Week 3 Assignment

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Apr 3, 2024

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Stefanie Stacey EDD 724 Instructional Leadership Dr. Erpelding University of Phoenix March 18. 2024

Summative Assessment: Leadership – Mission and Vision As successful educational leaders, we strife to promote and support a safe, fair, and welcoming school community for students and staff alike. Educational leaders, therefore, should promote and support students’ social, economic, and academic growth. To achieve the goals as an educational leader, the following three Professional Standards for Educational Leaders inspire me the most: Ethics and Professional Norms; Curriculum, Instruction, and Assessment; and Operations and management. Using Ethics and Professional Norms, an “effective educational leader promotes each student’s academic success and well-being.” (National Policy Board for Educational Administration, 2015, p. 10). As an effective educational leader, one him- or herself shows and promotes ethical behavior and follows professional norms in all their decisions, interactions, and expectations, therefore acting as the role-model to all others within the school community. A strong ethical leadership makes sure that an ethical climate is existent because as stated by Ucel, Günerli-Cangarli, Cağlayan, & Atabay, “creating and maintaining an ethical climate is vital for schools because it is needed for effective teaching and learning” and thus promoting academic success. Promoting academic success is an important point of education and one that all are striving for. We as educators want to see students succeed in all goals they set and that were set for them. Promoting the academic success for students, students need to be placed at the center of education. Therefore, awareness of students needs should be at the forefront and educational leadership needs to ensure to create a caring climate. “A caring climate is characterized by the organization being concerned about the good of all in the organization, and expecting each to do what is right for the stakeholders. For schools this might involve concern for slow learners, respect for students’ privacy, and attention to the needs for teachers” (Ucel, E. B., Günerli-Cangarli, B., Cağlayan, E., & Atabay, G., 2020, p. 3). Creating a caring climate within the school will lead to satisfaction of all and lead to more academic success. Teachers and educational leaders therefore are “responsible for each students academic success and well- being” (National Policy Board for Educational Administration, 2015, p. 10). This follows right along with teachers being responsible to safeguard and promote values. Safeguarding and promoting values are also the responsibility of teachers and educational leaders. Therefore, awareness of the values of each student, staff member, and stakeholder is the responsibility of the educational leader. As stated in Professional Standards for Educational Leaders by the National Board for Educational Administration: “Effective leaders safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity.” (National Board of Educational Administration, 2015, p. 10). Educational leaders should always be aware of the differences of beliefs, values, and community to ensure that these are acknowledged and valued. Acknowledging and valuing these differences will promote student academic success and well-being because students feel accepted and welcome without judgement and thus the relationship between students, teachers, educational leaders, and stakeholders will become closer as well.

Working as a role-model and placing students at the center of education as well as safeguarding and promoting their values, educational leaders promote ethical and professional behavior. Educational leaders should provide moral direction for the school by following themselves as well as teaching the “rules and professional codes that teachers regulate their behaviors by” (Ucel, E. B., Günerli-Cangarli, B., Cağlayan, E., & Atabay, G., 2020, p. 3). These rules and regulations promote ethical and professional behavior and are a guide for everyone to follow. Awareness for this is of importance and thus a responsibility of effective leaders. However, educational leaders and other adults within a school “are expected to model ethical behavior and practices and one needs to be aware that individuals have their own personal moral beliefs and values that guide their decision-making” (Ucel, E. B., Günerli-Cangarli, B., Cağlayan, E., & Atabay, G., 2020, p. 3). It is therefore important, that communication within a school is open, accepted, and welcome as well as followed to build trust, which in turn will promote academic success. Academic success and student well-being is also promoted through the “development and support of intellectually rigorous and coherent systems of curriculum, instruction, and assessment” ((National Board of Educational Administration, 2015, p. 12). To educate student for success it is important to ensure Professional Development for the support of curriculum is made available. This will enable teachers’ instructional quality and help strengthen assessments as well as guide teachers and educational leaders to set expectations for student learning. Setting high expectations for student learning is important for all to strengthen students’ abilities and beliefs in themselves. Behaviors are affected by what expectations are set. Believing in students and setting high expectations for them with the belief that students can meet them increase students’ task persistence learning outcome and is therefore beneficial for students’ academic achievement. Most important is to set these expectations with the belief that students can achieve the goals and giving positive emotions to students. “Positive activating emotions can boost adaptive beliefs and behaviors and students’ feeling of being in control of their learning, and their skills and confidence to overcome challenges, promote enjoyment of learning and efforts with learning tasks.” (Hirvonaen, R., Putwain, D. W., Määttä, S., Ahonen, T., & Kiuru, N., 2020, p. 13). Clear expectations that show respectful behavior and are modeled, will set students up for higher success. Thus, setting these high expectations with the knowledge that students can meet them will increase positive outcomes as well as promote a rigorous and coherent system of curriculum. Another important aspect of Curriculum, Instruction, and Assessment is the alignment to academic standards and across grade levels. Curriculum, Instruction and Assessment should be aligned to not only the grade level academic standards taught, but also to the academic standards across grade levels to ensure a coherent and rigorous system of curriculum. This ensures that all students can meet academic standards when taught and all students have a fair access to education. This also eliminates that each teacher teaches what they prefer or want but follow a guide to what needs to be taught and how what is taught follows across grade levels. This also ensures that across grade levels assessment data can be used to measure student outcome.

