The Citadel
Zucker Family School of Education
EDUC 610: Seminar on School ImprovementFall 2015
Instructor: Kathy Laboard Brown, Ed.D. / Class Meetings: Wednesday
Office: MenRiv Education Park / Class Hours: 5:30–8:00 PM
Telephone: (843) 478-1854
FAX: (843) 953-7258 (School of Education) / Meeting Room: MenRiv Education Park, Room 204
Email: / Office Hours:
Tuesday & Thursday—3:30–5:30 PM, Capers 305
Wednesday: 3:30-5:30 PM, MenRiv Education Park
Others by Appointment
Credit Hours: 3
PREREQUISITES: See admission requirements for the College of Graduate Professional Studies and the Division of Educational Leadership pages 24-25.
STUDENT INFORMATION
This course is part of the educational leadership program and is intended for students who seek an Educational Specialist, Superintendent, Ed.S., Educational Leadership.
LEARNING AND DEVELOPMENTAL GOALS
ELCC--Educational Leadership Constituent Council Guideline Numbers
Learner –Centered Performance Assessment Codes:
Assessment Codes:
P Participation / F Professional Portfolio / G Group Discussion / I Interview / O ObservationE Exam / S Simulation / T Thesis/Paper / WV Website Review / V Volunteer
RD Reading / SP Presentation / PR Project / SH Shadowing / CS Case Study
DA Data Analysis / SA Self Assessment / WR Written Reflection / CH Checklist
Dimension Level Codes:
1. Awareness 2. Understanding 3. Capability
ELCC—Educational Leadership Constituent Council
- Conceptual Framework Learner Centered Outcomes (CF1-CF3) and Dispositions (D1-D6)
ELCC 1.2 - Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals.
- ELCC 1.3 Candidates understand and can promote continual and sustainable district improvement.CF2-3, D2
- ELCC 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program.CF2-3 , D1-2
- ELCC 2.4: Candidates understand and can promote the most effective and appropriate district technologies to support teaching and learning within the district.CF2-3 , D2
- ELCC 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the district’s educational environment.CF3 , D3
- ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success.CF3 , D3
- ELCC 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt district-level leadership strategies. CF3 , D3-4
COURSE DESCRIPTION:
This course is designed for practicing and prospective educational administrators. The course focuses on the process of designing, implementing, and evaluating a school climate improvement program that includes mutual efforts by staff and students to formulate and attain school goals. Emphasis will be placed on effective school research.
CONCEPTUAL BASE: Developing Principled Educational Leaders for P-12 Schools
The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.
The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:
- Have mastered their subject matter and are skilled in using it to foster student learning;
- Know the self who educates (Parker J. Palmer) and integrate this self knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that allstudents succeed in a learner-centered environment; and
- Exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.
The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-12 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.
The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals
Knowledgeable Principled Educational Leaders…- Have mastered the subject matter of their field of professional study and practice;
- Utilize the knowledge gained from developmental and learning theories to establish and implement an educational program that is varied, creative, and nurturing;
- Model instructional and leadership theories of best practice;
- Integrate appropriate technology to enhance learning;
- Demonstrate a commitment to lifelong learning;
Reflective Principled Educational Leaders…
6. Develop and describe their philosophy of education and reflect upon its impact in the teaching and learning environment;
- Develop and manage meaningful educational experiences that address the needs of all learners with respect for their individual and cultural experiences;
- Construct, foster, and maintain a learner-centered environment in which all learners contribute and are actively engaged;
- Apply their understanding of both context and research to plan, structure, facilitate and monitor effective teaching and learning in the context of continual assessment;
- Reexamine their practice by reflectively and critically asking questions and seeking answers;
Ethical Principled Educational Leaders…
- Demonstrate commitment to a safe, supportive, learning environment;
- Embrace and adhere to appropriate professional codes of ethics;
- Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures;
- Establish rapport with students, families, colleagues, and communities;
- Meet obligations on time, dress professionally, and use language appropriately.
RELATIONSHIP OF THIS COURSE TO THE CONCEPTUAL BASE ELCC/CONCEPTUAL BASE
ELCC 1.2 - Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals.
Performance Activities Assessments
- Read Jeritt Educational Evaluation, Chapter 8
- Collect, analyze, and interpret achievement data
- Review school district district plans
- Write a critique of the central concept related to Educational Evaluation
- Construct a school district needs assessment.
ELCC 1.3Candidates understand and can promote continual and sustainable district improvement.
Performance ActivitiesAssessments
-Review School District Strategic Plans . DA 2, G2, P2- Interview School District Administrators regarding the processes for sustaining district improvement.
