Practicum Leadership Case Study 1 by Hector Salas

Practicum Leadership
Case Study 1 by Hector Salas

ISLLC Standard 1:

A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Name of Case Study: Improvement efforts Affects School Vision

Questions the Case Answers:

How does the school administrator involve all stakeholders in school improvement efforts that lead to success of student learning?
How does the school administrator communicate the vision and goals of the organization?

The Situation:

Administrator initiates collaborative leadership in attempt to bring improvement that lead to the attainment of the organization’s vision and goals. Whenever the administrator is aware of someone attending an educational conference or workshop, she invites him or her to share what he or she learned with other faulty members at the monthly meetings. Sometimes the content is not relevant to all departments. For example, a mathematics curriculum standards revision conference, described and explained for 30-50 minutes doesn’t transfer to long-term memory for many of the faculty. Another example, how boys and girls brains are different – lessons learned at a workshop – is another topic presented that is nice to know but doesn’t support efforts toward the attainment of the schools vision or goals.

Same grade level groups gather for sharing and learning mostly about students needing an alternative strategy because of their poor academic progress or classroom behavior. Discussing the situation is the extent of these meets, usually leaving it up to the teachers to try different approach in helping the academically challenged students or misbehavior students improve. The administrator has provided addition content to promote teacher and student learning. An excellent change that supports the school vision and goals. Minutes of the meeting are forwarded to the administrator.

Classroom observation has diminished over the last three years. At one time the administrator encouraged classroom observation using peer coaching not just the supervisor, in order to help teachers improve learning, and thus, student learning. These days there is no mention of such, including no mention of mentors for new teachers. The last guidance for mentors of new teachers was given in 2003.

Administrator empowers department head to seek opportunities for improvement but lack a written plan. Members of each department are encouraged to identify any problems, issues, or concerns within their department as a way to make improvement efforts. The effectiveness of the departmental meetings in the effort to seek improvement opportunities is questionable considering that no TQM training, no guidance -written or otherwise – on improvement processes have been provided. Areas to consider are brought back to the departmental meetings, and shared between department chairs and principal.

There are some evidence of improvement efforts, however, the emergence of an implementation plan with objectives or strategies that would support the school vision or goals is yet to happen. The last school improvement plan was written in 2000 and the last time it was addressed, or evaluated was in 2003 with the former administrator. No revised edition has been published to suggest it has been updated.

Answer to the Questions:

1. How does the school administrator involve all stakeholders in school improvement efforts that lead to success of student learning?

There are many opportunities for improvements that could be identified, prioritized and investigated and corrective measures implemented by those closest to the problems. However, it is evident that the administrator takes sole responsibility for making changes to help improve student outcomes that ties to the school’s vision. The practice of involving all stakeholders, that is teachers, department heads, parents, or even students – in improvement efforts or participating in decision-making - has been marginal. There are no local quality teams, nor, is there any real discussion of establishing one that will assist with improving teaching and student learning.

2. How does the school administrator communicate the vision and goals of the organization?

While the administrator appears to be making efforts for improvement there hasn’t emerged an implementation plan with objectives or strategies that would support the school vision or goals.

Evaluation:

From my perspective the leadership style demonstrated in this case study by the administrator is developing (gaining competence, with some limited evidence) The administrator is heading in the right directions, making changes in effort to promote the success of students, though there is no strategic plan that lead to the attainment of the organization’s vision ands goals.