Running Head: Capstone Paper

Capstone Paper
Lindsey Hornbuckle
EDAS 6900
University of Tennessee Chattanooga
Dr. Kamrath
April 15, 2015

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Table of Contents
Introduction
3
Standards

TILS Standard A: Instructional Leadership for Continuous Improvement 4

Summary of critical concepts

Application of knowledge 6
TILS Standard B: Culture for Teaching and Learning
Summary of critical concepts

Application of knowledge 9
TILS Standard C: Curriculum and Instruction
Summary of critical concepts

11

11

Application of knowledge 12
TILS Standard D: Professional Learning and Growth
Summary of critical concepts

14

14

Application of knowledge 16
TILS Standard E: Resource Management
Summary of critical concepts

18

18

Application of knowledge 19
TILS Standard F: Ethics22
Summary of critical concepts

22

Application of knowledge 23
TILS Standard G: Diversity

26

Summary of critical concepts

26

Application of knowledge 26
Professional Development

28

Final Synthesis 30
Practicum Project

32

Statement of the problem and literature support

Goals and alignment

33

Summary of Implementation
Results

37

Reflection 38
References

40

Appendix A

42

34

32

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Introduction
The School Leadership Program has taken my educational knowledge and
understanding from just the classroom to the entire school and community. I have observed,
participated, and led multiple areas to create a framework to use in my future leadership
endeavors. The eight Tennessee Instructional Leadership Standards (TILS) have been the
guidelines that I have used to direct and guide my leadership experiences throughout the past two
years.
In my Professional Code of Ethics for administration, the first thing I listed was to keep
what is best for students at the very heart of all my decisions, and I realized that those effective
administrators I have worked for, with, and observed have done the same by keeping students at
the center of their educational focus. However, I have also observed administrators who have
shifted their focus to other areas, and the schools community and culture for the students have
declined over time. Because of this program, I have found myself listening and observing much
more than I have in the past because I am learning what the best ways are to handle the various
issues that will arise, and again, those who have kept students in the focus have been the most
effective. I realize there is much more to learn; however, I do know that I have a foundational
knowledge to be a successful administrator due to the frameworks I have been building
throughout this program and process, and I am extremely grateful to have the confidence
knowing I am prepared for this next step in my career.

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Standards
TILS Standard A: Instructional Leadership for Continuous Improvement
Summary of critical concepts
Before an effective school leader can focus on school improvement, what makes up an
effective school leader must be identified. Gorton & Alston (2012) states, The leader is the one
who succeeds in getting others to follow her. Leadership is taking risks, making mistakes and
leaning form those mistakes. Leadership provides the very foundation for a sound educational
program. When leadership is right, people are inspired to do their best (p. 6). Effective
leadership must be in place before any effective change can and will take place. Change is the
beginning of not only improvement but continuous improvement.
Continuous improvement means that there must be change, and change is a term that
most educators do not identify with well. An effective school leader must first be able to cope
and be successful with change before expecting anyone else to adapt to it. The school
administrator has frequently been cited as a pivotal figure in bringing about needed school
reform and improvement (Gorton & Alston, 2012, p. 10).This improvement is synonymous with
change, and change does not necessarily happen immediately and at one level. Marzano, et. al
(2005) explains that there are twenty-one responsibilities of the school leader that will bring
about effective change because there are multiple pieces to this educational puzzle that must
come together for continuous improvement to be accepted by all stakeholders. These
responsibilities enable the stakeholders to trust the school leader/administrator throughout this
process for continuous change.
There is also the reality that the efforts for schools and programs to change can
potentially fail. Schwahn and Spady have highlighted five interdependent reasons why
productive change doesnt happen, and from these reasons, they have extrapolated five changed

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rules or principles: (1) People dont change unless they share a compelling reason to change,
(2) People dont change unless they have ownership in the change, (3) People dont change
unless their leaders model that they are serious about the change, (4) People are unlikely to
change unless they have a concrete picture of what the change will look like for them
personally, and (5) People cant make a change-or make it last- unless they receive
organizational support for the change (Gorton & Alston, 2012, p. 190). This epitomizes the
simple fact that teachers, and all stakeholders, first want to ask the question, How does this
change affect me? As an effective leader, the goal to implement change will be to share the
responsibility of the change with various stakeholders to see that the positive change is lasting.
There is little doubt that the involvement and cooperation of many people will be necessary for
the successful implementation of school improvement. An administrator cannot and should not
attempt to introduce and implement a proposed change single-handedly (Gorton & Alston,
2012, p. 191).
An administrator will also need to be prepared that the process for continuous
improvement by recognizing that teachers and stakeholders will need potentially be resistant.
Administrators will need to be prepared and realistic to know the multiple levels and types of
resistance she may meet, so she can be solution-oriented. Gorton & Alston (2012) explains, The
worst thing the administrator can do is to dismiss resistance without examining its merits or to
react defensively when opposition to change is expressed. In so doing, the administrator needs to
be aware that resistance to change may be based on one or more of the following restraining
factors: habit, the bureaucratic structure of the school district, the lack of incentive, the nature of
the proposed change, teacher and community norms, lack of understanding, a difference of
opinion, [and/or] a lack of skill (pgs. 200-201).

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One great way to help combat any resistance is to have data that support the efforts of the
change. Data is the substantive information that when collected and used appropriately, will be
very objective and not subjective to emotions. Finally, an effective administrator must always
remember that any change or future development must align with the schools vision and its
statement. Without having a checks and balances system to the vision, schools can go in any
direction with the changing of the educational wind. The vision is what the administrator must
always reference in regards to any change that may take place.
Application of knowledge.
One of the first and most applicable pieces of information I have embedded into my brain
concerning change is its effects it may have on all stakeholders, and I must always remember
who it will affect. I had multiple opportunities to practice Instructional Leadership throughout
this program. I have served on the Leadership Team at my school for the past two and a half
years because I have also been the Freshman Academy Lead Teacher. Serving in these positions
has allowed me to witness first-hand what change can and will do to a school if not handled
properly.
The Freshman Academy has been an academy for eight years before the rest of the
school went to the other academies: STEM, Medical and Business, and Humanities Academies.
This change, shift in educational thinking, did not go over well at all. I participated in multiple
Leadership Team meetings, discussing how to make this change, analyzing data from other
schools who have done this, and analyzing the data that our Freshman Academy has produced
showing progress of creating this mini-school within a school. Our principal mandated that this
change was going to occur and explained that in different faculty meetings throughout the year
leading up to the great change. However, upon reflecting, there were several steps that could
have been taken to help make this transition smoother. First, the information that was discussed
in the Leadership Team meetings should have been discussed with the entire faculty and broken

