EDL500 Strategic Leadership

In this Principal Quality standards Reflection e-portfolio document, I will be addressing the eleven Elements identified in the eight modules of assignments of EDL500. Since many assignments have multiple Standards or Elements attributed to them I will simply list the Standard and Element verbatim followed by a link to or excerpt of the assignment(s) with a description of its importance, and how it represents, demonstrates, or provides evidence for the Element in italics. References to course resources will be provided throughout. 

QUALITY STANDARD I

Principals demonstrate organizational leadership by strategically developing a vision and mission, leading change, enhancing the capacity of personnel, distributing resources, and aligning systems of communication for continuous school improvement.

ELEMENT A: Principals collaboratively develop the vision, mission, and strategic plan, based on a cycle of continuous improvement of student outcomes, and facilitate their integration into the school community.

In the assignment for EDL500 M1 Discussion, I explicitly review the Crestone Charter School’s Guiding Principles including what we call Mission, Core Values  (CCS Mission | Ccsweb, n.d.), and Ends Policies (Governance Documents | Ccsweb, n.d.). with a focus on Diversity, Equity, and Inclusion (DEI) language. According to George Weiner of Whole Whale TV, in Writing a Mission Vs. a Vision Statement for Nonprofits (2017), these are not accurate terminology for Guiding Principles, they are however longstanding inspiring guides for me and the school. CCS has a very strongly articulated DEI agenda in the Ends policies. The Mission and Core Values are original from the founding of the school in 1995. The Ends are regularly revised by the school’s Governing Council, not the principal, so I cannot fully embody the development aspects of Element A in my current setting, I can and do however facilitate their integration into the school community. These revisions are directly tied to a cycle of continuous improvement based on student outcomes. I further explore these Guiding Principles in the EDL500 M2/3/4 Critical Thinking and Strategic Plan assignments, again in reference to DEI, but also in terms of how the principles align with my proposed Priority Performance Challenge Focus. In the Module 4 Implementation Benchmark section, I describe the choice of math curricula, and use of MTSS data to individualize implementation, as examples of close alignment with CCS’s Guiding Principles and integration into the school community.

ELEMENT B: Principals collaborate with staff and stakeholders to implement strategies for change to improve student outcomes.

In the EDL500 M2 Discussion assignment, I review a case study about Distributive Leadership in a Denver school. In the EDL500 M3 Discussion assignment, I assess my and CCS’s readiness to implement my proposed Performance Challenge using a Readiness Rubric (Spiro, 2018). In this assignment, I list out many ways I have used the Distributive Leadership model in preparation for launching this initiative. The Priority Performance Challenge described in the EDL500 M2/3/4(/5) Critical Thinking and Strategic Plan assignments are directly tied to improved student outcomes.

ELEMENT E: Principals facilitate the design and use of a variety of communication strategies with all stakeholders.

There is only one assignment, EDL500M6 discussion, that is attributed to addressing QS I, Element E. For this assignment, I completed a Communication Plan that includes identifying and addressing the concerns of teachers and staff through the use of a Stages of Concern survey. This survey is based on the work of  George, A. A., Hall, G. E., & Stiegelbauer, S. M.,  Measuring Implementation in Schools: The Stages of Concern Questionnaire, (2008, Appendix A) and interpretation of the data collected from the survey (George et al., 2008, p85-87); see the Note on Methodology. The assignment outlines major communication expectations with Teachers, aides, and the Instructional, Curricular, and MTSS Coach (ICMC) as well as the Governing Council. Students and Families are not identified as primary stakeholders, but rather recipients of the initiative; results will be communicated to them for interim benchmarks and summative results.  

QUALITY STANDARD II

Principals demonstrate inclusive leadership practices that foster a positive school culture and promote safety and equity for all students, staff, and community.

ELEMENT A: Principals create a professional school environment and foster relationships that promote staff and student success and well-being.

The EDL500 M1 Discussion assignment describes how the Crestone Charter School (CCS) Guiding Principles (CCS Mission | Ccsweb, n.d., and Governance Documents | Ccsweb, n.d.) fosters staff and student well-being; see QS II, Element C below for more detail. Additionally, my small school of seven lead teachers function within a distributive leadership model as described in the EDL500 M2 Discussion assignment and the  Implementer Concerns section of EDL500 M2/3/4(/5) Critical Thinking and Strategic Plan; see QS II, Element D below for more detail. 

