Week 1 Assignment-Analyzing Academic Data for School Improvement(4)
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EDLD 5333 Leadership for Accountability – Week 1
Week 1: Analyzing Academic Data for School Improvement
National Educational Leadership Preparation (NELP) Standards
Standard 1: Mission, Vision, and Improvement
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each
student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and
community.
Component 1.1: Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
Educational Leadership Skills
•
Collaboratively design a school mission and vision attentive to values and priorities that include data, technology, values, equity, diversity, digital citizenship, and community
•
Develop a comprehensive plan for communicating the mission and vision
Component 1.2: Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation.
Educational Leadership Skills
•
Evaluate existing improvement processes
•
Use research and data to develop an improvement process that includes the following
components: diagnosis, design, implementation, and evaluation
•
Develop an implementation plan to support the improvement process
State Board of Educator Preparation (SBEC) Competencies
Principal Domain and Competency
Domain II: Leading Learning
Competency 3 •
Descriptive Statement B: Facilitates the use of sound, research-based practice in the development, implementation, coordination, and evaluation of campus curricular, co-
curricular, and extracurricular programs to fulfill academic, development, social, and cultural needs. Competency 4 •
Descriptive Statement D: Implements a rigorous curriculum that is aligned with state standards, including college and career-readiness standards.
Domain VI: Ethics, Equity, and Diversity
Competency 11
•
Descriptive Statement C: Advocates for all children by promoting the continuous and appropriate development of all learners in the campus community.
•
Descriptive Statement D: Implements strategies to ensure that all students have access to effective educators and continuous opportunities to learn.
•
Descriptive Statement E: Promotes awareness and appreciation of diversity throughout the campus community.
Lamar University Summer 1- 2019
EDLD 5333 Leadership for Accountability – Week 1
Knowledge, Skills, Mindsets (KSMs)
Knowledge
: Factors that inform campus initiatives and goals, components of a measurable goal, definition of equity and equality, elements of school vision and mission, Skills
: Shared focus of bringing equitable practices to the school, model organizational values, establish campus goals aligned with mission and vision
Mindsets
:
Effective teaching is the cornerstone of a strong school vision and mission, and therefore have a low tolerance for ineffective teaching, Great teaching should be consistently recognized, High expectations for all teachers strengthens a school’s instructional culture
Course-level Objectives (CLOs):
CLO1: Analyze multiple forms of data to determine implications for improving student performance.
CLO2: Demonstrate root cause analysis.
CLO3: Apply campus improvement planning processes.
CLO4: Demonstrate campus mission and vision development.
Week 1 Learning Objectives (W1LOs): W1LO1: Analyze campus academic assessment data sets. (CLO1)
W1LO2: Identify academic needs based on campus academic assessment data. (CLO1)
W1LO3: Formulate possible root cause(s) for identified student academic performance gaps. (CLO2)
W1LO4: Compose initial SMART goal and objectives based on academic assessment data. (CLO3)
W1LO5: Demonstrate understanding of school mission and vision statements. (CLO4)
Resources:
Week 1 Lectures
Required readings
Data sets
Lamar University Summer 1- 2019
EDLD 5333 Leadership for Accountability – Week 1
Week 1 Assignment Rubric: Use the Rubric to guide your writing. Note: APA citations are required for referencing published and public sources.
EDLD 5333
Week 1
Part 1:
Analyze multiple
data sets and begin root cause analysis. Level 1
Does Not Meet Minimum Criteria
0 Points
Level 2 Approaches Minimum Criteria
6 Points
Level 3 Meets Criteria
8 Points
Level 4 Exceeds Criteria
10 Points
NELP Component: 1.2
SBEC Competencies:
3, 4, 11
(W1LO1) (CLO1)
10 points
Candidate provides no response.
OR
Candidate lists some
data from data sets with little or no vague comparison. Narrative includes little or no evidence from data sets. (K)
Candidate provides vague comparison of TAPR to benchmark data. Narrative includes little or no evidence from data sets. (K)
Candidate provides brief comparison of TAPR to benchmark data but may lack clarity and/or specificity. Narrative includes some evidence
provided from data sets. (K)
Candidate provides thorough comparison of TAPR to benchmark data with clarity and specificity.
Narrative includes evidence provided from data sets. (K)
NELP Component: 1.2
SBEC Competencies:
3, 4, 11
(W1LO2) (CLO1)
10 points
Candidate provides no response.