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down the same way it was in those meetings. The purpose of the members of the Leadership
Team is to take that information to the members of the faculty; however, there was a lot of
information lost in translation because it was not followed up by the administration. Secondly,
the convincing data that was shared within the Leadership Team needed to be shared with the
entire faculty. I believe in delegation because administration cannot be successful without
effective leadership; however, I still believe that something that will greatly affect the entire
school should be dealt with on the frontlines with administration.
Continuous improvement is just that, continuous. School improvement must be ongoing
in order to keep up with culture of the community and how it changes due to multiple facets. I
must remain flexible and willing to work and collaborate with all stakeholders to ensure students
success through continuous improvement.

TILS Standard B: Culture for Teaching and Learning

Summary of critical concepts
The term school culture generally refers to the beliefs, perceptions, relationships,
attitudes, and written and unwritten rules that shape and influence every aspect of how a school
functions, but the term also encompasses more concrete issues such as the physical and
emotional safety of students, the orderliness of classrooms and public spaces, or the degree to
which a school embraces and celebrates racial, ethnic, linguistic, or cultural diversity (Abbot,
2014). When it comes to a schools culture, there are written and unwritten rules that affect the

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day-to-day. Any organization operates according to a set of values, goals, principals,

procedures, and practices that help define what it is all about (Gorton & Alston, 2012, p. 163).
The written and defined rules and procedures that make up the schools culture are created and
determined through the schools mission and vision statements, and the culture should align to
the vision. The unwritten rules and procedures that define a schools culture can vary depending
upon the schools demographics and communitys demographics. The culture of the community
the school is in will also have a major impact on the unwritten rules of the schools culture as to
what is accepted and expected from administration.
A positive school culture is the goal for an administrator, and there are ten positive school
culture characteristics that help lay that foundation. A positive school culture will have, An
inspiring vision, leaderships, innovation and risk taking, high expectations, trust and confidence,
referring to the knowledge base, involvement in decision-making, honest [and] open
communication, tangible support, and appreciation and recognition (Kaplan & Owings, 2013,
pgs. 12-13). In order for administrators to foster a strong, positive school culture, the
organizations core values are both intensely held and widely shared. The more members agree
on what the organization stands for, the greater their commitment to those core values and the
stronger the culture (Kaplan & Owings, 2013, pg. 14). The buy-in for the members of the
school is what will create a positive or negative effect for the schools culture. As explained in
the first standard, change is not something people adapt to naturally or willingly, and those
positive or negative effects infect the school to mold the climate and culture.
Application of knowledge
I teach in the Freshman Academy, and I, along with my colleagues, get the privilege to
witness a constant change in our schools culture every year. The new, incoming freshmen bring
in a new dynamic and culture every August. I have been a member of the eighth to ninth grade
transition team for three years, since it began, and I have been involved in helping the eighth

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graders learn about the culture of their new school before they attend; however, I help them
realize that they are aides in creating the culture of the Freshman Academy when they begin. The
team and I are able to explain the written rules of the culture of our academy, but the new
group of students brings a uniqueness every year.
For the past three summers, I have worked with a program called Summer Bridge that
works with a group of at-risk eighth graders before their ninth grade year to help create a positive
culture for high school for them. They get a behind the scenes access to the high school, and
they brainstorm, create and implement a project for those two weeks to make their new school a
better place. This gives them some investment into the school before they ever begin, and the
effects have been that not one of those students have dropped out of high school. One specific
project the students were able to work on was with the media department and create QR Codes
for the academy and common locations. I asked all freshman teachers to send a autobiography of
themselves and about their classes, and the students recorded, created and posted that
information. The last day, they were able to take their parents to see what all they accomplished,
and that also allowed the parents to become more familiar and involved to take ownership in the
school.

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Things have changed from year-to-year, and this past year, there was a big change that
has completely impacted the culture of the academy. The assistant principal over our Freshman
Academy changed jobs and went to the middle feeder school to our high school, and we now
have a new assistant principal. This culture change has not been received well in the academy
because the former assistant principal and the current assistant principal have different methods
of leading, and those different methods have affected the culture of our academy. Again, it goes
back to how changes are not necessarily received well among groups of people. There was not
any change/turnover among our academy faculty, so the culture shift has come from
administration, initially. The teachers have not felt as much support or help in the area of
discipline, but I have reflected on this as if I was in the new assistant principals shoes. This is
her first administrative position, and there is a lot of balancing and learning that has to take
place. I realized that it is not a fair comparison to examine a veteran administrator to a new
administrator. The new academys climate and culture is not wrong; it is just different. I realize
that when I am afforded this same opportunity, the same resistance will surely be present, but as
long as I stick to the frameworks I have built and make adjustments when necessary, I, too, will
succeed in that transition of administration.

TILS Standard C: Curriculum and Instruction

Summary of critical concepts

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Curriculum and instruction are the very heartbeat of what happens in the classroom
setting. The most intuitively important variable in the educational system is the classroom
teacher. An effective teacher enhances student learning more than any other aspect of schooling
that can be controlled (Marzano, 2006, pg. 1). It is an administrators role to ensure that all
teachers are being effective in the classroom. This role can be simply defined as an administrator
helping teachers be the best they can be by understanding the art of teaching and helping students
learn. First, teachers cannot be effective if the curriculum is not relevant and aligned with the
state standards. The role the state standards play in curriculum is crucial. Understanding the
standards is the destination through learning the appropriate curriculum. As powerful as the
standards movement has been in the United States, it has probably generated as many problems
as it has solutions [because of] an inordinate amount of content (Marzano, 2006, pg. 13).
Effective administrators need to be familiar with all content curriculum; that does not
mean each administrator needs to be proficient in all areas. An administrator should be able to go
into any classroom, at any time and know if effective teaching and learning is taking placeregardless of the specific content standards. Research on effective schools has made educators
aware of the need for administrators- particularly building principals- to be at the center of
instruction and curriculum (Henson, 2010, pg. 25). This goes back to showing students and
teachers how curriculum and instruction is important to administration, thus instructional
leadership.
Instructional leadership is a moral responsibility, where leaders are unwaveringly
committed to student success and teacher growth. When individual consider becoming school
principals, they need to know that their job performance can help a marginal teacher become
skilled or an average teacher become exceptional (Robbins & Alvy, 2004, pg. 88). The very
goal of any administrator is to see those teachers and students become their absolute best and be

