that will help with creating the hands-on lessons that students enjoy more. Set out a set amount of money, maybe $250, for each teacher to spend on their classroom lessons. This will allow teachers to use the copiers less, not need as many little supplies, and allows the teachers not to say they cannot create hands-on activities because they do not have money.
Management of Systems and Processes
Each professional development should be different at each school and not a district-wide lesson for teachers. For example, if teachers need to focus on small groups, but another school understands how to incorporate small groups, then do not make those teachers go through the small groups’ professional development. Professional developments are to be developed for helping teachers and students to be successful (Sezgin, 2020). Just as teachers create lesson plans for students’ needs, the leadership team should create professional development for teachers’ needs.
To clearly understand what teachers need from the leadership team, a survey will be sent out to determine what they want to learn more about in the professional developments. If there are multiple different needs, the meetings can be split up into different classrooms, and teachers can either go to all of them during a scheduled time or choose which one they want to participate in. Each teacher should feel that they choose what they want to learn, and it will help with participation and engagement for teachers.
Conclusion
Each school has its own different needs that they have for its teachers and students. No one school is the same as every person on that campus is different. The school that I work for needs an updated mission, vision statement, and updated goals for the staff to focus on. Teachers need to learn how to incorporate small groups into their lesson plans to help with student achievement. The teachers should be allotted a given amount of money, even a minimal amount, to create lesson plans that are more engaging for students. Finally, professional development should be on the teacher’s needs, and the teacher should be given choices that will help them become more engaged. The plan is to work with the teachers to create an improved school and involving them can help create an environment where everyone feels they are important and want to be a part of the school.
RUBRIC |
||||||
Excellent Quality 95-100%
|
Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
|||
Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
|||
Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
|||
You Can Also Place the Order at www.collegepaper.us/orders/ordernow or www.crucialessay.com/orders/ordernow |
Strategic Leadership Plan Draft Outline