ISSL Standard III and Problem-Based Learning Theme III

ISSL Standard III and Problem-Based Learning Theme III

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 3:

ISSL Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Knowledge: The administrator has the knowledge and understanding of:

Theories and models of organizations and the principles of organizational development

Operational procedures at the school and district level

Principles and issues relating to school safety and security

Human resources management and development

Principles and issues relating to fiscal operations of school management

Principles and issues relating to school facilities and use of space

Legal issues impact school operations

Current technologies that support management functions

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

Making management decisions to enhance learning and teaching

Taking risks to improve schools

Trusting people and their judgments

Accepting responsibility

High quality standards, expectations, and performances

Involving stakeholders in management processes

A safe environment

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

Knowledge of learning, teaching, and student development is used to inform management decisions

Operational procedures are designed and managed to maximize opportunities for successful learning

Emerging trends are recognized, studies, and managed to maximize opportunities for successful learning

Operational plans and procedures to achieve the vision and goals of the school are in place.

Collective bargaining and other contractual agreements related to the school are effectively managed

The school plan, equipment, and support systems operate safely,, efficiently, and effectively

Time is managed to maximize attainment of organizational goals

Potential problems and opportunities are identified

Problems are confronted and resolved in a timely manner

Financial, human, and material resources are aligned to the goals of schools’

The school acts entrepreneurally to support continuous improvement

Organizational systems are regularly monitored and modified as needed

Stakeholders are involved in decisions affecting schools

Responsibility is shared to maximize ownership and accountability

Effective problem-framing and problem-solving skills are used

Effective group-process and consensus building skills are used

Effective communication skills are used

There is effective use of technology to manage school operations

Fiscal resources of the school are managed responsibly, efficiently, and effectively

A safe, clean, and aesthetically please school environment is created and maintained

Human resource functions support the attainment of school goals

Confidentiality and privacy of school records are maintained

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. (See Appendix C for Copy of Action Research 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. Candidates need to be able to conduct a study with staff that is anchored by a strong research base.

• Develop an Action Research and Staff Development Plan: An action plan will be completed in each theme area for each ISLL standard. These plans are an expectation that each Iowa school district and/or building completes each year, Candidates need to be confident and expert in developing a plan with staff using adult learning theory 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 to their individual learning needs on the topic, grade level, or area selected. Candidates will be predominantly engaged in field activities, Approximately 60- 70% of their time will be spent in the field and the remaining 30-40% in seminar, cohort group, and mentor activities.

• Engage in Cohort Group Activities: Cohort Groups will meet face-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 as as-needs 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.

• Track 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 – Support Personnel

Candidates will study and research the role of support personnel in the school setting. With direction from cohort directors, mentors, and seminar leaders candidates will interview representatives of support personnel, 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.

• Evaluating 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.

Instructors/Mentors will be responsible for delivery of seminars, Participation in Cohort Group Activities, and mentoring on 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 students may encounter are available at each of the Area Education Agencies indicated. The students’ building principals and/or district curriculum director may choose to also serve as effective mentors.

It is expected that the candidates who completes Standard III will successfully do the following:

Problem-Based Learning Theme 3: How do you facilitate processes and engage in activities that ensure that operational procedures are designed and managed to maximize opportunities for successful learning and effective learning environments? (Sharp, et. al 1998).
Connected with: Design Principle 2,4, 5; Leadership Principles 4,5 and
Iowa Standards for School Administrators Standards 3, 4.

Seminar Offering 3: The Instructional Leader: Theories and Models of Organizations, Legal Applications, and Fiscal Operations Used to Maximize Opportunities for Successful Learning: This seminar introduces the candidates to issues related to operational procedures and school facilities, legal issues impacting school operations, fiscal issues relating to school management and current technologies that support management functions. Emerging trends will be studied to learn how to build operational plans and procedures necessary to achieve the vision and goals of the school. Financial, human and material resources and functions including collective bargaining and other contractual agreements will be studied in the context of better attainment of school goals. Effective problem-framing and problem-solving skills will be learned as well as consensus building to maximize ownership and accountability that involves stakeholders in decisions affecting the school that leads to a safe and responsible school learning environment. Technology that supports effective management of school operations will be introduced to all candidates. The seminar will be taught by four faculty members who are expert in different areas that address this ISSL Standard. The four modules each conducted over four months of time involved in completing this standard are: Seminar 1: Technologies that Support Management Functions; Seminar 2: Legal Issues for K-12 Principals; Seminar 3: Special Education: Improving Learning for Students with Special Needs and Following the Rules; Seminar 4: Safe Schools.

