EDL550 Managerial Leadership
Principal Quality Standards Reflections
EDL550 M8P1 PQS
In this Principal Quality Standards Reflection e-portfolio document, I will address the five Elements identified in the eight modules in EDL550. 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 of competence related to the Element (in italics). References to course and supplemental sources will be provided throughout.
Principal Quality Standards Covered
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 D: Principals establish systems and partnerships for managing all available school resources to facilitate improved student outcomes.
The EDL550 M1 Discussion Post assignment was about how a school leader is a digital leader. I describe how in my school setting, while there are endless new digital tools available for educators, we are currently underutilizing those we are already familiar with. Examples are better use of communication tools to enlist the support of parents and community resources, better tracking of student data trends to identify and address needs, and improved use of digital curricular features. The one new area to explore is the use of AI tools such as MagicSchool to level and individualize lessons and assessments easily; this will have a huge benefit to both teachers and students, particularly ELL and IEP students. Digital resources are important in today’s classroom and this paper explains my understanding of those concepts.
The EDL550 M1 Critical Thinking Assignment goes on to look at five technology innovations for the classroom. In terms of managing resources, when it comes to technology tools, I frame my choices through the article Applying the SAMR Model in K-12 Education (Shimalla, 2024), further explained with examples on Edutopia (Terada, 2020). I have found that training on the use of the tool is more important than the tool itself. In the assignment I explored Augmented and Virtual Reality tools and Artificial Intelligence for lesson planning as described above and in the article Can Artificial Intelligence Solve Today’s K–12 Classroom Challenges? (Torchia, 2024). To answer the question posed in the article’s title, yes eventually AI will solve some K-12 classroom challenges.
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.
In the EDL550 M2 Discussion Post assignment, I describe how an Innovator’s Mindset (Couros, 2015) empowers teachers and cultural acceptance. This is important because creating a professional learning environment, and one where staff and students feel agency and supported, growth and success follow. I describe the development of a Behavior Flowchart by Crestone Charter School (CCS) teachers and the Student Support Team (SST). This provided teachers with reminders of Tier One strategies and teacher responsibilities but also an understanding that the SST had their back. This is an example of empowering others through delegation and collaboration in a professional environment leading to success and well-being
The EDL550 M2 Critical Thinking Assignment provides a review of Jared Polis' Education platform and priorities found at www.colorado.gov/governor/education. While the thrust of this article is concerning school finance, this document is important in showing how our governor also supports teachers through funding initiatives, housing solutions, giving them voice and professional growth opportunities. Governor Polis considers teacher well-being and expects school leader to do the same. His platform also supports student by trying to increasing funding for work-based learning, directly increasing post-secondary student success. CCS has a mentorship program that fulfills this plank of the governor's platform, and this Quality Standard II (QS II) Element A.
ELEMENT B: Principals ensure that the school provides an orderly and supportive environment that fosters a sense of safety and well-being.
While there are many assignments throughout the EDL550 courses that are listed as addressing school safety. The EDL 550 M5 Critical Thinking Assignment provides a clear and specific outline of policies and procedures that demonstrate my understanding and competence concerning School Safety. It outlines how, by looking at the Colorado School Safety Guide (Goodrum, n.d.), the Foundational Elements of School Safety (Schoolsafety.gov, n.d.), and Colorado Safe Schools Act (Colorado Dept of Education, n.d.), I created a comprehensive 25.26 School Safe Plan. I had written a similar plan submitted to CCS’s district authorizer in years past but this version is much more complete, and demonstrates this element.
In the EDL 550 M5 Discussion Post assignment, I analyze a Restorative Justice implementation plan. I assess the level of innovator mindset required and the impact of staff culture on the initiative. I describe the importance of staff/student relationships, the need for teachers to understand a student’s WHY for their behavior, and the vital need for training and usage expectations across certified and non-classified staff, so that all understand the systems and need for follow-through and documentation. This assignment also demonstrates my knowledge of the need for an orderly, supportive, and ultimately safe environment.
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.
Earlier in the document I shared the EDL550 M1 Critical Thinking Assignment which describes five technological innovations to support diverse learners. I believe it is important to highlight again the power of artificial intelligence tools that are already upon us. As I state in the assignment, ChatGPT wrote a perfectly acceptable version of the paper for me (though I did not use it). I did not describe in the assignment the inherent bias that becomes a part of any Large Language Model (LLM) AI engine; if educators do not embrace the AI tools, and talk about their risks and benefits, we are NOT preparing students to live and contribute productively in a culturally diverse world. I believe my analysis of these technology tools and applications demonstrates my understanding of this standard.