- / -Using motivation and change theory tocreate an action plan that outlines the approaches and steps an administrator can use to engage stakeholders to address areas of weaknesses identified in the district’s Strategic Plan. PR3, DA3, WR3
ELCC 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular
and instructional district program
Performance ActivitiesAssessments
ELCC 2.4:Candidates understand and can promote the most effective and appropriate district technologies to support teaching and learning within the district.
Performance ActivitiesAssessments
-Review, as a field experience, the School Renewal Plan and student achievement data for the previous three years.RD2, P2, G2 / -Analyze student achievement data; compare results to the staff development activities selected to improve student performance on SRP. Create charts to revise growth plans to reflect achievement goals. DA3, WR3ELCC 4.1:Candidates understand and can collaborate with faculty and community members by collecting and
analyzing information pertinent to the improvement of the district’s educational environment.
Performance Activities Assessments
-Candidates participate, in a field experience, in school renewal review sessions to establish learning goals to achieve absolute and improvement ratings for the SC school report cards. DA2, P2, G2 / -Candidates facilitate decision making by leading discussions on research that relates to learning goals, by inviting experts from agencies to speak to the school improvement council. Candidates select a case study that synthesizes the research and details action plans for improvement. WR3, PR3, DA3ELCC 5.1:Candidates understand and can act with integrity and fairness to ensure a district system of accountability
for every student’s academic and social success
Performance ActivitiesAssessments
ELCC 6.3:Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt
district-level leadership strategies
Performance Activities Assessments
-Candidates create a matrix (simulation field experience) to request stakeholders to participate in action teams to promote strategic plans. G2, P2, PR2 / -Candidates post list of action team members, provide space for meetings, and report progress to stakeholders. Publish updates in newsletters, PTSA, and local news media .PR3, G3, P3, WR3COURSE REQUIREMENTS/ASSIGNMENTS
- DISCUSSIONS/JOURNAL READINGS/ARTICLES - Candidates will participate in discussions about the school district’s improvement process and prepare a School District Improvement PlanThis activity is worth 20 Points
REQUIRED PROJECTS
B. MANDATED COMPONENTS CHECKLIST/Needs Assessment– In compliance with South Carolina Department of Education Initiative of Continuous Improvement, AdvancED was created through a 2006 merger of the PreK-12 divisions of the North Central Association Commission on Accreditation and School Improvement (NCA CASI) and the Southern Association of Colleges and Schools on Accreditation and School Improvement (SACS CASI)—and expanded through the addition of the Northwest Accreditation Commission (NWAC) in 2011. AdvancED is committed to help schools improve. Therefore, school districts must prepare and submit a mandated components checklist. Candidates must interview and investigate how the process is conducted in school districts. They must inquire about process and the documents required for a new five-year plan or an updated checklist. Candidates will conduct a School District Needs Assessment that indicates where improvement is needed and submit the Mandated Components Checklistthat reflects those strengths and weaknesses and accompanying documents to LiveText. This activity is worth 25 Points
C. REVIEW PRELIMINARY REPORT
Candidateswill investigate the External Review Process to determine how the four areas: Leadership and Governance, Curriculum and Instruction, Professional Development, and Performance impact school improvement. Candidates will investigate appropriate documentation, processes, and structures needed to develop an appropriate School District Improvement Plan. Candidates will prepare a preliminary report that includes: (a) a needs assessment whichsummarizes the school district’s improvement status and processes required to systematically redirect the district. This activity must be submitted to LiveText and is worth 25 Points.
D. SCHOOL DISTRICT IMPROVEMENT PLAN – School District Administrators must demonstrate expertise in facilitating school district improvement. Using the designated School District Strategic Plan format, education specialist candidates will provide: (a) Assurances, (b) Stakeholder involvement for District Plans, (c) Act 135 Assurances, (d) Chapter 59 of Title 59: Education and Economic Development Act Assurances for Districts,(e) General Grant Assurances for the District, (f) American Recovery and Reinvestment Act (ARRA) funded Awards and Programs, (g) mandated components, (h) District Strategic Plan, and (i) Action Plan and Requisite Strategies. Candidates will prepare an executive summary to be presented to the Board of Trustees. Submit the completedplan via LiveText Dropbox. Thisactivity is worth 25 Points.
