Leadership Disposition 3 and 5, EDL530

Leadership Disposition 3 and 5 Reflection BLOG

The primary Leadership Dispositions for this ELD530 course are LD #3 and #5 according to the EDL530 Module Two Internship Assignment. LD3 focuses on promoting culturally responsive teaching practices, and LD5 on promoting an inclusive school culture. Throughout the EDL530 coursework and the rewrite of the Crestone Charter School Gender Diversity Guidelines, competency in these LDs was demonstrated. 

These Leadership Dispositions align with the Transforming Professional Practice Domain 1: Leadership Competencies (Strike, et al, 2019), most specifically 1e. Promotes a Positive School Culture. Exemplars describe a leader who establishes an environment of trust, tolerance, respect, and rapport; advocates for equity, fairness, and diversity; and demonstrates cultural responsiveness. Additional areas of alignment in Domain 1 include (1d) ‘models and applies an understanding of the cultural context of the community,’ and (1a) ‘develops and uphold the mission vision, values, and goals of the school’. (Strike et al., 2019, p 179-180). According to Strike, et al (2019, p106) the Professional Standards for Educational Leaders (PSEL) Standard 3: Equity and Cultural Responsiveness includes expectations that  “Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.” This course focused on Transforming Professional Practices Domains 1, and  PSEL Standard 3, and this Principal Internship Goal Setting and Action Plan illustrates competence in these areas.

Throughout EDL 530, course readings and writing assignments focused on Culturally Responsive Schools and Teaching. This Internship Goal and Action Plan was “To align CCS Gender Guidelines and Title IX policy with 2023 Colorado Sexual Harassment laws and 2024 Biden-era Title IX regulations, measurable through Board approval for the 24/25 school year as legally required.” The steps to meet this goal are enumerated here: 

1. Review the Crestone Charter School Gender Policy and CCS Title IX Policy DONE (Expanded to include the District Title IX policy)

2. Compare with the Title IX Policy template written by the CCS Lawyer DONE (and with CCS and District policies)

3. Review Colorado Revised Statute § 22-1-143, § 24-34-400.2, Title IX of the Education Amendments of 1972, Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, other federal laws, and state law. NOT NECESSARY (summary included in District and Lawyer's template)

4. Edit the Title IX Policy template written by the CCS Lawyer as needed, if needed. DONE (also edited the CCS Gender Policies to align with the lawyer’s template)

5. Submit the the CCS Governing Council (GC/Board) one week prior to the October 16, 2024 meeting. DONE (for CCS Title IX, NOT DONE yet with CCS Gender Policy)

6. Discuss with and seek adoption of a revised Title IX Policy and CCS Gender Policy. PENDING (According to the Authorization Contract with the District, CCS must use the District Title IX policy, therefor the edited Lawyer's Template was NOT adopted by the CCS GC. The edited CCS Gender Policy will be submitted for approval on 11/13/24 for approval 11/20/24).

7. Further Growth: More timely submission to Principal Mentor. 

As can be seen in the parentheses after each completed step of the original plan, modifications were required. It was a valuable process to review the original CCS Title IX policy adopted in 2021, the District Title IX policy updated in 2024, edit the CCS Lawyer’s Title IX template for 2024, and update the Gender Guidelines from 2018 for 2024. Even though the CCS Governing Council had previously adopted a CCS Title IX policy, when it came to adopting the update, it was realized that CCS must follow the District Policy. Having reviewed all three allowed for a more complete editing and revising of the CCS Gender Guidelines.

My understanding of the LDs has only changed slightly: I now better understand the time investment required to review and revise policy. These dispositions are much more broadly applied to my school leadership work than simply these revisions. For example I recently updated our school-wide Student Centered Learning Frameworks and Approaches. As a school leader,I regularly solicit input:, parents, students, and staff are completing surveys on strategic planning, school satisfaction, and director performance during this fall semester. The Crestone Charter School is working hard and openly to be the best community- and student-centric school it can be. Going forward I will continue to work with the staff and the Instructional, Curricular, and MTSS Coach (ICMC) to guide and encourage higher levels of Culturally Responsive Teaching. 

References

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