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Before you read please note this paper( Task 1) consist of 4 components. One component of the paper is due every week, with the first component due this Wednesday sept, 16. I also have two scholarly journal article review (1.5 pages each ). This is basically two separate assignments but need to be aligned with each other so technically, I would need the same person writing both papers. Im including the course syllabus if more information is needed. The 2 articles on subjects relevant to course content. Choosing articles that will inform on my task 1 which is the paper with the 4 components. I already completed one of the articles review on E-assessments. The 3-5-page article review assignment should include: • An introduction and summary, which provides full and accurate citation and places the article in an educational context and captures the essential elements of the article that makes clear the content and the arguments • A critical analysis, which demonstrates insight into the content and arguments and provides a balanced critical analysis • Reflection and connection to Task 1 , which makes connections to the course content, demonstrates a high degree of reflection, and makes connections to Task 1. Below is a small introduction to the course I’m asking and whats required for this paper. What do school leaders need to think about when realizing their vision for student achievement? School leaders have the ability to create a school where all students, particularly federally and locally designated priority student group members, increase their academic performance and reach ambitious learning targets. Central to the realization of a universally shared vision of high student achievement is the establishment of high quality goals and expectations; respectful and trusting relationships among and between the adults and the students; and effective programs and strategies based on data, research, and stakeholder interests. Leaders can act to ensure that this vision is reflected in both the school’s instructional program (curriculum, instruction and assessment) and its culture. School culture has three components and corresponding relationships among relevant individuals: (1) the professional learning culture (teacher-teacher relationships), (2) the student culture (teacher-student relationships), and (3) the culture of family and community engagement (school staff-family-community relationships). For a positive school culture that promotes learning, all three components must be actively promoted and maintained. Task 1 assesses the capacity of a school leader candidate to provide effective leadership by demonstrating an ability to develop a vision of high quality student achievement and a plan for improving learning in a priority academic area. To develop improvement strategies, you need to analyze relevant school and community data and solicit input from students, teachers, families, and other stakeholders in order to acquire explicit information and knowledge about the following: • How performance and experiences may vary among students within and across grade levels and designated groups. • Your school’s context and culture. • The effectiveness of school practices and strategies for improving the performance of all students. What do you need to consider to complete this task? • What school and district indicators exist on student performance and school culture? • Who are the most relevant stakeholders to advise on selection of a priority academic area and the ways to improve learning in it? What strategies can be employed to avoid overlooking possible stakeholders to gain diverse perspectives? • What information should leaders obtain from observations and interviews with stakeholders, relevant to the selection and improvement of a priority academic area? • What evidence makes an argument persuasive when advocating for educational changes on behalf of federally and locally designated priority students? Each school has a unique set of attributes that make up its context, including scope, size, staffing, resources, and demographic characteristics of students and staff. Consider the school context attributes that are relevant to the school vision and priority academic area. What do you need to do to complete this task? • Access, collect, and analyze three to five years of quantitative student performance indicators, qualitative indicators, and school context information on the school as a whole. • Identify a priority academic area of interest where improved student performance is desired, with attention to federally and locally designated priority student groups based on information collected above. • Collect qualitative and quantitative information, including the findings from observations and staff and student interviews/focus groups, pertaining to student and teacher cultures, including their relationships, as well as school culture in the priority academic area. • Document existing school programs, services, and practices that are related to the priority area. • Develop a set of action strategies to improve learning in the priority area. • Solicit feedback about the need for attention to the proposed priority area from other school leaders and key stakeholder groups in the school and its community. The Components of the Task 1 Component 1: Investigate Do the following: *1) Review three to five years of available or new student (whole group and subgroup) performance data (from the state tests or other standardized measures, grade promotion rates, course completion rates, dropout rates, AP scores, graduation rates, and college going rates). 2) Review three to five years of available student engagement indicators (e.g., attendance and program participation rates), teacher proficiency and engagement indicators (e.g., years of teaching, retention, attendance, qualification, and degrees earned), and school culture indicators (culture and climate surveys). 3) Elicit rich, qualitative information from either existing or original data collection as needed (e.g., interviews and focus groups with students, teachers, and other representative stakeholders as well as observations, visits to view classroom practice). 4) Identify the selected priority academic area, aligned with school and district priorities, and one or more designated priority student groups. 5) Review relevant research on school improvement for the priority academic area and designated priority student group(s). 