EDL500 Strategic Leadership

To illustrate English Learner Standards (ELS) 5.09 A, 5.09 B, and 5.12 B I have selected the artifact that documents Critical Thinking assignments for EDL 500 Strategic Leadership, Modules 2, 3, and 4. This document provides details for the Priority Performance Challenge identified in the Crestone Charter School’s (CCS) Universal Improvement Planning (UIP) process which is based on current low performance results identified on the School Performance Framework (SPF) for 2023. 

ELS 5.09A states, “Educators are knowledgeable in, understand, and able to apply the major theories, concepts and research related to culture, diversity, and equity in order to support academic access and opportunity for CLD student populations.” Module Two (pg 2) describes the three prong approach to increase math achievement: (1) an Instructional Coach who will help teachers (2) select and implement a math curricula that is (3) aligned with the experiential, and Diversity, Equity, and Inclusivity (DEI) aspects of CCS’s Guiding Principles. 

“Performance Challenge Focus:

The Crestone Charter School (CCS) has a new single position that entails Instructional, Curricular, and MTSS coach (ICMC); this new hire is working with the secondary Math Teacher to choose a new math curriculum for implementation in the 2024/25 SY that is experiential, project-based, and provides a scope and sequence for diverse CCS students [The ICMC will also work with the elementary math teachers and their new curriculum adopted last year].

This aligns with the CCS experiential mission and, with the scheduled adoption and implementation coaching, will achieve the needed academic growth. Students identified in the MTSS process based on CMAS and NWEA data from 2023/24 SY will guide instructional modification and practice, including tracking interventions. Achievement will be monitored on NWEA beginning, middle, and end-of-year assessments with an average math achievement of 60th percentile attained by the MS and HS grade bands by EOY in May 2025. Success will be cross-checked with Spring 2025 CMAS data.”

This approach is supported in Transforming Professional Practice (Strike et al., 2019, pg 109). The authors state that “in The Leadership Framework 3a, effective school leaders are expected to demand equity and accessibility of curriculum and resources for all students and educators. The Leadership Framework 3b adds to this by describing these leaders as advocates for instruction that supports the needs of all learners.”

ELS 5.09B states, “Educators are knowledgeable about CLD Populations,” and 5.12B states “educators a knowledgable in the teaching strategies ….. for CLD students,” both in relation to “progress monitoring … with formative and summative assessments”. In EDL500 Module Four, Implementation Benchmarks section, benchmark five details “Monitor implementation through internal summative assessment, NWEA BOY, MOY, and EOY data, classroom observation, and MTSS check-ins.” Classroom observations will include fidelity of curricular implementation and Universal Design for Learning (UDL) professional development provided at the beginning of year pre-service training days. MTSS (multi-tiered systems of supports) meetings will include the identification of struggling students, including CLD students, and the brainstorming and tracking process for intervention strategies. 

This too is supported in Transforming Professionial Practices (Strike et al., 2019, pg 111). “The Leadership Framework 3b asserts that effective school leaders are advocates for instruction that supports the needs of all learners. This means that school leaders must encourage differentiated instruction. Not all students are the same….. The Leadership Framework 3c suggests that effective school leaders and all educators analyze assessments. Student learning is the product of curricula and assessment programs. Effective school leaders need to engage all staff in an effort to clearly define what they want students to know and be able to do by the end of a class, unit, or semester.” At CCS we will assess through multiple measure if we, and thereby students, are finding success. This Data-driven instructional approach has been shown to be effective. (Colorado Department of Education, n.d.). 

 

To illustrate English Learner Standards (ELS) 5.12A I have selected the artifact EDL 500 Strategic Leadership, Module 6, Critical Thinking assignment, Part 1, Professional Learning Standards, Conditions for Success. The Learning Standards (Learning Forward, n.d.) described here outlines creation of a Culture of Collaborative Inquiry that will lead to the Instructional, Curricular, and MTSS coach (ICMC) and groups of teacher Professional Learning Communities (PLCs) sharing strategies to work with anyone who is struggling, including CLD students. While it is not specific to teachers understanding and use of ‘the major theories, concepts and research related to language acquisition and language development’ described in 5.12A, this knowledge is available within the teacher experience base and this will be an opportunity for them to share collaboratively when discussing struggling CLD students.

A professional culture for teachers and staff is also developed by addressing the Leadership Framework Domain 3: Instructional Practices 3a, 3b, 3c, and 3d. Effective school leaders must champion and support curriculum development, advocate for instruction that supports the needs of all learners, analyze assessments, and incorporate technology to enhance learning (Strike et al., 2019, pg116).

 

References

Colorado Department of Education. (n.d.). Data Driven Instruction Strategy Guide - Archived | CDE. Colorado Department of Education. Retrieved June 9, 2024, from https://www.cde.state.co.us/uip/strategyguide-datadriven 

Learning Forward. (n.d.). Curriculum Assessment and Instruction - Standards 2022. Standards for Professional Learning. Retrieved June 16, 2024, from https://standards.learningforward.org/standards-for-professional-learning/rigorous-content-for-each-learner/curriculum-assessment-and-instruction/

Strike, K. T., Sims, P. A., Mann, S. L., & Wilhite, R. K. (2019). Transforming Professional Practice: A Framework for Effective Leadership. Rowman & Littlefield.

EL PD Hours Matrix w/ overview and reflection expectations