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successful. School principals can affect student success by helping teachers be the best they can
be (Robbins & Alvy, 2004, pg. 89). Administrators can utilize multiple avenues in this process
by frequent classroom visits, collaborative meetings with teachers, faculty meetings, professional
learning communities and small learning communities, one-on-one meetings and discussions,
department meetings, instructional team meetings, and many others. An active administrator who
is proactive in the area of curriculum and instruction will help pave the way for success for not
only the students but teachers.
Application of knowledge
I have had a very valuable opportunity in the area of curriculum and instruction with the
entire process of reviewing and choosing a new curriculum to the training and implementation of
the curriculum. I have worked and collaborated with administrators, instructional coaches from
two different schools, teachers, and students concerning this new curriculum. As explained in
various courses, change is difficult, and I worked with how difficult it is on all levels. Students
were not fans of the new curriculum because teachers complained publically about it. Teachers
did not follow through with all of it because administration did not support the change process.
That is one of the biggest lessons I learned is that curriculum and instruction is a process, and
without administrative support, in an active and present way, then the lack of success simply
filters down through the teachers and to the students. The negative attitude must be stopped
immediately because if not, the schools culture and climate begin to take a negative turn, and
when/if that does happen, the community responds as well. As an administrator, I will always
need to set the precedent of how I want to the students and teachers to act and react, so my
actions must always be intentional.
I also worked this past year with another English teacher from the other high school in
our district to create the curriculum map for the new curriculum. This project has been an

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ongoing one throughout the entire year. She and I would communicate via email at least once
every one to two weeks about how the curriculum implementation was going in conjunction with
the curriculum map. It obviously was a work in progress, but that is why we stayed in constant
communication. We met at the end of each semester to reevaluate with the input from our
colleagues, and I would also forward all the information to the school and district instructional
coaches to keep them informed and get their input as well. This ongoing process just further
reinforced that curriculum and instruction will never be complete or something that does not
need constant reevaluation.

TILS Standard D: Professional Learning and Growth

Summary of critical concepts
An effective administrator is one who supports faculty to become their best in the
classroom because whey they are at their best, students have more opportunities to be at their
best. As individual staff members increase their craft knowledge, their capacity to serve
students is enhanced tremendously- if, of course, teachers and other professional staff have the
will and support to apply their new knowledge and skills in the classroom (Robbins & Alvy,
2004, pg. 118). There is a new statement that has gained popularity in the educational world, and
that is to be a life-long learner. Administrators must realize that to reach students highest

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potential, we must remain up-to-date in the methods used to reach students. Robert Marzano
(2003) conducted a synthesis of the research that indicated the effectiveness of an individual
teacher and the effectiveness of the school both dramatically affect student achievement
(Robbins &Alvy, 2004, pg. 135).
As a teacher and future administrator, I realize the importance of adequate training for
students success. I will take away from being a classroom teacher some of the ways to maintain
effective professional development, and that is by giving teachers time to collaborate and followup with the trainings they will receive. Teachers and administrators need adequate time to
effectively learn and implement new strategies. Although one strategy to provide professional
learning is sending staff to conferences, institutes, and inservice offerings, a potential downside
of these experiences is that they lack follow-up in most cases (Robbins & Alvy, 2004, pg. 135).
As an administrator, I will make sure the conversations continue throughout the year about what
is working and why, what is not working and why, and what are ways we can improve based
upon what was learned and implemented through professional development sessions.
Professional development sessions are more than the inservice days at the beginning of
the school year or trainings over the summer, but one characteristic of effective professional
development listed is the integration of schoolwide, group, and individual goals (Glickman, et.
al., 2009, pg. 265). All of the professional development activities planned by administration need
to reflect the mission and vision statements, so the faculty will be able to see the link and
connection to the overall schools culture and purpose. Again, like the mission and vision, there
must be buy-in on behalf of the stakeholders involved in the plan whether they are the ones
developing, leading, training, or participating in the professional development sessions. It is
critical that all members of the school community provide input into schoolwide professional
development goals. The schoolwide goals should be broad enough to allow groups and

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individuals to set their own goals, consistent with school goals [mission and vision] (Glickman,
et. al., 2009, pg. 265).
There is a lot of opportunity within the use of professional development. If there is a need
in the school, then it must be met regardless of individual or group. Professional development
must be geared to teachers needs and concerns. Research on successful professional
development programs has shown an emphasis on involvement, long-term planning, problemsolving meetings, released time, experimentation and risk taking, administrative support, smallgroup activities, peer feedback, demonstration and trials, coaching, and leader participation in
activities (Glickman, et. al., 2009, pg. 278). Education is a team effort on behalf of all
stakeholders; however, at the level of the school buildings teaching and administrative staff,
everyone needs to be a constant learner because we demonstrate that mindset and capability to
the students we interact with daily.
Application of knowledge
Until going through this program and looking at school from an administrators point-ofview, I was one of those teachers who thought of useless professional development as a waste of
time, and to some extent, it still is. I have learned that as an administrator, I will need to make
sure all professional development sessions I ask faculty to attend are meaningful and useful to
them in their classrooms. I will also ensure that there is adequate time for the teachers to reflect
upon the sessions and collaborate with one another to use and implement the information that
they have just obtained.
Keeping the above in mind, I was tasked with the implementation and training of the new
curriculum for our ninth grade English. I also collaborated with the English department from the
other area high school in creating the curriculum map to be use by all freshman English teachers.
Through the training I attended on the new curriculum to helping train others, I realized that I
have to make sure that the professional development was meaningful and useful to the other