In the EDL 550 M8 Discussion Post I describe the story I am living now as an educator, and the one I envision for myself, my staff, and my students. I reference the Innovator's Mindset (Couros, 2015) and how it has helped me move closer to a new vision for learning, one that gives all students the education they need and deserve. I describe how I am doing this currently through the hiring process for next year, where I screen for passion and caring, seeking educators who put students before curriculum. I also do this as I try to write a UIP designed in response to CMAS, SAT, and post-secondary data, but in a way that addresses what the child needs, wants, and is curious about. I work in an innovative small, rural, school; I want to be the leader who is turning out good test scores because of inspired caring teachers, curious and creative learners, and an environment that celebrates failures and mistakes alongside successes. These are students who are prepared to live productively in a diverse world as described in this element.
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.
In the EDL 550 M4 Critical Thinking assignment, I produced Slides and a Video explaining Budget process I go through twice a year. This is a fitting artifact for this quality standard because this process is based on determining challenges and opportunities, and creating a budget that achieves the goals and objectives for this year and these staff and students. It is (partially) through the budget that a principal ‘ensures 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.’ The budgeting process also includes a reflection on the goals and a cost benefit analysis based on student data reflecting how well the objectives were achieved. Budgeting is one way I demonstrate this QSIII Element A.
There were several other assignments listed as demonstrating this element, but I instead chose this EDL 550 M6 Critical Thinking Assignment. In it I describe a School-Wide Positive Behavior Intervention Support (SWPBIS) Discipline Issue (Center on PBIS, n.d.). I use it as an example of evaluating instructional and student data to identify a problem and to create a plan to implement and evaluate. I utilize the six practices of PBIS (Panorama Education, n.d.): Tier One analysis and action planning. This involves using an action plan that involves leadership, universal expectations, parent inclusion, diverse cultural values, PD to teachers on Behaviors and MTSS (Colorado Dept of Education, n.d.) and Universal Design for Learning (Center for Applied Special Technology, n.d.), and observations and actionable feedback on reinforcing desired behaviors. This assignment demonstrates many aspects of QS III Element A.
References
Center for Applied Special Technology. (n.d.). Universal Design for Learning｜CAST. CAST.org. Retrieved February 23, 2025, from https://www.cast.org/what-we-do/universal-design-for-learning/
Center on PBIS. (n.d.). Center on PBIS | School-Wide. PBIS.org. Retrieved February 23, 2025, from https://www.pbis.org/topics/school-wide
Colorado Dept of Education. (n.d.). Colorado Multi-Tiered System of Supports (COMTSS) Resources | CDE. Colorado Department of Education. Retrieved February 23, 2025, from https://www.cde.state.co.us/mtss/resources
Colorado Dept of Education. (n.d.). Colorado Revised statute. Colorado Safe Schools Legislation. Retrieved Feb 16, 2025, from https://www.cde.state.co.us/mtss/coloardosafeschoolsact
Couros, G. (2015). The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity. Dave Burgess Consulting, Incorporated.
Goodrum, S. (n.d.). COLORADO SCHOOL SAFETY GUIDE. Colorado Attorney General. Retrieved February 17, 2025, from https://coag.gov/app/uploads/2019/10/coloradoag_schoolsafetyguide_final_electronic_v2.pdf
Panorama Education. (n.d.). https://www.panoramaed.com/solutions/pbis. Panorama Education | Supporting Student Success. Retrieved February 23, 2025, from https://www.panoramaed.com
Schoolsafety.gov. (n.d.). Foundational Elements of School Safety. SchoolSafety.gov. Retrieved February 17, 2025, from https://www.schoolsafety.gov/foundational-elements-school-safety. At SchoolSafety.gov there are “Foundational Elements of School Safety”.
Shimalla, A. (2024, December 2). Applying the SAMR Model in K–12 Education. EdTech Magazine. Retrieved January 19, 2025, from https://edtechmagazine.com/k12/article/2024/12/applying-samr-model-in-k12-education-perfcon
Terada, Y. (2020, May 4). A Powerful Model for Understanding Good Tech Integration. Edutopia. Retrieved January 19, 2025, from https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration/
Torchia, R. (2024, Oct 15). Can Artificial Intelligence Solve Today’s K–12 Classroom Challenges? Retrieved Jan 19, 2025, from https://edtechmagazine.com/k12/article/2024/10/can-artificial-intelligence-solve-todays-k-12-classroom-challenges