ISSL Standard I and Problem-Based Learning Theme I

ISSL Standard I and Problem-Based Learning Theme I

Purpose: The purpose of this seminar and activities is for each principal candidate to develop the knowledge, skills, and dispositions as stated in the Iowa Standards for School Administrators Standard I:

ISLL Standard I: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development.

Knowledge: The administrator has the knowledge and understanding of:

Learning Goals in a pluralistic society

The principles of developing and implementing strategic plans

Systems Theory

Information sources, data collection, and data-analysis strategies

Effective communications

Effective consensus-building and negotiation skills

Dispositions: The administrator believes in, values, and is committed to:

The education of all

A school vision of high standards of learning

Continuous school improvement

The inclusion of all members of the school community

Ensuring that students have the knowledge, skills, and values needed to become successful adults

A willingness to continuously examine one’s own assumptions, beliefs, and practices

Doing the work required for high levels of personal and organizational performance

Performances: The administrator facilitates processes and engages in activities ensuring that:

The vision and mission of the school are effectively communicated to staff, parents, students, and community members

The vision and mission are communicated through the use of symbols, ceremonies, stories and similar activities

The core beliefs of the school vision are modeled for all stakeholders

The vision is developed with and among stakeholders

The contributions of school community members to the realization of the vision are recognized and celebrated

Progress toward the vision and mission is communicated to all stakeholders

The school community is involved in school improvement efforts

The vision and goals for student learning shapes the educational programs, plans, and actions

An implementation plan is developed in which objectives and strategies to achieve the vision and goals for student learning are clearly articulated

Assessment data related to student learning are used to develop the school vision and goals

Relevant demographic data pertaining to students and their families are used in developing the school mission and goals

Barriers to achieving the vision are identified, clarified, and addressed

Needed resources are sought and obtained to support the implementation of the school mission and goals

Existing resources are used in support of the school vision and goals

The vision, mission, and implementation plans are regularly monitored, evaluated, and revised

Overview and Rationale:

In order to meet the knowledge, skills, and dispositions of Standard I, the core curriculum has been designed around a problem-based learning theme that incorporates state-of-the-art research based theory and practices. To complete the theme, candidates will be expected to carry out the following:

• Conduct an Action Research Study: An action research study will be used in each of the themes so as to provide the students with a methodology that they can use consistently with their staff in order to analyze data of both the learner and the learning environment as well as conduct specific study in state-of-the-art research and best practice before developing goals and action plans. Iowa leaders in their Evaluator Approval training are also learning to use a “Data-Driven Leadership” curriculum that will complement this action research methodology. The Iowa Department of Iowa’s Technical Assistance Manual for developing District Comprehensive School Improvement Plans suggests using this model developed by Emily Calhoun to develop Action Plans. The Department also uses this model in other state-wide training. Candidates will have many opportunities to review current District School Improvement Plans that use this model. Use of this model will provide candidates with the skill of developing an action plan and at the same time insist that they use theory, research, and best practice in the development of these plans.

• Develop an Action Research and Staff Development Plan: An action plan will be completed in each theme area for each ISSL standard. These plans are an expectation that each Iowa school district and/or building completes each year. Candidates need to be confident and experienced in developing a plan with staff if school improvement is to occur.

• Participate in Field Activities that Support the ISSL Standards and Problem-Solving Themes: Activities conducted in the field are the heart of this model. Candidates will be immersed in theory, research and best practice but it will be directly connected and integral to their individual learning needs on the topic, grade level, or area selected. Candidates will be predominantly engaged in field activities. Approximately 60% of their time will be spent in the field and the remaining 40% in seminars, cohort groups, and mentor activities.

• Engage in Cohort Group Activities: Cohort Groups will meet face to face at a minimum three to four times during the coverage of each ISLL Standard. During these Friday evening and all day Saturday meetings different “expert” faculty and the mentor “practitioner” will provide them with theory, research, best practice, and application in the field. The Program Director will also provide support. Additional Cohort meetings will be held once a month or on an as-needed basis over the Iowa Communications Network (ICN). (This fiber optic network is unique to Iowa and is available in almost every community. Candidates and the Project Director can both see and hear each other at all multiple locations that are “lit”–requested to be used. It is easy to schedule ICN time.) Primary activities will include: continued support for relationship building, networking, teamwork and sharing; inquiry and study; and reflection. Each session will start with a focus question relevant to the work of the standard being addressed. This question will be e-mailed to students prior to the session. Candidates will also e-mail on a listserv created for members of the Cohort Group any questions they have that support their personal learning needs. An agenda will be set at the beginning of each meeting. Cohort members will each be expected to lead inquiry and study at a minimum of one of the meetings during the study of each standard. This will help candidates in learning and demonstrating facilitation techniques and use of adult learning theory.