6) Audit school processes and practices and evidence of effectiveness that relate to the priority area (e.g., scheduling, academic intervention, team time, family participation, and professional development opportunities). AFTER REVIEWING THE ABOVE, SUBMIT A PAPER THAT INCLUDES THE FOLLOWING: Analysis of three to five years of quantitative performance indicators a) Analysis of three to five years of available student engagement indicators (e.g., attendance and program participation rates), teacher proficiency and engagement indicators (e.g., years of teaching, retention, attendance, qualification, and degrees earned), and school culture indicators (culture and climate surveys). b) Analysis of available measures of student and school culture (student, teacher and other stakeholder culture and climate surveys, focus groups and interviews). c) Description of a priority academic area of interest where improved student performance is desired, with attention to federally and locally designated priority student groups. d) Description of existing school programs, services, and practices that are related to the priority area. e) Respond to the following: • Provide a compelling research and practice based rationale for the selected priority academic area and for the student groups selected for focus. The rationale should be aligned with school and district priorities, and draw on qualitative and quantitative information presented in the artifacts. • Clarify how student culture, as grounded in contemporary research and practice, informs your planning and vision building. *Note: You are looking for the differences in student performance, based on federally designated priority student groups (students with disabilities, English language learners, Black and Hispanic students, low-income students, and students performing below state proficiency levels), English Language Learners, and other student priority groups in the schools. Students in Massachusetts can access Massachusetts school district data collection and analysis tools to assist in collecting qualitative and quantitative information: http://www.doe.mass.edu/apa/dart/lg.html Students from other states will need to access their state’s data-base for this material Component 2: Prepare Gather further input from stakeholders (school leaders, teachers, students, family members, and community members) about the strengths, interests, and needs relative to the priority academic area of all students and/or of a specific subgroup that addresses the following: 1) Curriculum (see the Massachusetts Curriculum Frameworks or the District Curriculum Accommodation Plan, [https://malegislature.gov/Laws/GeneralLaws/PartI/TitleXII/Chapter71/Section38Q1~2]. 2) Instruction (see indicators of proficient and exemplary teaching in the Massachusetts Model System Educator Evaluation: Teacher Rubric, [http://www.doe.mass.edu/edeval/model/PartIII_AppxC.pdf]). 3) Assessment (formative and/or summative). 4) Student culture (e.g., engagement, attendance, grade completion, course taking, extracurricular activities, “discipline” statistics, and other indicators of student culture and student engagement gathered through observations, interviews and focus groups). AFTER REVIEWING THE ABOVE, SUBMIT A PAPER THAT INCLUDES THE FOLLOWING: a) Summarize the input you received regarding the priority academic area and/or subgroup that resulted from your investigation in Component 1. Address each of the above areas – curriculum, instruction, assessment and student culture – in the context of that academic area and /or subgroup. b) Consider what school improvement planning process currently exists in the school and what formal reporting is required. Determine how this task might build on, contribute to, or be part of this planning. Consider school level conditions that contribute to the school’s existing school improvement or strategic plan. Component 3: Act Design and present an integrated set of action strategies to develop, implement, and monitor improvement in the priority academic area. This plan must reflect the school context and culture as well as the scope and nature of the improvement desired and be built around a coherent theory of action about how these strategies will lead to improved outcomes. The plan must include avenues to improve student learning and engagement by strengthening the following: 1) The instructional program. 2) Individual teacher capacity and effectiveness. 3) The professional learning culture (one component of the school culture). 4) The culture of family and community engagement (another component of the school culture). 5) The student culture (the third component of the school culture). The products for this task can include a presentation, a videotaped “performance,” or a written plan submitted to the school’s leadership team for review and assessment before the submission. The products should include feedback from the leadership team on the relevance and quality of the proposed strategies for the school’s priorities, student learning priority, and the three components of the school culture. AFTER REVIEWING THE ABOVE, SUBMIT A PAPER THAT INCLUDES THE FOLLOWING: a) A set of action strategies to improve learning in the priority area and theory of action of how these strategies will lead to improved student performance. • State the Theory of Action • Construct an Action Plan in chart format, following the format below (add rows and columns as needed): Action Lead by Completion Date Resources needed Outcome b) Respond to the following: • Explain how the plan for a vision, goals, theory of action and an integrated set of action strategies will develop and sustain improvement in the priority academic area. • Justify how the vision and plan responds to the school context and student culture and includes avenues to improve student learning and engagement. • Document how the plan incorporates feedback from the building leadership team** on the relevance and quality of the proposal for the school’s priorities, student learning priority, and school culture. (**Note: Each school has one or more leaders (principal, assistant principal, and teacher leaders) and may also have a leadership team that represents the school’s primary stakeholders. Any proposal developed for improvement in the school would need their input and support. They in turn can provide critical feedback to strengthen a proposal for improvement strategies.) Component 4: Assess Evaluate your experience in conducting the analysis of the priority academic area, engaging in the planning process, and developing the proposed plan and persuasive argument to gain support for the proposed action by working with school stakeholders. The assessment should comprise the following: 1) An evaluation of the effectiveness of the planning process for the proposed action strategies that includes evidence of the leadership demonstrated by the candidate and input from other stakeholder groups. 2) An evaluation of the quality and potential relevance of the proposed plan and its connections to research, leadership theory, and best practices in vision building, school improvement and the strengthening of the school culture. In addition, describe the nature of support received from school and district leadership in undertaking this task and how the support contributed to the process and successfully completing the task. AFTER REVIEWING THE ABOVE, SUBMIT A PAPER THAT INCLUDES THE FOLLOWING: a) Summarize the feedback obtained from stakeholders. b) Respond to the following: • Evaluate the effectiveness of your work in conducting the analysis of the priority academic area, engaging in the planning process, and developing the proposed theory of action, plan and persuasive argument to gain support for the proposed action. • Explain the quality and potential relevance of the vision and proposed plan. In your explanation, address how the vision and proposed action strategies align with research, leadership theory, and best practices in vision building and school improvement. • Present implications of this experience for future school leadership work, including proposing areas and strategies to improve your leadership practice. Other Documents

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