Ana Daste- EDLD 5352 Week 1 Assignment

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Lamar University *

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Apr 3, 2024

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EDLD 5352 Instructional Leadership-Week 1 Assignment EDLD 5352 Educational Leadership Spring 2024 1 Week 1 – The Seven Levers: Executing Quality Instruction and Culture Aligned National Standards: NELP Standard 4 : Learning and Instruction 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 evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. PSEL Standard 4: Curriculum, Instruction, and Assessment Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each stude nt’s academic success and well - being. Texas State Standards and Principal as Instructional Leader Tested Competencies Texas State Standards TAC Rule §241.15 (c) Leading Learning Principal as Instructional Leader Tested Domain and Competencies Domain II: Leading Learning Competency 3: The entry-level principal knows how to collaboratively develop and implement high-quality instruction. Competency 4: The entry-level principal knows how to monitor and assess classroom instructions to promote teacher effectiveness and student achievement.

EDLD 5352 Instructional Leadership-Week 1 Assignment EDLD 5352 Educational Leadership Spring 2024 2 Course-level Objectives (CLOs): State Standards: TAC Rule §241.15 (c) Leading Learning 1. Demonstrate a fundamental understanding of instructional leadership. (Evaluating) (CLO1) 2. Analyze and evaluate data to drive instruction. (Analyzing) (CLO2) 3. Demonstrate knowledge and capacity for teacher observation, evaluation, and feedback. (Evaluating) (CLO3) 4. Formulate a professional development plan applying data driven decision making. (Creating) (CLO4) Week 1 Learning Objectives (W1LOs): 1. W1LO1: (CLO1) Examine the role of an instructional leader through the fundamentals of the Seven Levers of Quality Instruction and Culture. 2. W1LO2: (CLO2) Interpret student standardized assessment data for instructional improvement. Overview: In Week 1 of this course, you will be introduced to the Seven Levers of Quality Instruction and Culture (Bambrick-Santoyo, 2018). These "levers" are fundamental to what an effective leader must do for intentional, consistent, and transformational growth. Resources: Suh, R. (2021). Instructional leadership. Salem Press Encyclopedia. Retrieved from https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&d b=ers&AN=89164275&site=eds-live Bambrick-Santoyo, P. (2018). Leverage leadership 2.0: A practical guide to building exceptional schools . Jossey-Bass. (pp.1-15, 80-85, 365-366.) Cardinal Elementary TAPR

EDLD 5352 Instructional Leadership-Week 1 Assignment EDLD 5352 Educational Leadership Spring 2024 3 Week 1 Assignment Rubric: Use the Rubric to guide your writing. Level 3 Meets Criteria is the baseline passing standard for candidates. Tasks Level 1: Does not meet the minimum criteria Level 2: Approaches minimum criteria Level 3: Meets minimum criteria Level 4: Meets target criteria Part 1: Seven Levers: Definitions & Examples Candidate defines each of the Seven Leadership Levers and gives an example of each Instructional Lever and each Cultural Lever used to improve teacher instruction or student achievement. NELP 4 PSEL 4 W1LO1: (CLO1) Candidate provides no definition for the Seven Leadership Levers and demonstrates little or no ability to give examples of Instructional Levers or Cultural Levers to improve teacher instruction or student achievement. OR Does not address this portion of the assignment. 0 Points Candidate defines with little explanation the Seven Leadership Levers and demonstrates limited ability to give examples of Instructional Levers or Cultural Levers to improve teacher instruction or student achievement and is lacking in specificity and clarity. 21 Points Candidate defines with a general understanding of the Seven Leadership Levers and demonstrates an emerging depth of knowledge and ability to give examples of Instructional Levers or Cultural Levers to improve teacher instruction or student achievement but may be lacking in specificity and clarity. 24 Points Candidate defines with depth, specificity, and clarity the Seven Leadership Levers and articulates an in- depth knowledge and ability regarding examples of Instructional Levers or Cultural Levers to improve teacher instruction or student achievement. 30 Points Part 2: Narrative: Student and Faculty Demographic Data Candidate uses TAPR to write a narrative description of student and faculty demographic data. NELP 4.4 PSEL 4 W1LO2: (CLO2) Candidate demonstrates little or no understanding of a data report. Candidate’s narrative includes inaccuracies and is lacking in specificity and clarity. OR Does not address this portion of the assignment. 0 Points Candidate demonstrates a limited understanding of a data report. Candidate ’s narrative may include inaccuracies and is lacking in specificity and clarity. 14 Points Candidate demonstrates a general understanding of a data report. Candidate accurately reports significant descriptors in a narrative format but may be lacking in specificity and clarity. 16 Points Candidate demonstrates the capacity to comprehensively understand a data report. Candidate accurately and cogently articulates significant descriptors in a narrative format with specificity and clarity. 20 Points