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Having a rigorous and coherent system of curriculum enables teachers and educational leaders to be able to measure student’s outcome through assessments. Having valid and consistent assessments, ensures that data taken from assessments are fair and true and usable data for student abilities and needs. “Thoughtfully designed assessment tasks that provide real- time diagnostic information about the status of student learning to inform ongoing instruction” (Kang, & Ruftak, 2021, p. 73). These assessments are the needed information to create an informed decision for instructions. Assessments are also appropriate data for progress monitoring that not only give immediate feedback to students and families but also to teachers, who in turn are able to adjust the teaching according to students’ needs or place students into specific leveled groups to ensure the instructions meet their abilities and level. The assessments are a great guide to help plan for instruction as well as individual needs of every student and are one way to progress monitor all students. This is valid and reliable data to chart student performance against expected outcomes and compare these outcomes as well as adjust teachings according to these outcomes. As for progress monitoring, assessments will help make decisions on steps that need to be taken to ensure student success. Looking at all the points above, one can see that an effective leader’s job entails a lot of different activities, jobs, and responsibilities within a school environment. Another of these responsibilities entails maintaining and monitoring operations and administrative systems. Managing of school operations is one of these responsibilities. This means an effective administrator will oversee daily operations, monitor teaching and learning within the school and its outcomes, and oversee staff and their resources. To ensure staff efficiency, an effective leader strategically manages staff and staff resources. To accomplish this, the leader clearly shares the vision and goals set forth by the school, evaluates the needs and priorities of the school and staff, provides the needed resources, clearly shares, and observes policies and procedures and how they are followed as well as delegates and overviews the performance of certain school responsibilities to other leaders within the school. Another important management of school operations is the management and making available Professional Development Training to help teachers new and old of new ideas and better understanding of available resources. Lastly protecting the rights of staff and other members of the school is an important responsibility of leaders within a school. Thus, monitoring everyone is adhering to school rules and fair treatment within the school is ensuring the well-being and function of staff, students, and the school. Promoting the mission and vision of the school is an integral part of managing and monitoring operations and administrative systems. Therefore, it is important that the mission as well as vision is communicated clearly and often within the school and the community. This can also be accomplished by prioritizing not only student achievement but also prioritizing the needs of all. Ensuring the vision and mission of the school is aligned with the needs of the school to meet all learner’s abilities and needs. Another way to promote the mission and vision

of the school is to share responsibilities by delegating out certain responsibilities to reflect the diverse ideas of all stakeholders in the school. Lastly, let us investigate how the NBPEA standards are integrated into Rilke Schule German School of Arts and Sciences. The school teaches students in an immersion setting that includes English Language Arts and Mathematics taught in English, and German Language Arts, Science, Health, and Social Studies taught in German. One way the NBPEA standards are integrated is by implementing a coherent system of curriculum through setting high expectations for students. Students are viewed as learners capable of accomplishing anything and therefore high expectations are set for students and communicated to them frequently. Students are always expected to follow through with what is asked of them and given amble time to ensure their ability to complete the given tasks. Tasks are adjusted to student abilities and therefore the ability to meet expectations are made available for everyone. The instructional practice is consistent with the knowledge of child learning and priority is set to create a caring community of learners. Teaching practices are designed to encourage learning and encourage students according to their abilities and knowledge. Instructional material is differentiated to help student growth and learning. Some of the instructional practice that is incorporated is learning through play. Often students acquire new knowledge through play in the classroom, which adds to the classroom climate and thus fosters the implementation of a coherent system of curriculum. Another way NBPEA standards are integrated is by implementing proper personal and ethical conduct at Rilke Schule. Educators and educational leaders both place students at the center of education and ensure students always know that their needs are what comes first. All instructions are always differentiated to ensure students can meet requirements and expectations set for them. Teachers and educational leaders conduct themselves professional and ethical, showing high moral standards and are good role-models to students and colleagues alike. Teachers at Rilke Schule German School accept responsibility for each student’s success by ensuring students’ needs are addressed, instructions are differentiated to meet the abilities of students. Educators and leadership place high concern for slow learners, respect for students’ privacy, and attention to the needs for teachers” (Ucel, E. B., Günerli-Cangarli, B., Cağlayan, E., & Atabay, G., 2020, p. 3). Respect in the classroom as well as all other settings within the school is an important aspect of the institutional setting and is very much modeled and emphasized. As a last point, meaningfully engaging families and community have been an integral part of students’ education at Rilke Schule. “Family involvement in children’s education has long been reported as one way to raise student achievement, narrow achievement gaps in school, and improve other student outcomes” (Jung, & Sheldon, 2020, p, 10). Rilke Schule teachers frequently invite family members to join our classrooms to take out student groups for reading