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teachers. I realized that the teachers are professionals and can easily take the curriculum and
learn what it is about without my help; however, the biggest lesson for me was the aspect of
collaboration. As an administrator, I want to know that my teachers are working together to be
successful, especially if they are teaching the same curriculum. Therefore, I modeled this by
beginning the collaboration with the other school for the curriculum map, but I also maintained
the collaboration throughout the year because I learned the vast amount of knowledge gained
from the teamwork mindset. No teacher is ever in education alone, and collaboration is only
successful when maintained through the entire process.
After the summer trainings, the in-school trainings began. I emailed the teachers the copy
of the curriculum map in advance that I created through collaboration with the other high school
teacher in the district. This gave my schools teachers an opportunity to look over it, discover any
mistakes, note any questions, etc., before we met. At the first meeting, I opened it with letting
them all know this is a work in progress through the first semester because this is a new
curriculum, and we will have to work through it. I also went through the curriculum along with
the map to explain how to differentiate the lessons for honors and special education students.
This professional development was ongoing throughout the semester and year, which is how
professional development is intended to be active and utilized in conjunction with instruction. If
a professional development session is important enough to have, then I believe it should be
important enough to follow up throughout the year. I also met with my administration to discuss
the progress made with the new curriculum, the setbacks that were encountered and the changes
made to continue the progress. It does take a village when implementing a new curriculum, and
professional development is necessary and relative in this situation because it applies to those
who are involved.

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TILS Standard E: Resource Management

Summary of critical concepts
Education more than ever needs good fiscal management because of low funding
coupled with the need and pressure for improved student performance (Schilling & Tomal,
2013, Foreward). There are two major areas for resource management, and those are the financial
resources and human resources. The funding for schools can vary from federal funds, grants,
state funds, local funds, donations, etc., and it is the responsibility of the school and board to
appropriately handle those funds. The context of funding public schools is highly complex, in
large part due to the tense and confusing political environment in which education operates
(Thompson, et.al, 2008, pg. 72). Any mishandling of those funds within the schools setting will
ultimately reflect upon and affect the administration of the school.

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In regards to the school, accountability of the funds is one of the most important issues to
maintain, if not the most important. The concept of accountability for school funds is
intimidating, and it deserves the fear and respect it invites. There is no defense for people
[administrators] who do not take time to fully grasp the weight of accountability for public
money because all aspects of education suffer irreparable damage when proper accountability
measure are not followed- that is, failure to establish good fiscal accountability results in
pervasive distrust of everyone involved (Thompson, et. al, 2008, pg. 104). The schools
bookkeeper is one of the key roles in managing and maintaining the resources used within the
school. The bookkeeper and the administration will need to meet frequently to discuss the
schools budget. A budget is a blueprint that estimates the sources of revenues and expenditures
for a school. A budget should reflect the priorities and address the needs of students. Funds
should be allocated to reflect the goals, objectives, and outcomes desired by the school
(Schilling & Tomal, 2013, pg. 63).
Secondly, human resources are also tied in with financial resources because 80% or
more of every school districts budget are the salaries of the employees (Thompson, et. al, 2008,
pg. 203). Recognizing that human resources are simply the people within the school, everyone,
and the administration will also need to manage and lead people- not just money. Preparing for
the hour when students arrive to begin their first day of school is a major endeavor that combines
all of the human and material resources available to a school. If they can successfully coordinate
the opening of school, new principals have a golden opportunity to make a good impression with
all school stakeholders, especially teacher and classified staff (Robbins & Alvy, 2004, pg. 146).
I will also add an addendum to the above statement because I believe that managing human
resources will begin from the initial moment the faculty and staff return, not just the students

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first day. However, human resources will involve all stakeholders of the school: students,
teachers, staff, personnel, parents, community members, and board members.
The greatest resource to manage in the area of human resources is time. Aspiring and
rookie principals need to know that a so-called normal day is fragmented, has interruptions, and
includes surprises and unpredictable moments (Robbins & Alvy, 2004, pg. 151). Time
management strategies are the strongest way to help administrators manage and lead people
because there needs to be a healthy balance. There will be issues that arise that need to be
addressed immediately; however, if administration does not make time for people, it will always
be secondary to management.
Application of knowledge
If I had to rate my knowledge of the TILS, this one would be my weakest area because of
the lack of experience I have. I have had numerous conversations with administrators, financial
auditors, accountants, and bookkeepers to increase my knowledge of the intricacies of the fiscal
aspects of schools. I had the opportunity to sit down with my principal over the summer to
discuss the upcoming school years budget. There was something interesting he did explain to
me was that when he and the bookkeeper discuss the new budget; he uses the previous years
budget as the template. I am not really sure why I thought he would start over because that would
not be working smarter. He explained that, usually, most of the monies available remain constant
when it comes to local funds regarding taxes unless tax laws change. We also discussed how
grant funds will and do change because money does run out and timelines do end; however, new
grants can be applied for and used, but I will need to remember that certain monies and grants
are very specific in how they are used because misuse could potentially end those funds.
I was able to work with the Small Learning Communities (SLC) Grant funds each
summer with the Summer Bridge program. I worked with the SLC coordinator with planning and
budgeting the excursions the students took over the eight days plus the supplies needed to

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complete the tasks they created for school improvement. I had to use tax exemption forms and
purchase order forms, and I also had to get itemized receipts from the purchases. I then had to
meet with the Central Officer SLC coordinator to review and discuss all budgeting concerns after
the program to make sure all monies were accounted. This seemed simple enough; however, one
huge lesson I learned was that I attempted to purchase items out of our area with our tax exempt
form and purchase order form, and the business did not accept/work with our school and county.
I learned that it is easier to call ahead to simply verify the transaction than to spend over an hour
gathering all the supplies, thirty minutes with multiple managers before walking out emptyhanded and going to another business.
I have learned that in the area of resources, I will always need to be diligent and proactive
when dealing with money and people. Documentation is the best resource to help manage
money, but even more importantly than that, maintaining a positive, working, and professional
relationship with the bookkeeper will help keep administration out of money trouble.