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EDLD 5352 Instructional Leadership-Week 1 Assignment EDLD 5352 Educational Leadership Spring 2024 4 Part 3: Narrative: Student Academic Data Analysis Candidate uses TAPR to write a narrative analysis of student performance data to identify an academic area for improvement. NELP 4.4 PSEL 4 W1LO2: (CLO2) Candidate demonstrates little or no capacity to analyze student academic performance data accurately in order to identify a significant area of need for improvement. The narrative lacks sufficient rationale for an identified area of need for improvement and is lacking in specificity and clarity. OR Does not address this portion of the assignment. 0 Points Candidate demonstrates limited capacity to analyze student academic performance data accurately in order to identify a significant area of need for improvement. The narrative includes a rationale for the identified area of need for improvement but is lacking in specificity and clarity. 14 Points Candidate demonstrates the capacity to analyze student academic performance data accurately in order to identify a significant area of need for improvement. The narrative includes a general rationale for the identified area of need for improvement but may be lacking in specificity and clarity. 16 Points Candidate demonstrates the capacity to analyze student academic performance data accurately and cogently in order to identify a significant area of need for improvement. The narrative includes a comprehensive rationale for the identified area of need for improvement with specificity and clarity. 20 Points Writing Elements: W1LO2: (CLO2) Candidate had many spelling, grammar, or technical writing errors. 0 Points Candidate some spelling, grammar, or technical writing errors. 7 Points Candidate had few spelling, grammar, or technical writing errors. 8 Points Candidate had no spelling, grammar, or technical writing errors. 10 Points

EDLD 5352 Instructional Leadership-Week 1 Assignment EDLD 5352 Educational Leadership Spring 2024 5 Part 1: Seven Levers for Quality Instruction and Culture Directions: The Seven Levers of Quality Instruction and Culture: Review the instructional and cultural core principles of the Seven Levers. These principles allow for “consistent, transformational, and replicable growth” in learning. They are found in your Leverage Leadership 2.0 textbook on pages 8, 365, and 366. In the chart below, define each Lever . Then, give an example that can be used on a campus to improve teacher instruction or student achievement. Examples are listed in gray for you to reference; delete examples prior to beginning. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text. Citations & references are NOT required. Instructional Levers Cultural Levers 1. Data-driven Instruction 2. Instructional Planning 3. Observation and Feedback 4. Professional Development 5. Student Culture 6. Staff Culture 7. Managing School Leadership Teams Define: Define: Define: Define: Define: Define: Define: Based on academic data, modify instructional strategies to meet students’ needs. Plan backward to guarantee strong lessons. Coach teachers to improve learning, Strengthen Culture and instruction with hands on training that sticks. Create strong culture where learning can thrive. Build and support the right team. Train instructional leaders to expand your impact across the school. Example: Example: Example: Example: Example: Example: Example: Reading teachers collaboratively develop instructional strategies to enhance academic vocabulary acquisition. Teachers review assessment data and lesson planning to effectively create lessons that include rigor and student learning Leadership teams will conduct bi- weekly walk- throughs in the classroom providing efficient and quick feedback. Feedback should include glows (good things) and Teachers will attend professional development on creating clear, rigorous and hands-on objectives. Principals set the example. Teachers will implement. Students will practice school-wide PBIS behavior strategy. Principal should do announceme Administrato rs will meet with the team to go over glows (good things) and grows (areas of improvement ). Principal will meet with a select group for team Principal will meet with leadership teams weekly to review schedule expectations, and weekly goals. Principal will oversee leadership teams and provide