• Tracking Competence Through Portfolio and Log of Activities: A portfolio will be developed that demonstrates competence on each Problem-Solving Theme and ISLL standard. Development of the portfolio will be continuously monitored by the Program Director and/or mentors. Each candidate will be required to reach the proficiency level before they have met the conditions of the portfolio requirements. The proficiency level is a 4 or a 5 on the rubric accompanying each Standard and Problem-based Theme. A log of activities will be kept to demonstrate the time spent on each of the requirements. This log will provide data for the candidate and the Program Director on the time needed or spent on each of the activities and allow adjustments to be made in the program.

• Monitor Reflective Thinking Through Journaling: In order for candidates to become reflective practitioners, journaling will be continually used as a method for the candidates to both relate what they have learned and to demonstrate their ability to thoughtfully and insightfully come to understandings of what to do to improve the teaching and learning process in the school.

• Complete “Tool Box” Activities: These activities are ones each principal candidate needs in their “tool box” to meet daily management and organizational expectations of districts/buildings. They are aligned with the Standard and the Problem-based Theme.

• The Instructional Team: Roles and Responsibilities – The Principal

Candidates will study and research the role of the principal in the school setting. With direction from cohort directors, mentors, and seminar leaders candidates will interview the principal, research best practices, coordinate findings and conclusions with the sub-cohort members, and reflect on the process, including a plan for managing the school’s instructional team.

• Evaluate Learning Through Assessment Activities: Evaluation and assessment will include: (1) Continuous monitoring and feedback on progress by Program Director through a minimum of two on-site visitations during candidate’s work on each standard as well as e-mail, ICN or other as indicated by candidate’s progress needs or needs determined by Program Administrator. (2) Continuous monitoring and feedback on activities by mentors through Cohort meetings, ICNs, e-mails, site visits, or others as needed. (3) Review of Portfolio, Log, Journal, and Tool Box Activities with Program Administrator for approval with additional work assigned by Program Administrator and/or Mentors if indicated. (4) Successful completion at Proficiency Level (4 or 5) on Rubrics on each Standard.

• Faculty and Mentors will be responsible for delivery of seminars. Each faculty member will be teamed with a mentor to provide both expert and practitioner support. Mentors will participation in Cohort Group Activities. Mentors will support any or all parts of the Clinical Activities and Tool Box Activities in each Standard. Additional consultant support in math, science, reading, Special Education, ELL, at-risk, TAG, Multi-culture Gender Fair, Differentiated Learning, and other issues candidates may encounter are available at each of the four Area Education Agencies. The students’ building principals and/or district curriculum director may choose to also serve as effective mentors.

The next section provides the description of the core curriculum and learning activities each candidate will complete in order to meet each of the ISSL Standards.

Problem-Based Learning Theme 1: How do you develop a shared vision that clearly drives the school improvement process over time and continually promotes the success of all students?

Connected with: Leadership Principles 2, Design Principles 1 & 2, and

Iowa Standards for School Leaders 1 & 2.

Seminar Offering1. The Instructional Leader: Creating the Vision for Successful Schools and Staff. This seminar introduces candidates to selected theories in system, leadership and design principles. Candidates will learn best research and practice in learning and motivation theories including effective consensus-building and negotiation skills. Various uses of technology will be investigated as related to data gathering and communication. Specific attention will be given to the development of vision, mission, core beliefs and ways to monitor and assess their implementation. The seminar will be taught by three faculty members who are expert in different areas that address this ISSL Standard. The three modules each conducted over the four months of time involved in completing this standard are: Seminar 1: Consensus and Communication; Seminar 2: School Action Research & School Improvement; Seminar 3: Data Collection and Analysis; and Seminar 4: Systems Thinking

Clinical Activities:

1.Action Research Study 1: Conduct an action research study in your building based on the Iowa School-wide Action Research Model (SAR) (Calhoun 2000) to determine the degree of staff, student, and community involvement in implementation of current district/building vision and mission and its relationship to meeting diverse needs of students. Address and document in the study the knowledge, dispositions and performances in Standard 2, Design Principal 4, and Leadership Principals 1 and 4.