practice, to read books in the foreign language to students, to create work packets for students, to create student achievement necklaces for speaking German only during German instruction time, to join students’ during outings and field trips, to join and partake the school during traditional celebrations such as Christmas markets, St. Martinstag celebration, Three wise men celebration, German language school with toddlers and other functions. The school also build partnerships with neighborhood businesses, which are represented during school functions. Teachers and leadership also continue to engage in regular and open two-way communication with families. Weekly, teachers and leadership alike sent family newsletters with learning goals and achievements as well as upcoming events home to families to keep them informed. As shown by Jung, & Sheldon: “Practices by teachers that have been shown to lead to strong school–family partnerships include designing classroom and home activities that involve families in their children’s learning, creating open lines of communication with all families, and personally inviting families into the classroom and the school” has always been an important goal of Rilke Schule German School of Arts and Sciences. One can see how important an inviting, student-centered, value promoting, role-model leadership and educator environment, high expectation setting, alignment to academic standards, valid, consistent assessments, appropriate assessments, strategically managed resources for staff, promotion of vision and mission, can impact an educational setting positively and therefore create a school with students’ needs and well-being put first, which in turn promote academic success. Rilke Schule, following NPBEA standards such as implementing a coherent system of curriculum, embodying high expectations for students, promoting instructional practice consistent with knowledge of child learning, adhering to high personal ethical and professional conduct, by placing students at center of education, accepting responsibility for each students’ academic success, and meaningfully engaging families and community by being approachable to families and community members, and lastly engaging in regular and open two-way communication with families sets a great start in creating an inviting, vigorous, rigorous, and student first educational setting. Resources: Hirvonaen, R., Putwain, D. W., Määttä, S., Ahonen, T., & Kiuru, N. (2020). The Role of Academic Boyancy and Emotions in Students Learning-Related Expectations and Behaviors in Primary School. British Journal of Educational Psychology. 90(4):948-963. Retrieved from: https://eds.p.ebscohost.com/eds/detail/detail?vid=22&sid=170a6808-549d-4cd9-a542- 60e80db66e97%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN =EJ1274563&db=eric Jung, S. B., & Sheldon, S. (2020) Connecting Dimensions of School Leadership for Partnerships with School and Teacher Practices of Family Engagement. School Community Journal . 30(1):9-32. Retrieved from: https://eds.p.ebscohost.com/eds/detail/detail?vid=21&sid=170a6808-549d-4cd9-a542- 60e80db66e97%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN =EJ1257579&db=eric

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Ucel, E. B., Güneri-Cangarli, B., Cağlayan, E., & Atabay, G. (2020). Insights into Ethical Climate and Teacher Behavioral Outcome. E-International Journal of Educational Research . Vol. 11 Issue 3, p217-230, 14p Retrieved from: https://eds.p.ebscohost.com/eds/detail/detail?vid=43&sid=170a6808-549d-4cd9- a542- 60e80db66e97%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN =147934358&db=eue Kang, H., & Ruftak, E. M. (2021). Learning Theory, Classroom Assessment, and Equity. Educational Measurement: Issues & Practice . Vol. 40 Issue 3, p73-82, 10p, 1 Chart. Retrieved from https://eds.p.ebscohost.com/eds/detail/detail?vid=48&sid=170a6808-549d-4cd9-a542- 60e80db66e97%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN =152442958&db=eue Matsumura, L. C., Slater, S.C., & Crosson, A. (2008). Classroom Climate, Rigorous Instruction and Curriculum, and Students' Interactions in Urban Middle Schools. Elementary School Journal . 108(4):293-312. Retrieved from: https://eds.p.ebscohost.com/eds/detail/detail?vid=61&sid=170a6808- 549d-4cd9-a542- 60e80db66e97%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN =EJ787059&db=eric

Week 3 Assignment

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