ELEMENT C: Principals commit to an inclusive and positive school environment that meets the needs of all students and promotes the preparation of students to live productively and contribute to the diverse cultural contexts of a global society.

As described in the EDL500 M1 Discussion assignment, the Crestone Charter School’s Mission (CCS Mission | Ccsweb, n.d.) emphasizes ‘uniqueness of character’. The ‘scope’ and ‘objectives’ of the CCS program, which according to Weiner (2017) are more of the mission statement, include verbiage of respecting every student and developing a sense of community responsibility. Furthermore, CCS is guided by its Ends policies (Governance Documents | Ccsweb, n.d.) which enumerate (Ends four paraphrased) ‘three areas supported by the culture of the Crestone Charter School: (A) Multi-age student culture which is safe, supports self-expression, and respects and celebrates individuality; (B) Student-Teacher cultural relations including a shared exploration of diverse world views; and (C) Parents-Guardians-Families and School Community focused on supporting and modeling tolerance, interdependence, respect and restorative social justice practices, while also engaging in proactive steps to witness and dismantle systematic or underlying racism and injustice, and finding value in multiple cultural legacies, and honoring the voices and viewpoints of the oppressed or under-represented.’ As a school leader for the last three years, actualizing these Guiding Principles has taken form in Restorative Practices in Education trainings and implementation, parent education nights, bullying awareness and prevention, and staff and family celebrations.  

In the EDL500 M2 Discussion assignment, I describe using CCS Guiding Principles in the selection of new course materials, implemented with a Universal Design for Learning (UDL) approach, to meet the needs of all students. UDL is similar to Understanding by Design: UBD (Bowen, 2017) in that it addresses the needs of all students through a backwards design approach. Addressing student needs is further articulated as part of this Priority Performance Challenge in the EDL500 M2/3/4(/5) Critical Thinking and Strategic Plan, specifically the Classroom Based Performance Implementation section. 

Lastly, in the EDL500M8 Discussion assignment, I describe the use of current technology trends (Dani, 2024) that facilitate meeting student needs in the modern age, including Data Management and Analytics, Personalized and Adaptive Learning tools, and Voice Assistants and Chatbots in Learning.

ELEMENT D: Principals create and utilize systems to share leadership and support collaborative efforts throughout the school.

There are no assignments or modules in the EDL500 coursework that expressly address this element. However, the EDL500 M2 Discussion assignment explored Using Distributive Leadership to Transform Schools and how that is being implemented in my school. The EDL500 M2/3/4(/5) Critical Thinking and Strategic Plan, specifically the Implementer Concerns section demonstrates the collaborative efforts used in this Priority Performance Challenge initiative. 

ELEMENT E: Principals design and/or utilize structures and processes which result in family and community engagement and support

There is only one assignment, EDL500M6 discussion, that is attributed to addressing QS II, Element E. For this assignment, I completed a Communication Plan that outlines major communication expectations with Teachers, aides, and the Instructional, Curricular, and MTSS Coach (ICMC) as well as the Governing Council concerning the Priority Performance Challenge described in the EDL500 M2/3/4(/5) Critical Thinking and Strategic Plan assignments. Students and Families are not identified as primary stakeholders, but rather recipients of the initiative; results will be communicated to them for interim benchmarks and summative results. 

While not an assignment for EDL500, as the school director for the last three years at the Crestone Charter School, I have consistently sent families a weekly update of past and upcoming events, addressing concerns, and enlisting or promoting opportunities for family and community engagement and support.

QUALITY STANDARD III

Principals demonstrate instructional leadership by aligning curriculum, instruction and assessment, supporting professional learning, conducting observations, providing actionable feedback, and holding staff accountable for student outcomes.

ELEMENT A: Principals establish, align, and ensure implementation of a district/BOCES plan of instruction, instructional practice, assessments, and use of student data that result in academic growth and achievement for all students.

According to Learning Forward, the Professional Learning Association, (Learning Forward, 2022) there are three frames for Professional Learning Standards. Within the Rigorous Content for Each Learner frame, one of the three standards is the Curricular, Assessment, and Instruction Standard. It states,“Educators study and understand the overall arc of the curriculum, the scope and sequence of units and student content and their alignment to student standards, and the implications for pacing teaching and learning. Educators develop the knowledge and skills to adapt instructional and curriculum materials for students who need additional support to achieve grade-level standards, focusing on essential concepts and bringing materials to life.” 