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TILS Standard F: Ethics

Summary of critical concepts
As a moral leader and part of a team, the principal must support a school culture of
emotional safety that fosters student rights and responsibilities in a democratic setting (Robbins
& Alvy, 2004, pg. 208). Ethics is an area that seemingly has a lot of grey to it; however, ethics is
more than just right versus wrong. Dr. Shuran explained in class, What makes ethics more
difficult is when the choices are right versus right (2015). During any school day and
throughout the school year, an administrator can and will be faced with choice after choice when
determining how to deal with students, teachers, parents, simply put- people.
The first ethical role as an administrator is to ensure students are taken care of as
members of the school. Schools are expected to provide a safe and nurturing environment for all
students. To do this, schools must balance student rights with responsibilities (Robbins & Alvy,
2004, pg. 209). The best way for administrators to be consistent, ethically, is to create and follow
a guiding framework when faced with ethical decisions. Gorton and Alston (2012) created and
outlined an ethical framework for administrators to reference:
1. Recognize the ethical issue
2. Get the facts
3. Evaluate alternative actions from various ethical perspectives (which option will
produce the most good and do the least harm)
4. Make a decision and test it
5. Act, then reflect on the decision later (pgs. 39-40).
Reflecting after each decision, especially ethical ones, will enable any administrator to learn
from both the good and bad decisions made. I realize that I will make mistakes as an
administrator, but any mistake I may make, I will learn from it and move forward. School
leaders are expected to make rational decisions in an irrational environment and defend these

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decisions based on established legal and ethical principles (Stader, 2013, pg. 5). This is why a
framework is very important to have in place. I also believe in the importance of documentation
with any situation, especially an ethical one.
Finally, an administrator must remember that there is a distinct difference between law
and ethics. There are laws in place that administrators must follow. School leaders are
empowered by a variety of federal and state laws and school board policies to promote safety and
efficiency (Stader, 2013, pg. 254). However, with this in mind, administrators need to remember
fundamental fairness is an understanding and appreciation for the balance between policy and
people (Stader, 2013, pg. 254). Law and ethics should not compete with one another, yet in
some areas like education, they seem to compete. The ultimate goal for an administrator is to
ensure that schools are safe and students are learning. School leaders are expected to advocate
for the success of all students, effectively communicate with stakeholders, and forge consensus
when faced with issues of competing interests (Stader, 2013, pg. 258).
Application of knowledge
In the area of ethics, I created my professional Code of Ethics for class, and my number
one is to keep what is best for students at the center of all decisions. This in and of itself will
create ethical issues on the basis of right versus right because what may be right for one student
is not necessarily right for another in any given situation. Within the letters of the law, I will
make sure to follow all appropriate steps and measures I am legally bound to follow. Specific
examples of ethical situations occur within my classroom almost on a daily basis because I teach
both regular education students and special education students. The accommodations and
modifications that I may utilize for one student, I may not for another, and this does bring up an
ethical dilemma. However, just like a framework, a students IEP is the individual framework
that I must follow, so I have students ask questions all the time. I hear, Why does his test only

CAPSTONE PAPER
24

have three choices? or Why are you reading the test out loud? because of the inclusion
setting. I have to be very mindful about how I address those questions; however, as students get
older, they begin to understand what the classroom settings are like that they are in with other
students.
A very personal, ethical dilemma arose this past year with my co-teaching situation. I
worked with this same person last year, and it was an awesome co-teaching experience where we
worked together, collaborated on lessons, and just had a natural process throughout the class day.
However, that drastically changed this year. She went from doing what is best for students to
what is best for her. She was constantly late or absent, and when she was there, she would sit at
the desk on her phone and read a book. She never really helped students this year, and I began to
notice students grades suffering and learning not taking place. This did split the lines of law and
ethics because legally, the students IEPs were not being followed, but ethically, how do I handle
this situation. I thought and prayed about it, but I realized that even though I am friends with
this teacher, this is not a personal matter but professional. Therefore, I decided to speak to my
assistant principal about the matter. I ended up speaking with multiple administrators when
nothing was addressed and no improvements were made. However, I am grateful that I began the
lines of communication concerning the issue early because I reported what I needed to report,
and documented it, but I cannot control the outcomes.
This past year has taught me to begin thinking about ethical dilemmas that may arise
among faculty as an administrator and question how I would handle them. I did not, and really
still do not, understand how a situation that has been brought up in October is still unresolved in
April. As an administrator, I realize that difficult conversations will have to take place with
faculty members, but as long as I am doing what is best for students, then I know I am making
the right decision and having the right, professional conversations.

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TILS Standard G: Diversity

Summary of critical concepts
Diversity in education covers a multitude of concepts that must be understood in order for
a school to be effective in reaching all learners. Historically, teachers have been poorly prepared
to address the increasingly diverse nature of our society (Henson, 2010, pg. 389). Diversity
references ages, gender, culture, religion, ability differences. Because a schools purpose is to
educate all children- and children in todays schools are more diverse in backgrounds and
learning needs than ever before- improving teachers instructional capacities has big payoffs for
student success (Kaplan & Owings, 2013, pg. 110). As an administrator, it is my role to ensure
that all teachers are adequately trained in diversity knowledge and understanding because if a
teacher does not reach the student where she is, then that student will not learn.
Understanding the diversities within the school builds a trust and respect between the
school, administration, and community. Schools that are integral and positive parts of their

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26

community see higher academic achievement, fewer discipline problems, higher teacher morale,
higher teacher ratings by parents, better reputations in the community, and improved use of
resources (Kaplan & Owings, 2013, pg. 179). The administrator needs to build and foster these
relationships, and the best way I can do this as an assistant principal is by getting involved in the
community to understand the diversity that my students bring into the building. Understanding
diversities begins with respecting people, and I know that I will be able to demonstrate and
model respect for all stakeholders.
Application of knowledge
I know I am adequately prepared in the area of diversity for multiple reasons. The main
reason I believe I am prepared is because I have worked with special education students for nine
years in the inclusion setting, and I have worked with a co-teacher during that time. Students
with disabilities are not the same just like regular education students are not the same thus
diversity. I believe it is a matter of respecting another person because they are a person. I have
had to manage multiple IEPs, accommodations, and modifications for numerous students, as well
as, manage the differentiations of various learning styles. I have also worked with different levels
of socio-economic students, and an effective teacher and administrator must realize when
students are coming from because if their needs are not being met, then I need to know that
students may not be as focused if hungry or tired.
I also have had the opportunity to work in a different school where the population has a
different diversity structure. Ethnic diversity is one of the most common areas that falls prey to
stereotyping. I have worked in a setting where the student population was predominantly black,
and I have worked in a setting where the student population was predominantly white. Ethnicity
does make a difference in cultural awareness and understanding, and if I am going to be a
successful administrator, I must recognize that. However, in both settings, ninth grade boys and

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ninth grade girls are remotely the same regardless of race or ethnicity. Whenever I have had any
issues with a student, I realize that I must listen to the students side, as well as, all involved. I
know working at both locations has better prepared me to be respectful and understanding, and I
believe that is the best way to be effective in administration when dealing with diverse issues
because it reverts back to doing what is best for students.