ASSESSMENT PROCESS
Grades for EDUC610 are based on a variety of assignments. The relative weights used for calculating the course grade are as follows:
ASSIGNMENT / PERCENT / COURSE GRADES1. Discussions, Journal Readings and Articles /
25% /
A = 90-100 points
2. Mandated Components Checklist/ Needs Assessment / 25% / B+ = 87-89 points
B = 80-86 points
3. External Review Preliminary Report / 25% / C+ = 77-79 points
C = 70-76 points
4. School District Improvement Plan Executive Summary / 25% /
F = Failure
Total / 100%
Per the CPGS handbook, "only letter grades are given to evaluate a student's progress. No numeric symbol or percentage is fixed or assigned to the equivalent of any grade."
CLASS EXPECTATIONS
Class Attendance
One of the most important aspects of the education profession is that of professionalism. Punctual attendance in class is expected. The college policy will be followed. Attendance will be taken; candidates are expected to participate positively in class activities including lectures, site visits, discussions, simulations, and role-playing. Refer to "The Citadel Graduate College" on "Class Attendance":
"Regular attendance is required of all CGC students, and the attendance record maintained by the instructor is official. In case of absences due to illness or other circumstances beyond their control, students should notify the instructor as soon as possible. A student who misses more than 20% of the scheduled class meetings may be awarded a grade of “F” for excessive absences.”
Disability Disclosure
The Citadel’s Academic Support Center provides a wide range of academic support services. Included among these are the enhancement of writing, mathematical, and reading skills; the general improvement of academic performance in all subject areas; and an emphasis on retention throughout The Citadel’s academic community. Cadets and non-cadets have access to the Center. In addition to individual and small-group tutorials held in the Center, the staff conducts requested workshops for both graduate and undergraduate classes.
To initiate accommodation, students must register with the Academic Support Center, Room 117 Thompson Hall or call 953-5305 to set up an appointment. This office is responsible for reviewing documentation provided by students requesting academic accommodation and for accommodation in cooperation with students and instructors as needed and consistent with course requirements.
Honor Statement
As a professional educator, integrity is an expectation. Students of The School of Education at The Citadel are expected to meet the standards set forth in the Citadel Code. Available at:
Cheating and plagiarism violations will be reported and a failing grade will be assigned for the work in question. This class will follow The Citadel Honor Manual regarding plagiarism: "Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the sources:
When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your paragraph) to tell exactly where the words came from, down to the page number(s). When you mix another's words and ideas with your own in one or more sentences, partially quoting the source exactly and partially substituting your own words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s).
- When you paraphrase another's words or ideas, that is, when you substitute your words for another's words, but keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s).
- When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of that idea or those ideas, down to the page number(s).
- Citing the source means giving, as a minimum, the author, the title of the book, and the page number. (The Citadel Honor Manual)
Field Experience
Field experiences are a part of this course. These experiences will be in local public school districts that represent the diversity of the general population of the school district. More details of this experience will be presented in class. Reflective papers will be written about the experiences.
COURSE OUTLINE/SCEDULEDATE / TOPIC/ASSIGNMENT / ELCC Guidelines
08/26/15 /
- Introductions, expectations, explanation and discussion of the syllabus, conceptual framework of the Department of Education, and the field of curriculum.
- 2011 ELCC Program Standards for School District Administrators
- Educational School District Leadership Philosophy
- Explain LiveText
- District External Review Team Guidelines
Assignment
09/02/15 / Review ERT Guidelines
Due: 10/09/15 - Preliminary Report that incorporates a School District Needs Assessment
09/02/15 /
- District External Review Team Guidelines
- Common Core Curriculum
- Reauthorization of ESEA Act
- HSTW Guidelines
- District Strategic Plan Form
Assignment
09/09/15 / Review Reauthorization of ESEA Act and SC ESEA Waiver
Due: 10/09/15 - Preliminary Report that incorporates a Needs Assessment
09/09/15 /
- Reauthorization of ESEA Act
- SC ESEA Waiver, FAQ, Guide to ESEA Web Results
- District External Review Instrument - Leadership & Governance Standards
- L&G-1 - District evidences an acceptance of shared responsibility for improving student performance.
- L&G-2 - District administrators have individual professional growth plans.
- L&G-3 - Principals are involved in the selection, discipline, and dismissal of personnel in their schools.
- L&G-4 - The district has an early childhood initiative.
- L&G-5 - The district has established academic assistance initiatives.
- L&G-6 - The district strategic plan is developed every five years.
- L&G-7 - The district fosters the success of all students by providing a positive, safe environment.
- L&G-8- Testing is administered in accordance with the requirements of the Education Accountability Act of 1998 and No Child Left Behind (NCLB).
