INSTRUCTIONAL LEADERSHIP

Instructional leadership is identified in the the following California Administrator Performance Expectations (CAPE's):

Instructional Leadership (CAPE 5, 6, 7, 8)

Instructional leadership is more than hiring a staff and having them teach students. An administrator must have knowledge of effective curriculum, best practices, including instruction and assessments. Establishing a collaborative culture, using content standards, data, and benchmarks must be built into the culture. Engaging staff in professional learning and development is a continuous process that requires organization, a vision, and flexibility. Careful attention and intentional planning must be put into professional development opportunities, scheduling, and implementation.

In Administration 530, Leadership III: School Improvement and Professional Learning, the Community Analysis of Data provide great insight to the demographics and goals for the Local Control and Accountability Plan. Demographical data should continually be analyzed and assessed for changes, subgroups, and unduplicated groups. Student achievement requires looking at the student being served and the communities they are located. As the LCAP facilitator, it is my responsibility to obtain and update the data that leads to goal setting, funding opportunities, and how to serve the student populations.

Professional growth is an area that leaders should plan and implement each year. The dates should be pre-set in the annual school calendar and activities planned accordingly with the areas that need support. In Administration 532, a Professional Development Plan and Evaluation was created for Classical Academy Online and the teachers who serve these high school students. In accordance with being identified as a Summit Learning School, it is necessary for teachers to know and understand the implementation of SMART goals. Therefore, this was the first area identified for back to school teacher professional development training. Second, literacy teams are needed to help students with reading foundations and literacy for high school success. Those two areas were identified and intentionally written into the plan for implementation with teachers. Perez (2017) stated, “The learning tasks for the 2018-19 school year will introduce teachers to the elements of Classical Academy Online blended learning model and support teachers in the development of the specific competencies. Teachers will explore how to plan, facilitate, and assess project based learning, personalized learning, one-on-one mentoring and goal settings, and ensure that curriculum meets standards and horizontal and vertical alignment.” Addressing the issue of high school literacy and providing professional learning opportunities will ultimately help student achievement and success through awareness and specific training.

Educational Equality was discussed and researched in Administration 532 through a powerpoint presentation on Diversity Feedback. Over 100 years of an educational timeline was created to outline race and discrimination. As the product of desegregation, in the 1980’s, in Seattle, this project had personal relevance. Currently, the charter high school that I oversee does not have a large population of ethnic diversity, but an enormous population of social and emotional diversity. Perez (2017) stated, “America has become a much stronger and diverse country over the past 100 years. Through laws, acts, and events, the fight for equality in education continues to develop. Diversity is taught, celebrated, and levelized for even educational opportunities. Although 100 years of development has changed the history of America, there are many issues to be addressed for equality and freedom in the public school system.”

The knowledge gained by each course and its corresponding CAPE was directly related to my current leadership position and responsibilities. Each skill was applied to tasks and applied to the outcome of student growth. A successful administrator must have a vision and goals for educator growth focusing on real situations. By strengthening staff trust, responsibilities, and leadership capabilities, the culture and infrastructure of the school can be built.

The following assignments and coursework were matched with the corresponding CAPE:

CAPE 5: Promoting Implementation of K-12 Standards, Pedagogical Skills,

Effective Instructional Practices and Student Assessments for Content

Instruction

ADMIN 530 Leadership III: School Improvement and Professional

Learning

Evidence: Community Analysis of Data

CAPE 6: Evaluating, Analyzing, and Providing Feedback on the Effectiveness of

Classroom Instruction to Promote Student Learning and Teacher

Professional Growth

ADMIN 532

Evidence: Professional Development Plan and Evaluation