NCPAPAs Distinguished Leadership in Practice for the Northeast Leadership

Academy
Component One: Strategic Leadership for High Performing Schools
NELA Interim Assignments

Note: Cohort 5 will do these assignments with input from their Mentor
Principal. Cohort 6 will do the assignment independently, put will receive
feedback from Dr. Williams.

Purpose: The three assignments described below are intended to extend

the application based learning from the face-to-face seminar on Strategic
Leadership and to expand each Interns knowledge, skills, and dispositions in
this area. They are designed to draw upon both past and current NELA
experiences. You should choose two of the three assignments.

Process: These assignments are due no later than the end of business on
October 22, 2016 for Cohort 5 and November 1, 2016 for Cohort 6.
This is prior to the 2nd DLP Seminar. All assignments should be submitted by
posting to the Cohort Moodle page (there will be a place for you to upload
them). Your Cohort Director (Mr. Tom Benton, for Cohort 5 & Dr. Cathy
Williams for Cohort 6) will review your responses (possibly in a class session).

Assignment 1.1: Assessing and Enhancing Your Schools Identity

Part One
Based on Standard One of the NCSSE, (and, if in Cohort 5, in discussion with
your Mentor Principal), make a personal assessment of the schools current
status of each of these:
1) the schools mission statement
2) the schools vision statement
3) the schools core values and/or belief statements
Use the following rubric and language from the NCSSE Principal Evaluation
Process for your assessment of each aspect of the schools identity:
Not demonstrated no evidence of a written statement(s)
Developing early stages or draft of a written statement(s)
Proficient - a written statement(s) is in place and used on a periodic
basis by the school to lead school improvement
Accomplished - a written statement(s) is in place and used on a
regular basis by the school to lead school improvement
Distinguished - a written statement(s) is in place and used as a
central factor in leading school improvement pervasively known and
used throughout the school community

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RyanEwell

DLPAssignment#1

October22,2016

VaughanElementarySchoolsMissionStatement

Not Developing Proficient Accomplished Distinguished

Demonstrated
Noevidenceof Earlystagesof Awritten Awritten Awritten
awritten draftofwritten statement(s)isin statement(s)isin statement(s)isin
statement statements placeandusedona placeandusedonplaceandusedas
periodicbasisby aregularbasisby acentralfactorin
theschooltolead theschooltolead leadingschool
school school improvement
improvement improvement pervasively
knownandused
throughoutthe
school
community

VaughanElementarySchoolsVisionStatement

Not Developing Proficient Accomplished Distinguished

Demonstrated
Noevidenceof Earlystagesof Awritten Awritten Awritten
awritten draftofwritten statement(s)isin statement(s)isin statement(s)isin
statement statements placeandusedon placeandusedon placeandusedas
aperiodicbasis aregularbasisby acentralfactorin
bytheschoolto theschooltolead leadingschool
leadschool school improvement
improvement improvement pervasively
knownandused
throughoutthe
schoolcommunity

VaughanElementarySchoolsCoreValuesand/orBeliefStatement

Not Developing Proficient Accomplished Distinguished

Demonstrated

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Noevidenceof Earlystagesof Awritten Awritten Awritten
awritten draftofwritten statement(s)isin statement(s)isin statement(s)isin
statement statements placeandusedon placeandusedon placeandusedas
aperiodicbasis aregularbasisby acentralfactorin
bytheschoolto theschooltolead leadingschool
leadschool school improvement
improvement improvement pervasively
knownandused
throughoutthe
schoolcommunity

PartTwo
Referencingtheresourcemonograph,DevelopingYourSchoolsOrganizationalIdentity:
FoundationofCollaborativeLearningCommunitiesandtheNCSSEStandards1.a,1.b.,and
1.c.,provideanarrative(Nomorethan100wordsorinbulletformat)justifyingyourassessment
foreachofthesethreecomponentsofyourschoolsidentity.

VaughanElementarySchoolisaschoolwithrichtraditionsandhistory.Ourcleardoeshavea
clearvision,mission,andsetofcorebelifs.Eventhoughthisisthecase,thereisalotmorethat
canbedonetoensurethatnotonlystaffmembersknowourmissionstatement,butourstudents
doaswell.WhiletakinganinventoryofourclassroomsIalsonoticedthatourmission/vision
statementswerenotpostedinallclassrooms.WiththisbeingsaidIrankedourschoolas
developinginregardstoourmissionandvisionstatements.

PartThree
Usingabulletformat,describeinsequentialorderfromfirsttolast,the35mostimportantnext
stepsyouasaschoolleaderwouldtaketoimproveorenhanceyourschoolscurrentstatusofits
identity.

Teachersneedtimetodiscussanddisaggregatedataandplanforinstructionthrough
dailyreleasetime(resource).
OurschoolleadershipteamshouldbudgetTitleIfundstoprovideadequateinstructional
resourcesandsuppliesneededforeffectiveteachingandlearninginanefforttoreach
goals.
Teachersmustaddresslevelsandlearningstyleswithotheractivitiessuchaslistening
activities,handsonactivities,experiments,andspecialfieldtrips.
From8:208:50ameachmorningatriskstudentsshouldreceiveextrasupportin
reading,mathorwritingthroughinterventionsessions.

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Assignment1.2:ApplyingthePDCACycleforContinuousImprovement

ReferencingtheNCDPIresource,NCSchoolImprovementPlanningImplementationGuide
(SectionFourpages1924),selectyourchoiceofoneofthefollowingdatapoints:
1)datafromyourschoolsprofilefrompublicdata(schoolreportcard)or
2)yourschoolsthreeyeartrenddataonstudentattendanceasreportedbytheNCDPI

Basedonyourdatachoice,applythePDCACycletothisdataandprovideawrittensummary
(narrative,bullets,and/orcharts/graphics)todescribeyourfindingsineachofthefourphasesof
thePDCAcycle.

AnalyzingthePDCAcycle,IwasabletohighlightseveralareasofgrowthforVaughan
Elementaryschoolinregardstogrowthareasforourschoolinregardstodata.
ManyperformancetrendsexistatVaughanElementarySchool.TeachersandstaffatVaughan
ElementarySchoolprovideawidearrayofactivitiesforchildrenhavingdifficultyperformingat
school.Teachersworkwithstudentsinsmallgroups,atlearningcenters,andwithcomputers.
Teachersaddresslevelsandlearningstyleswithotheractivitiessuchaslisteningactivities,hands
onactivities,experiments,andspecialfieldtrips.Studentsareencouragedbycharactereducation
activities,positivebehaviorrewards,AcceleratedReadingrewardsandenrichmentactivities.All
studentsingrades35experiencingdifficultyhaveaccesstoinschool/afterschooltutorial
sessionsheldtwoorthreedayseachweek.StudentsingradesK3whoareexperiencing
difficultyinreadingand/ormathattendremedialsessionswithatutororaqualifiedvolunteerat
leasttwotimesperweek.Earobics,acomputerprogram,alsoprovidesremediationforthese
students.From8:208:50ameachmorningatriskstudentsreceiveextrasupportinreading,
mathorwritingthroughinterventionsessions.Teacherscreateandreviewapersonaleducation
planforeachstudenthavingdifficulty.Theschoolfocusesonthingsthatallstudentscanbe
goodatsuchasattendance and conduct.

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