- L&G-9 - The district offers state-funded PSAT or PLAN testing
Assignment
09/16/15 / External Review Process
District External Review Instrument – Triangulation
Due: 10/09/15 - Preliminary Report that incorporates a Needs Assessment
09/16/15 / External Review Format – Triangulation
- Policy/Documentation
- Observations
- Interviews
- L&G-10 - The district has programs and procedures established that heighten awareness of the importance of parent/family involvement in the education of their children.
- L&G-11 - The library media center programs contribute to improving school and student performance.
- L&G-12 - The district offers a curriculum, aligned with state content standards, organized around a career cluster system that provides students with both strong academics and real-world problem solving skills.
- L&G-13 - The district ensures that schools provide appropriate services to students in grades six through twelve whom, for behavioral oracademic reasons, are not benefiting from the regular school program or may be interfering with the learning of other students.
- L&G-14 - The superintendent fosters the success of all students by acting as the school’s instructional leader by leading the development, alignment, and implementation of the instructional and assessment strategies.
Assignment
09/23/15 / ERT Review Instrument – Curriculum & Instruction
Due: 10/09/15 - Preliminary Report that incorporates a Needs Assessment
09/23/15 / District External Review Instrument – Curriculum and Instruction
- C & I - Standard 1 – Gaps in Student Achievement
- C & I –Standard 2 - Established a systematic and ongoing assessment of all students
- C & I – Standard 3 - Curricula are assessed, monitored, and revised based upon the educational needs of students
- C & I – Standard 4 - District and/or school uses data to adjust its curricula and instruction
- C & I – Standard 5 - Staff member and student has access to resources of the type and in the quantity needed to implement the curricula of the district effectively.
Assignment
09/30/15 / ERT Review Instrument – Professional Development
Due: 10/09/15 - Preliminary Report that incorporates a Needs Assessment
09/30/15 / District External Review Instrument – Professional Development
- PD-1 - The context standards include learning communities, leadership, and resources.
- PD-2 - The process standards refer to the design and delivery of professional development.
- PD-3 - The content standards refer to the actual skills and knowledge that effective educators need to produce higher levels of student learning.
- PD-4 - The district has established programs that provide formal guidance to teachers and administrators on their individual professional growth plans for teachers.
Assignment
10/07/15 /
- ERT External Review Instrument
- Due: 10/09/15–Mandated Components Checklist/ Needs Assessment
10/07/15 / ERT External Review Instrument – Performance
- P-1 - Performance Review for Districts Serving Grades Three through Eight
- P-2 - Performance for Districts Serving Grades Nine through Twelve
- Needs Assessment Process
Assignment
10/14/15 / Due: 10/21/15–External Review Preliminary Report
School Improvement Plans and Assurance Forms
10/14/15 / School Improvement Plans
- Assurances
- Comprehensive Needs Assessment
- Executive Summary of Needs Assessment
- Performance Goals
- Interim Performance Goals
Assignment
10/21/15 / Secure hard or electronic copy of School District Improvement Plan
Select Effective Schools Article for Discussion
Interview district contact
Due: 10/21/15 - External Review Preliminary Report
10/21/15 /
- Review and Complete Mandated Components Checklist
- Discuss Effective Schools Article
- Review Reform Literature
Assignment
10/28/15 / Secure District Strategic Plan/School Renewal Plans
Access Chapter 59 of Title 59
Due: 11/18/15 - School District Improve Plan Executive Summary
10/28/15 / District Strategic Plan/School Renewal Plans
- EEDA Assurances
- Simulate completing District Strategic Plan
Assignment
11/04/15 / Align Common Core Standards to Strategic Plan
Due: 11/18/15 - School District Improve Plan Executive Summary
11/04/15 /
- Align Common Core Standards to Strategic Plan
- Show Gap between Current Plan CCS
- ELA Standards – Needs Assessment
Assignment
11/11/15 / Align Common Core Standards to Strategic Plan
Due: 11/18/15 – School District Improve Plan Executive Summary
11/11/15 /
- Align Common Core Standards to Strategic Plan
- Show Gap between Current Plan and CCS
- Math Standards – Needs Assessment
Assignment
11/18/15 / School District Executive Summary
Due: 11/18/15 – School District Improve Plan Executive Summary
11/18/15 /
- School District Executive Summary
- Effective School Research
- Chronology of Effective Schools Research vs Actions Taken
Assignment
11/21/15 / CGC Fall break begins.
11/21/15 / CGC Fall break – No Classes
Assignment
12/02/15 / District Strategic Plan Presentations
12/02/15 / District Strategic Plan/Executive Summary Presentation
EDUC 610 F2015 Kathy Laboard Brown, Ed.D. The CitadelPage 1 of 9