OR
Candidate lists three
or less gaps in student populations’
academic performance, without significance
stated. Narrative includes little or no evidence from data sets.
(K)
Candidate provides three or less gaps in student populations’
academic performance, based on both academic data sets, but significance is vague. Narrative includes little or no evidence from data sets. (K)
Candidate provides three significant gaps in
student populations’ academic performance, based on both academic
data sets but may lack clarity and/or specificity. Narrative includes some evidence
provided some from data sets. (K)
Candidate provides three significant gaps in student populations’ academic
performance, based on
both academic data sets, with clarity and specificity. Narrative includes comprehensive evidence provided from data sets. (K)
NELP Component: 1.2
SBEC Competencies:
3, 4, 11
(W1LO3) (CLO2)
10 points
Candidate provides no response.
OR
States little or no plan for root cause analysis and/or provides no support from readings, lecture, and data sets. (S)
Candidate vaguely states initial plan for
finding root cause of academic performance gaps. Initial plan is not adequately supported by evidence from readings and data sets.
(S)
Candidate articulates initial plan for finding root cause of academic performance gaps but may lack clarity and/or specificity. Initial plan is adequately supported
by evidence from readings and data sets.
(S)
Candidate articulates initial plan for finding root cause of academic performance
gaps with clarity and specificity. Initial plan
is comprehensively supported by evidence
from readings and data sets.
(S)
Lamar University Summer 1- 2019
EDLD 5333 Leadership for Accountability – Week 1
Part 2:
Compose a SMART goal and 3 SMART objectives.
Level 1
Does Not Meet Minimum Criteria
0 Points
Level 2 Approaches Minimum Criteria
6 Points
Level 3 Meets Criteria
8 Points
Level 4 Exceeds Criteria
10 Points
NELP Component: 1.2
SBEC Competencies:
3, 4, 11
(W1LO4) (CLO3)
10 points
Candidate provides no response.
OR
Candidate states one SMART goal with incomplete components:
S= Specific
M= Measurable
A= Achievable
R= Relevant
T= Time-bound
And/or, provides little or
no details for each component, and/or little or no supporting statements from data sets. (S)
Candidate composes one SMART goal with all components: S= Specific
M= Measurable
A= Achievable
R= Relevant
T= Time-bound
Provides vague details for each component, and inadequate supporting statements from data sets. (S)
Candidate composes one SMART goal with all components: S= Specific
M= Measurable
A= Achievable
R= Relevant
T= Time-bound
Provides details for each component and
supporting statements from data sets. (S)
Candidate composes one SMART goal with all components:
S= Specific
M= Measurable
A= Achievable
R= Relevant
T= Time-bound
Provides specific details for each component and comprehensive supporting statements from data
sets. (S)
NELP Component: 1.2
SBEC Competencies:
3, 4, 11
(W1LO4) (CLO3)
10 points
Candidate provides no response.
OR
Candidate states one SMART goal with incomplete components:
S= Specific
M= Measurable
A= Achievable
R= Relevant
T= Time-bound
And/or, provides little or
no details for each component, and/or little or no supporting statements from data sets. (S)
Candidate composes three SMART objectives with all components: S= Specific
M= Measurable
A= Achievable
R= Relevant
T= Time-bound
Provides vague details for each component, and inadequate supporting statements from data sets. (S)
Candidate composes three SMART objectives with all components: S= Specific
M= Measurable
A= Achievable
R= Relevant
T= Time-bound
Provides details for each component and
supporting statements from data sets. (S)
Candidate composes three SMART objectives with all components: S= Specific
M= Measurable
A= Achievable
R= Relevant
T= Time-bound
Provides specific details for each component and supporting statements from data sets. (S)
NELP Component: 1.2
SBEC Competencies:
3, 4, 11
(W1LO4) (CLO3)
10 points
Candidate provides no response.
OR
Candidate composes one
activity for each objective for both the faculty and the principal that is not tied to the corresponding objective and does not include supporting statements from data sets. (S)
Candidate composes
one activity for each
objective for both the faculty and the principal that will help attain the objectives. Activities are not clearly tied to the corresponding objective and supporting statements from data sets are Candidate composes
one activity for each
objective for both the faculty and the principal that will help attain the objectives. Activities are tied to
the corresponding objective and include supporting statements from data sets. (S)
Candidate composes one activity for each objective for both the
faculty and the principal that will help attain the objectives. Activities are clearly articulated
and tied to the corresponding objective and include
specific details and supporting statements from data Lamar University Summer 1- 2019
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