Professional Development
I have never really created a professional development plan for myself until completing the
Breaking Ranks: 10 Skills for Successful School Leaders process through the NASSP. I have
attended several professional development sessions, but I only attended as a teacher because they
were mandatory. I now have a plan for myself as a future administrator. The 10 Skills Assessment
identified eight of the ten areas that I need to improve on, especially as a beginning
administrator; however, I realize that I cannot focus on all eight. I want to initially focus on the
two weakest areas and build and improve from there. The 10 Skills Assessment identified that I
have a weakness in data and in results orientation.
My weakness in data was made evident through working within Standard A: Instructional
Leadership for Continuous Improvement. Serving on the Leadership Team, I was able to work
with a lot data sources, and even though I feel adequate with my specific area and content, I
realized that I will need to be proficient in all subjects and areas when it comes to data. I will
need to be able to look at any set of data and have some knowledge of what that means for my
students and school. I want to improve in this area because I cannot expect members of the
faculty to read, analyze, and report data that I do not understand. I must lead by example, and by
understanding that this is a weakness, I can take action to increase my knowledge. For example, I

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have volunteered to be on the Data Team, so I am submerged in all things data. I realize that this
will be overwhelming at times, but I cannot shy aware from something when I know my
knowledge of it will ultimately be what is best for students.
My other identified weakness was results orientation which is identified in Standard B:
Culture for Teaching and Learning. Specifically, the 10 Skills Assessment explained it to be that I
would often form solutions and conclusions to problems without fully evaluating the situations. I
had a hard time understanding that I had this as a weakness when my number one is to always do
what is best for students. I realize that not fully evaluating a situation before making a decision is
harmful to the schools climate and culture as an administrator because my decisions can and
will affect the school as a whole. One significant way I can improve upon this weakness is
through discussion and reflection. The discussions would need to take place with the appropriate
stakeholders involved in the area of the decision that needs to be made. Their specific input
would be able to give me the insight necessary to make the appropriate decision and not rush
through the process. Secondly, once the decision has been made, I would need to reflect upon the
decision made and the outcome(s). By completing the process of reflection each time, I would be
able to identify any specific areas that I am prone to rushing through.
The reason I want to focus on these two areas first is so I am not overwhelmed with all the
areas to improve because I am not perfect in any of the standards. I will constantly need to
improve through evaluation and reflection on a day-by-day basis. However, this will allow me to
have two short-term goals to focus on to be an effective administrator, especially in my first year.
My plan will constantly change as strengths and weaknesses change; however, I believe having
an active professional development plan is the only way to constantly improve.

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Final Synthesis
Am I prepared to be an effective assistant principal? This is the question that I have reflected
upon often, more so this final semester because that is the area I am pursuing next. I find myself
saying, Yes to that question because of how thorough and relative this program has been. Even
though there has been some transitions with the standards being rearranged, nothing in the
content was ever lost. All areas of the standards participated in an intricate role in molding me to
adapt from being a classroom teacher to being ready for administration. Even though each class,
standard, and field experience are different, they all work together when stepping back and
looking at their goal to prepare me to become an effective administrator.
Through this program, I have foundational knowledge to create and implement frameworks
to have an effective and successful school culture and climate as it reflects the schools mission
and vision statements. As a part of the foundation, I know how important the schools vision and
mission are to giving schools, teachers, and students a direction and focus. I have learned that
communication is one of the most useful tools for any effective educator to have and use.
Effective communication is able to clear up confusion, diffuse situations, comfort students, calm
teachers, encourage parents, and simply be the most effective way to interact with all
stakeholders. Time management is an area that I will constantly have to work on because I

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realize that there will always be areas pulling at me for my time and attention, and I have to find
the balance to always keep what is best for students first while at school.
Before I enter into this next phase, I know who I am and who I want to be as an
administrator. I understand there will be challenges and that I will not have all of the answers,
but I am not afraid to ask for help and admit when I do not know what to do. Realizing this, I
know the ultimate need for reflection through any process, decision, interaction and dilemma I
may face. I will continue to grow and get better because I will learn from both the successes and
failures.

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Practicum Project: Writing Across the Curriculum in the Freshman Academy

Statement of the Problem & Literature Support
After reviewing TVAAS data, EOC scores, 9th Writing Assessment and MIST practice
assessment, there are several gaps among the levels of students as freshmen. Research has
proven that a students success during his freshman year may determine if he graduates or drops
out. Educators are increasingly focusing on the ninth grade as the year that determines whether
a young person will move on or drop out of school. (Willens, 2013). The most noticeable gaps
in the data were in the lower and higher ends of the spectrum. The lower students were not being
successful due to as a lack of understanding and ability to read and write on grade-level, and the
higher students were not showing growth due to a lack of being challenged through the
curriculum. The middle grouping of students is meeting grade-level standards but not exceeding
them. I believe that having students write in every core class will help them be more successful
not only on these assessments but in class as well.
So far in this project, I have been utilizing three texts and waiting on a fourth from my
instructional coach. The texts are: Best Practices in Writing Instruction, Common Core Writing
Companion, Writing in the Content Areas. All three of these texts confirm my choice for my
project because of the emphasis on the importance of reading and writing and how they apply to
every content- not just English. Basic knowledge and information given is simply that if a
student cannot read, he/she cannot write. If that student cannot read and write, how is that

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student supposed to be successful in school by state standards? The first text, Best Practices in
Writing Instruction, is utilized to help prepare the teachers for implementing this new program
and why. Regardless of the content area, students need to be able to respond in written form to
any question given and support that answer. The text, Writing in the Content Areas, is used to
help word examples for the specific content. For example, the words chosen to ask for a written
response will vary from subject to subject. In science, words like prove and hypothesize will
be used in responses, but in English words like analyze and synthesize will be used. By
helping students become more familiar with vocabulary will help increase reading and writing
knowledge and scores. The Common Core Writing Companion is a text is being used to help
those responses go deeper in thinking and response instead of shallow or surface level. This text
is also being used to help grow this curriculum when the reading and writing span across
multiple content areas. For example, the goal is to have students read, analyze, and correlate two
pieces of text from opposite content areas and use them to support an idea or topic. The goal is
for students to step away from the literal questions to the interpretive and universal questions and
support their answers with textual evidence from what they have read. This will carry them far
beyond the classroom in understanding this process. The final text I will be using is Writing
Across the Curriculum. Within its pages are sample ideas of implementing this exact plan.
Goals and Alignment
My Writing Across the Curriculum project specifically aligns with Standard C: Professional
Learning and Growth. This standard explains, An ethical and effective instructional leader
develops capacity of all educators by designing, facilitating, and participating in collaborative
learning informed by multiple sources of data.
The first goal of this project was to get teachers involved, supportive, and aware of the need
that our students have for writing in other areas in addition to writing in English classes. The
second goal was to make the writing projects relative and reasonable for both the teachers and