In the EDL500 M2/3/4(/5) Critical Thinking and Strategic Plan assignment, I provide details for the Priority Performance Challenge including selection of a Chestone Charter School (CCS) Guiding Principles aligned curriculum; CCS is not required to align with district/BOCES plan of instruction. THe Plan describes how the new Instructional, Curricular, MTSS Coach (ICMC) will guide implementation , instructional practice, assessments, and student data will lead to the SMART Goal: improve secondary math scores to 60th percentile proficiency on NWEA by the end of the 2024/25 SY. This goal was later expanded to include K-12 NWEA and CMAS math assessments. Inclusion of NWEA triannual data, classroom observation, and MTSS (multi-Tiered Systems of Support) identified students to help guide instructional practices are embedded in the plan. 

ELEMENT B: Principals foster a collaborative culture of job-embedded professional learning.

This EDL500 M2/3/4(/5) Critical Thinking and Strategic Plan, specifically the Implementer Concerns section, shows the way Professional Development (PD) is designed to be responsive to Teacher’s Stages of Concern (SOC). This is based on a self-created SOC survey modeled after George, A. A., Hall, G. E., & Stiegelbauer, S. M.,  Measuring Implementation in Schools: The Stages of Concern Questionnaire, (2008, Appendix A) and interpretation of the data collected from the survey (George et al., 2008, p85-87); see the Note on Methodology. The EDL500 M3 Discussion assignment outlines teacher and organizational readiness. In the EDL500 M5 Critical Thinking and EDL500M5 Discussion assignment I outline the PD, based on Understanding by Design: UBD (Bowen, 2017).

ELEMENT C: Principals demonstrate knowledge of effective instructional practice and provide feedback to promote continuous improvement of teaching and learning.

In the EDL500 M2/3/4(/5) Critical Thinking and Strategic Plan, specifically the Implementation Benchmarks section, I describe in depth the role of the Instructional, Curricular, MTSS Coach (ICMC), the data they will collect, and the coaching process and frequency that they will employ. 

The EDL500 M5 Critical Thinking assignment describes the Professional Development on instructional practices of Universal Design for Learning (UDL) and the evidence for implementation efficacy. UDL is similar to Understanding by Design: UBD (Bowen, 2017) in that it addresses the needs of all students through a backwards design approach. 

ELEMENT D: Principals hold all staff accountable for setting and achieving measurable student outcomes.

While not formally identified as addressing QS III, Element D, the EDL500M6 Critical Thinking assignment most effectively describes the accountability aspects of the Priority Progress Challenge (PPC). It is aligned with the Learning Forward, Standards for Professional Learning (2022). The EDL500 M2/3/4(/5) Critical Thinking and Strategic Plan, specifically the Implementation Benchmarks section, describes the feedback and modification cycles of the PPC, based on testing, classroom observations, and MTSS meetings. 

References

Bowen, R. S. (2017). Understanding by Design | Center for Teaching | Vanderbilt University. Vanderbilt Center for Teaching. Retrieved June 13, 2024, from https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/#stages

CCS Mission | Ccsweb. (n.d.). Crestone Charter School. Retrieved May 14, 2024, from https://www.crestone-charter-school.org/ccs-mission 

Dani, V. (2024, June 25). Top 20 EdTech Trends Impacting Education in 2024 | KITABOO. Kitaboo. Retrieved July 4, 2024, from https://kitaboo.com/trends-in-education-technology/ 

George, A. A., Hall, G. E., & Stiegelbauer, S. M. (2008). Measuring Implementation in Schools: The Stages of Concern Questionnaire. Southwest Educational Development Laboratory.

Governance Documents | Ccsweb. (n.d.). Crestone Charter School. Retrieved May 14, 2024, from https://www.crestone-charter-school.org/copy-of-governance

Learning Forward. (2022). Curriculum Assessment and Instruction - Standards 2022. Standards for Professional Learning. Retrieved July 7, 2024, from https://standards.learningforward.org/standards-for-professional-learning/rigorous-content-for-each-learner/curriculum-assessment-and-instruction/ 

Spiro, J. (2018). Leading Change Handbook: Concepts and Tools. Wallace Foundation. Retrieved May 28, 2024, from https://www.wallacefoundation.org/knowledge-center/Documents/leading-change-handbook.pdf 

Weiner, G., Whole Whale TV: Writing a Mission vs. a Vision Statement for Nonprofits. (2017, November 14). YouTube. Retrieved May 14, 2024, from https://youtu.be/mR60SPX2ET4

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