1. Current Status of the Learner: Choose the highest grade level of students in your school; i.e. 5th/6th grade, 8th/9th grade, or 12th grade. Track the following student achievement data in reading over a 3-4 year span on one class (most diverse) of students including ITBS or ITED data, multiple assessment data on reading available in district Annual Progress Report; any additional data available including ACT, STARR, Basic Reading Inventory, ICAMs and the like. If data has not been disaggregated due to low numbers of students, disaggregate the data by gender, race, low socioeconomic level (SES), and IEP status. Develop a 3-4 year trend line analysis on each student in the class. Write an analysis of what the data demonstrates about the learning in this class as a whole and on individual progress of students noting any differences in academic progress among girls and boys, low SES, race and/or IEP students. Display the data using appropriate graphs.
2. Current Research-based Best Practices in Selected Area: Conduct a study to determine the most effective teaching practices and learning theories in reading and literacy including best practices for students with diverse learning needs. Work with members of the cohort group in the same area at the same level (elementary, middle or high school, and consult with mentors. Use this information in the action plan to be completed after the research study.
3. Goal Development: Develop a long-range and annual goal for the action plan you will complete based on the data and information collected in a, b, c, and d.
4. Current Status of the Learning Environment: Gather data on how the vision and mission of your building/district is currently driving school improvement. Develop a concise set of interview questions: one for staff and parents and one for students. Interview a broad representation of staff, parents, and the students in the class to determine the following: What is the vision? How is the vision communicated to you? How was the vision developed? How does the vision shape the educational program, plans, and action in your classroom? (Teacher) How does the current school vision affect your learning or your student’s learning? (Students, Parents) How does the vision support students the diverse learning needs of at-risk, TAG, IEP or other needs of students? (Parents, Teachers) How do you know that the current learning environment meets the needs of students? (All) Use the results of this data in the Action Plan in Section 2.
5. Current Research-based Best Practices in the Learning Environment: Complete a study of how other schools in the state and nation are successfully using vision and mission to support improvement in student achievement. Include study of distributive leadership, Include ways schools are addressing the learning needs of diverse student population. Use this data in the Building Action Plan in Section 2.

2. Construction of a Building Action Plan for Using Distributive Leadership to Support School Vision and Mission 1: The final product is the development of an Action and Staff Development Plan for monitoring and measuring the continuous implementation of vision and mission in a building that results in improving student achievement in reading and the development of a building learning community. The plan needs to incorporate the precepts of child growth and development from preprimary through adolescence and must include developmentally appropriate strategies. This plan should include the following: (1) Long-range goal and annual improvement goal(s), (2) Activities that all teachers will be engaged, ((3) Persons Responsible, (4) Resources, (5) Timeline, (6) Staff Development Plan Needed (6) Integration of meeting the diverse needs of At-risk, TAG, and Special Needs students (7) Assessment Strategies, and (8) Evaluation.

3. Portfolio and Log of All Activities Conducted in the Action Research Study and School and Staff Development Plans 1: Each candidates is to complete a log of activities conducted in each of the five steps in the Action Research Study. This log will include the following: (A) Annotated Bibliography of Research Articles, Books, Papers, (B) Graphs and data summary on student learning, (C) Action and Staff Development Plan, (D) Tool Box Activities, (E) Cohort Group reflections (F) Journal reflections

Tool Box Activities 1:

Review of district-wide needs assessment data available in community conversations, Quality Schools Survey, etc. Journal any appropriate data.

Compile a list of school community resources available to support staff in teaching and learning activities and creating an environment that better supports students and staff; agencies that support students with diverse physical, psychological, instructional, and sociological needs. Include other print and database, reference, Internet, and university resources.

Journal barriers found among staff, students, or parents in developing or implementing a common purpose, vision, and mission in the building. Reflect on what would need to occur to overcome the barriers based on research and best practice.

Using Peter Holly’s model, develop a vision, mission, and belief statements with one class of students. Journal Results.

Reflect on and journal: How can communities be involved in carrying out the school’s vision and mission at a level that is not superficial?