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students, so nothing was viewed as additional or overwhelming. The third goal was to increase
students levels of writing, and thus reading, based upon the data and their own perspectives.
Finally, the fourth goal was to help increase student scores and school scores on the standardized
MIST Writing Assessment. This project aligns with the following ELCC Standards:
ELCC 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and
coherent curricular and instructional school program.
ELCC 2.3: Candidates understand and can develop and supervise the instructional and leadership
capacity of school staff.
ELCC 2.4: Candidates understand and can promote the most effective and appropriate
technologies to support teaching and learning in a school environment.
Summary of Implementation
The original implementation idea (proposal): I have been meeting with the instructional
coach, media specialist, academy principal and school principal concerning the data from
different state and local tests. The initial stage in this implementation is to focus on the freshman
academy and its students. I met with the teachers of the core subjects: math, English, science and
history to discuss the content of the reading and writing assignments. My plan is to spread out
this curriculum over two weeks (two times per month). For example, science could be every
other Monday, math could be every other Tuesday, History could be every other Wednesday, and
English could be every other Thursday, with Friday being a make up for anyone who missed.
The reason I would spread the days out is because our freshman students are leveled by ability
based on TCAP scores, so I do not want students to be completing this assignment on the same
day in each class. I am creating a rubric that covers the basics of writing (grammar, spelling,
format, and content) that each teacher will use to grade the assignments. The assignments will be
used for a grade in the class, as well as, to show and measure growth.
The initial assignments will just be reading and analyzing texts specific to the content of the
class it is given; however, as the semester progresses, I plan to have the students read/analyze

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from various informational texts pulling from other contents. The goal is to gradually push the
students reading and writing skills to higher levels. The goal is to eventually implement this
program into the entire school to help all students in the various assessments- even the ACT.
The follow-through implementation: This project is actually just the beginning of this process
for my school. I am working with my assistant principal to create a framework for our academy
to implement Writing Across the Curriculum for all levels. This project did not completely go the
way I originally intended for it to go in my brain during the creation process and during the carry
out process. I originally met with my principal concerning this project contemplating Writing
Across the Curriculum for the entire school; however, he advised against that because of the size
of our school. He referred me to the assistant principal of the Freshman Academy to discuss the
best way to proceed. After that meeting, it was decided to trial this project for just the specific
team I am on. Our students are leveled by ability, and I teach lower performing students and
students with disabilities. Once a specific direction was decided, the implementation was
underway.
November/December 2014: PLC meetings to discuss implementation and specifics of writing
tasks. A lot of collaboration concerning what this will look like in the classroom setting and how
often. A specific writing assessment for this project was to be given two times per month in each
class. Math teachers explained that they would have the students answer and explain their
reasoning of a word problem in paragraph form. The science teacher would have students read
different science articles and compare and contrast the two. We all agreed to add that students
need to show support for their writings using in-text citations. We also agreed that I would create
a common rubric that would be universal for each of our classes- looking for the same
information.
January-March 2015: There were several opportunities to assign a specific writing task for
this project due to the change of the semesters. The science teacher said that all his students

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struggled with writing, and the math teachers agreed. We discussed the rubric, and I gave them a
copy. We discussed how the rubric was uniform for all of us to grade and reference that no one
had to be an English teacher to check for basic grammar. I explained that on the MIST
Assessment the more in-text citations they could use and support the better. They would need to
focus on spelling and basic grammar rules. The project continued as planned with the teachers
continuing to have students write more in various formats whether that is assignments,
assessments, references in research, etc.
April 2015: This was a time to reflect upon the initial work conducted over the past few
months. The strengths of this project was to show teachers, other than English, how they are able
to implement writing into their curriculum that has benefits for their classes as well. The math
and science teachers were able to bring samples of their writing assignments to show how what
the students are learning in English can be carried over and retaught in math and science. We
were also able to begin discussions how these writing assignments can be collaborative
assignments between the contents because if English is focusing on subject/verb agreement, then
the other core subjects can grade for all the basics and content with a specific focus on
subject/verb agreement. There are endless reinforcement possibilities because the English classes
can also discuss specific math and science curriculum endeavors in English writing assignments.
We also discussed the possibilities of an overall Freshman Writing Portfolio that each student
will have a compilation of the work that has been done throughout freshman year.
Results
There are a couple of ways to measure this projects results and progress. As far as measuring
the freshmen students alone, I have their 8th grade TCAP, Discovery, and writing scores. These
scores also came with projections of what their scores may be on the states End of Course
assessment. If growth is shown on the End of Course scores, some of that can be attributed to the

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reading and writing practice. Also, the freshmen take a writing assessment in February, and those
scores can be measured against the 8th grade projected scores.
Another way to measure their growth and progress is through the bi-weekly assignments.
Those assignments will become progressively more difficult, and there success is easily
measured since it will be by the same rubric each time across all content areas. I, personally, will
be pulling some sample papers from different sub-groups to examine growth along the way. This
will also help the teachers determine if their students are stronger in writing within one content
area over another. Any student can simply guess on a multiple choice exam, but a written
response must show knowledge and understanding with textual support.
Next, one way to measure this growth over the students high school careers, if implemented
throughout the school, is to chart students scores on the writing assessments each year. Their
End of Course or MIST Writing Assessment scores can be measured year to year as well. The
school can measure the effectiveness of this program by viewing ACT scores, graduation and
drop-out rates, state assessment scores, enrollment in upper level classes like AP and dual
enrollment, etc. If students can read well and on grade level, as well as, write just as effectively,
the school and student body cannot do anything but improve.
The actual results measured for these beginning stages was through student and teacher
surveys (and discussions) about the growth of writing skills by writing in all content areas. The
results are charted below:
I also believe by having the administration want to work with me to help create a larger
framework and lead discussions based upon the noticeable progress made when they conduct
evaluations has given me some insight that they see the potential this process can have to bring
positive change and growth to the entire school and its writing scores. The overall success of this
program will be able to be measured over the course of three years to adequately see growth and
progress of one specific class and those who follow.

