Instructional leadership is identified in the the following California Administrator Performance Expectations (CAPE's):
School Improvement Leadership (CAPE 9,10,11,12)
School improvement is led by site leadership who understand school change. Certain strategies can be used to evaluate and diagnose what is working in the school and continuous improvement. Best practices can be used for management of change, while innovation and creativity are used to bring about change. Being knowledgeable about fiscal and human resources are also important elements for school improvement.
Data-based school growth is a necessity for school leadership. There are various types of leadership, but the most successful is working with other stakeholders to research, establish, and implement an ongoing school improvement plan. In Administration 532, a Professional Development Plan was created to guide professional learning for the upcoming school year. Perez (2018) stated, “Classical Academy’s data analysis shows that literacy is one instructional area that needs improvement. Literacy affects all subject areas, proficiencies, and instructional success. The 2018-19 professional development plan will focus on a school wide literacy plan and training.” The data and scheduling support the teacher focus areas for the upcoming year, which will be analyzed along the way for overall student achievement and targeted literacy improvement. Measures of Academic Progress (MAP) will be the main focus of data collection, as it reflects growth over time. This growth tool will be used in the fall, winter, and spring for all students attending Classical Academy Online.
Best practices in school improvement were researched in Administration 531 through a signature assignment, a data based growth plan. A hypothetical school site was used for this assignment, but the demographics mirrored those in the Escondido area of Southern California. Using the data, three site goals for student achievement were established. These goals were then tied into the three year Local Control and Accountability Plan (LCAP). Perez (2017) claimed, “Scholar Prep Academy employs best practices for student success, including strategic planning with all stakeholders, continued analysis of data, and flexible programming. Based on the mission, vision, and culture, student success is driven by encouraging critical thinking, promoting academic excellence, and giving the students the resources they need to thrive.” This assignment provided good practice for identifying the school population and demographics, as well as identifying goals to help professional development and student achievement.
Classical Academy, as an organization, has several supporting departments for the fiscal and human resources necessary for each school site. The organization has a human resource department, technology department, community development, and fiscal department, including a comptroller. Working together, each department helps define, oversee, and support the site leadership and operations. These supports allow site principals to dedicate to the teaching and support staff that directly impact student interaction and achievement on site. Principals are self directed in their daily operations. However, a weekly administration meeting is held to define policies and procedures, as well as align all seven sites. In order to support teacher development, daily, weekly, and monthly coaching plans and observations are provided. In Administration 533, the signature assignment of a coaching plan was completed with an English Teacher. This type of coaching and reflection holds teachers and administrators accountable to communicate and continue to improve instructional practices. In the end, this guidance and feedback helps teachers provide better instruction to students.
Administration 532 focused on collaboration, monitoring, and revising the school growth plan. “The Principal Inquiry Cycle begins with noticing, wondering, and self-assessing the teaching and learning in the classroom. Based on the Habits of Thinking for Instructional Leadership this step can include analyzing evidence, such as test scores, assessment, classroom observations, and other data” (Perez, 2017). A school growth plan is necessary to be implemented by leadership or a school and programming could remain stagnant. Growth leads to academic achievement and continued systems of support to meet student needs.
CAPE 9: Working with Others to Identify Student and School Needs and Developing a Data-Based School Growth Plan
ADMIN 532
Evidence: Professional Development Plan
CAPE 10: Implementing Change Strategies Based on Current, Relevant Theories and Best Practices in School Improvement
ADMIN 531
Evidence: Signature Assignment: Data Based Growth Plan
CAPE 11: Identifying and Using Available Human, Fiscal, and Material Resources to Implement the School Growth Plan
ADMIN 533
Evidence: Coaching Plan Signature Assignment
CAPE 12: Instituting a Collaborative, Ongoing Process of Monitoring and Revising the Growth Plan Based on Student Outcomes
ADMIN 532
Evidence: Principal Inquiry Cycle