EDLD 5352 Instructional Leadership-Week 1 Assignment EDLD 5352 Educational Leadership Spring 2024 6 grows (areas of improvement) nts every morning: school goals, vision and pledge. Principal sets the tone for the culture. building exercises. feedback, guidance and support. Part 2: Demographic Data Analysis (Student and Faculty) Directions: Write a narrative using the TAPR attached in the assignment portion of the Week 1 Module to complete this part of the assignment (250-word minimum). Your narrative will include information regarding the student and faculty demographic data. Include the following information: 1. Identify the demographic make-up of the campus student population: grade-levels, ethnicity/race, economically disadvantaged, special education, English language learners. 2. Identify the demographic make-up of the campus faculty: ethnicity/race, sex, highest degrees held, years of experience. Type your narrative below. Use 12 pt. black font: Times New Roman. Citations & references are NOT required. The demographic makeup of the student population at Cardinal ISD is somewhat diverse. There are a total of 794 students from grades EC-5th grade. African Americans make up 66 of the students total, Hispanics make up 516 of the total, Whites make up 194 of the total, Asians make up 2, Pacific Islanders make up 1, and two or more ethnicities make up 15 of the total. Special education students make up 108 of the total, Economically disadvantaged students make up 534 of the total, and English Language Learners make up 246 of the total. Economically Disadvantaged students make up the majority of the student body. The demographic makeup of the campus faculty is also somewhat diverse. Professional Staff makes up 74.7% of the staff, with 63.9 being Teachers, 8.3% being Professional Support, 2.6 % being Campus Administration, and 25.3 being educational aides. From that total 2% of teachers are African American, 34% are Hispanic, and 64% are White. There are no other races. 4% of teachers are males and 96% are females. 86% of teachers have a bachelor's degree and 13.4% have a master's degree, which is the highest degree held. 14.1 percent of teachers are beginning, 28% of teachers have 1-5 years of experience and also 28% have 6-10 years of experience, 16% of teachers have 11-20 years of experience, 10% of teachers have 21-30 years of experience and 4% have over 30 years of experience. It’s surprising that the teachers are only Hispanic, Black, and White, that there are no other cultures.

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EDLD 5352 Instructional Leadership-Week 1 Assignment EDLD 5352 Educational Leadership Spring 2024 7 Part 3: Student Academic Performance Data Analysis Directions: Write a narrative using the TAPR attached in the assignment portion of the Week 1 Module to complete this part of the assignment (400 to 500 words). For this narrative, you will examine and analyze the academic performance data to identify a high-leverage area of academic need for improvement and provide the rationale for the identified need. Consider and include the following information: 1. What content area(s) (e.g., math, reading, etc.) need(s) improvement? 2. What student demographic(s) (e.g., economically disadvantaged, special education, etc.) need(s) improvement in that content area? Are there more than one? If so, what is the significance of that? 3. What student grade level(s) need(s) improvement in that content area? Are there more than one? If so, what is the significance of that? 4. What data support your identified area of need for academic improvement? Be specific and thorough regarding the content area, demographic group(s), and grade level(s). Include comparisons where gaps are found. For example:  Drop in passing rates between grade levels,  Passing rate disparities between specific demographic groups, or  Low passing rates in one content area compared to others. Type your narrative below. Use 12 pt. black font: Times New Roman. Citations & references are NOT required. Math is an area of improvement across the board for 3rd-5th. Their scores are much lower than 3-5 Reading and 5th-grade science across the board. Economically Disadvantaged students and Emergent Bilinguals both have low scores in the area of math across the board. In fact, Economically Disadvantaged and Emergent Bilingual students score low across all content areas in STAR 3rd-5th. It could be that EB students are ED and vice versa. Also, with EB students they may not have support at home. Sometimes EB student's parents do not know English to even help them with their work or might not have an education to even know how to do the work. The student themselves may not know English which would cause very low scores. Another, factor with EB student is if they are living with family members instead of parents because they were separated. Sometimes it takes an EB years to acquire the language (english), which will affect their scores all throughout their school years. Also, with ED students you don’t know the condi tion of the home living or if they even have a home. These things would impact their education tremendously. All these are things that have to be taken into consideration when analyzing the scores or planning for small groups or boot camps. Also, just in the classroom when pairing students with others this has to be taken into account. White students approached in all areas 3 rd -5 th with a 70% or higher, whereas EB and ED student's approaches numbers are in the 50% and 60% ranges, except for 3 rd grade and 5 th grade Reading. 4 th grade students that are EB and ED in Reading took a dip in comparison to 3 rd and 5 th

EDLD 5352 Instructional Leadership-Week 1 Assignment EDLD 5352 Educational Leadership Spring 2024 8 grades. It could be that 4 th grade had writing whereas the other two grades don’t. Hispanics scored higher than African Americans but lower than White s across the board in all areas. It’s surprising that Hispanics scored higher than African Americans because the language usually affects the scores. 3rd grade Reading White students scored significantly higher than any demographic with a 90%. It seems across the board White students score higher than all the other demographics, but their living conditions, opportunities and environment are different than any of the other demographics. Hispanic and Americans don’t always have the same opportunities that Whi te students do, which could be attributed to their parent's education as well. Usually, when the parents have a college education their living is different.

Ana Daste- EDLD 5352 Week 1 Assignment

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