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Reflection
Given the opportunity to do this project or something similar again, I would because its
intended goal is to benefit students and their success in the area of writing. Reading and writing
well and efficiently is something that all students will be able to benefit from no matter what
direction their lives may go with their career choices.
To formally implement a Writing Across the Curriculum program, there are several things
I would do to make it better. First, I would want to begin meeting and planning at the end of the
year and through the summer with those stakeholders involved: administration, teachers,
instructional coaches, etc. I would also like to have writing scores and more forms of data to look
at during the planning process, so the most effective plan could be created and implemented
among the stakeholders. I realize that some data for the upcoming ninth graders will be their
eighth grade scores, and those scores will not be released during the planning stages. There will
need to be a vertical alignment between to the two grade levels and transitions to help make the
program effective. Second, I believe there needs to be more input from all teachers involved.
This first round of the program, the teachers initially viewed it as another thing for them to do,
but that was my fault because I should have had more of a framework in place to give them and
more resources to show them that it did not have to be created but working with the current
curriculum of the class. Third, I would have given each teacher the grading rubric first. I am not
really sure why I waited to do that, but I did. After a couple of monthly meetings, the science
teacher brought up the issue of grading. I had explained that each content teacher would grade
for correctness, but that they would need to grade for basic grammar: spelling, punctuation,
indention, complete sentences, etc. The rubric just keeps a consistently among the teachers and
students.

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The greatest lesson I learned from this is ways to earn teacher buy-in because it is
extremely difficult for teachers to want to do something, even if they know it may be what is
best for students. Through this process, upon initial discussion, teachers attitudes were very
apathetic to this project; however, when I approached them with questions and their input, they
were more willing to participate and realized that it was simply adjusting to lessons and methods
they already use. I also learned the need for initial student surveys at the beginning of the project
to accurately reflect on their successes in their own eyes. Again, the data from the Writing
Assessment will not be made available until the summer. I also learned that there must be longterm goals along with the short-term goals because to fully implement a complete program, it
will not be accomplished in one year to fully determine if it successful and should continue. As
long as teachers see and understand the importance of students improving in their writing, then
students will also see the importance, and eventually, it will become part of the schools culture
and vision.

References
Breaking Ranks: 10 skills for successful school leaders (2nd ed.). (2010). Reston, VA:
NASSP.
Essex, N. L. (2009). The 200 most frequently asked legal questions for educators. Thousand
Oaks, CA: Corwin.

CAPSTONE PAPER
39

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2009). The basic guide to supervision
and instructional leadership (2nd ed.). Boston, MA: Pearson, Inc.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). Supervision and instructional
leadership: A developmental approach (9th ed.). Boston, MA: Pearson, Inc.
Gorton, R. & Alston, J. A. (2012). School leadership and administration: Important concepts,
case studies, & simulations (9th ed.). New York, NY: McGraw-Hill.
Henson, K. T. (2010). Curriculum planning: Integrating multiculturalism, constructivism, and
education reform (4th ed.). Long Grove, IL: Waveland Press, Inc.
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education
reform. Retrieved from http://edglossary.org/hidden-curriculum.
Kaplan, L. S. & Owings, W. A. (2013). Culture re-boot: Reinvigorating school culture to
improve student outcomes. Thousand Oaks, CA: Corwin.
Marzano, R. J. (2006). Classroom assessment & grading that work. Alexandria, VA: ASCD.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works. Alexandria,
VA: ASCD.
Robbins, P. & Alvy, H. (2004). The new principals fieldbook: Strategies for success.
Alexandria, VA: ASCD.
Schilling, C. A. & Tomal, D. R. (2013). Resource management for school administrators.
New York, NY: Rowman & Littlefield Education.
Stader, D. L. (2013). Law and ethics in educational leadership (2nd ed.). Boston, MA: Pearson,
Inc.
TCAP writing test administration manual for public schools (2015). Retrieved from
http://www.tennessee.gov/education/assessment/doc/tst_tam_writing_public_schools.pdf.
Thompson, D. C., Wood, R. C., Crampton, F. E. (2008). Money & schools (4th ed.). Larchmont,
NY: Eye on Education.
Willens, M. (2013). Ninth grade: the most important year in high school. Retrieved from
http://www.theatlantic.com/education/archive/2013/11/ninth-grade-the-most-importantyear-in-high-school/281056/.
Westerberg, T. R. (2009). Becoming a great high school: 6 strategies and 1 attitude that make
a difference. Alexandria, VA: ASCD.

Appendix A

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Writing Across the Curriculum

The post-survey conducted with the students who piloted the Writing Across the Curriculum
project was completed anonymously by fifty-seven students. The survey had eleven questions
that were multiple choice to assess the students perspectives of how their writing may have
changed and improved over the course of the year. These questions asked about the frequency
and validity of the writing assignments in all core classes: English, math, science and history.

How often is the following statement true for you? "I like to write."
35%
30%
25%
20%
15%
10%
5%
0%

How often do you write in your Language Arts or English class?

70%
60%
50%
40%
30%
20%
10%
0%

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When you write assignments for your Englishclass, how often do you write about something you have read?
40%
35%
30%
25%
20%
15%
10%
5%
0%

How often do you write in subjects other than Language Arts or English?
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%

How often do you work in pairs or small groups to discuss other's writing in subjects other than English?
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%

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How frequently do you make notes or an outline before you begin writing a paper?
30%
25%
20%
15%
10%
5%
0%

How often do you work to edit or change a previous piece of writing?

30%
25%
20%
15%
10%
5%
0%

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How often does your teacher provide individual feedback on your writing?
35%
30%
25%
20%
15%
10%
5%
0%

Do you write more in your English class than you did in your 8th grade English class?
60%
50%
40%
30%
20%
10%
0%

Yes

No

Do you write more in your History, Math and Science classes than you did in your 8th grade classes?
70%
60%
50%
40%
30%
20%
10%
0%

Yes

No

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Do you believe you are a better writer at the end of your freshman year than your 8th grade year?
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Yes

No