Clinical Activities:

1.Action Research Study 3: Conduct an action research study in your building based on the Iowa School-wide Action Research Model (SAR) on operational and legal issues that are designed to improve the learning and the learning environment for all students. This study will focus on current building rules and procedures and legal issues involving student discipline. Address and document in the study the knowledge, dispositions and performances in Standard 3, Design Principals 2 4, and 5 and Leadership Principals 4 and 5.

1. Current State of the Learner (Cell 1): With other members of your Cohort Group, develop a survey for all building staff that includes the following: knowledge of areas of compliance for students on IEPs, 504 plans, sharing school records, best practice in discipline practices, rules; beliefs on student discipline. Ask 5-10 staff members to complete the surveys. Graph and chart the results. As these same staff members for a copies of their classroom rules and procedures. Identify specific procedures that you want each staff member to identify; i.e. starting class, breaking a rule, late work, tardies, make-up, extra credit, grading practices in terms of effort and attitude and absences; talking back, swearing, hitting, not following directions, and the like. Review the student handbook and building rules. Analyze the data for likenesses and differences. Look for congruencies and in congruencies. Identify patterns. Chart or graph results.
2. Current Research-based Best Practices in Selected Area (Cell 2): With members of your Cohort Group,conduct a study of current rulings on sharing of student records, expulsion, zero tolerance policies, IEPs, student discipline, harassment, gender issues, race issues. Collectively prepare a bibliography of your researh and share with other Cohort Group members and include combined bibliographies in your portfolio.
3. Goal Development (Cell 3): Develop a long-range and annual goal for the action plan you will complete based on the data and information collected in a and b.
4. Current State of the Learning Environment (Cell 4): With Cohort Group, develop a concise set of survey questions for students on their perceptions of classroom rules and procedures, consistency of discipline and punishments from one classroom to another and with building rules, consistency of rules of participation or non-participation in sports or other school-based activities, perception of fairness, suggestions for improvement, staff willingness to supporting special education, staff response to harassment issues and the like, feelings of safety, etc. The purpose here is to determine what students believe about the ways rules and procedures are carried out, their feelings of safety, and their concerns and suggestions. Depending on the size of the school, in some cases it could be all students and in others a random sample, be sure of that all groups and age levels are represented are equally as possible; i.e. gender, race, low SES, regular SES, IEP, non IEP, ELL, non ELL. Be sure to include students who are frequently referred to the office or who are frequently absent or tardy and as many students who receive D’s as those who receive A’s. In elementary schools, start at the fourth grade level and be sure students understand the questions. Administer in a way that neither students nor staff feel threatened and results would be skewed. Graph or chart what you learn about the strengths and weaknesses within your school.
5. Current Research and Best Practices in the Learning Environment for Selected Grade Level (Cell 5): With your Cohort Group members, study best practices in setting school rules, discipline policies and procedures. Prepare an bibliography of the results of your study.
6. Goal Development (Cell 3): Develop a long-range and annual goal for the action plan you will complete based on the data and information collected in d and e.

2.Construction of Comprehensive School Improvement Action and Staff Development Plan 3: The final product is the development of a Comprehensive School Improvement Action and Staff Development Plan in the area of improving the rules, policies, and discipline procedures in your building. The plan needs to incorporate the precepts of child growth and development from preprimary through adolescence and include developmentally appropriate strategies. This plan should include the following: (1) Long-range goal and annual improvement goal(s) that are aligned with the vision and mission of your school, (2) Activities that all staff will need to do in order to build consistency across grade levels and within the school, ((3) Persons Responsible, (4) Resources, (5) Timeline, (6) Staff Development Plan incorporating adult learning theory, (6) Integration of meeting the diverse needs of At-risk, TAG, Special Needs students, Multi-cultural Gender Fair issues, (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 3: Each student is to complete a log of activities conducted in completion of the requirements of Standard 3.