NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

VOLUME 25, NUMBER 1, 2007--2008

STANDARDS 1 & 4
APPLICATION ASSESSMENT
SCHOOL VISIONING PROJECT
Donna S. McCaw
Department of Educational Leadership
Western Illinois University
Standard 1.0: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by facilitating the
development, articulation, implementation, and stewardship of a school or district vision
of learning supported by the school community.

Standard 4.0: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by collaborating with
families and other community members, responding to diverse community interests and
needs, and mobilizing community resources.

Directions to Candidates

T his is an individual case study project to be completed with the

assistance and cooperation of many people. You may work in
small groups but the ELCC scored areas must be completed
individually and turned in as such.

CASE STUDY: You have just been hired as the new principal in a
restructured building. The previous five years of decreasing academic
performance, declining enrollments, and increasing poverty levels
within the district, had resulted in major restructuring under NCLB.
The building was restructured from a K-3 building to a K-8 building.
You have a “new” faculty and a whole new culture and climate to
establish within your building and community. Who is this new
school? What do they believe about learning? What/who is/are their
new community? They need you to help them create their school.

18
19 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

The bulk of the work will focus on visioning. How can you create an
effective school improvement plan without a gap analysis – this is
where we are and this is where we are going (vision)?

K-8
K-3
projected
Total enrollment 479 472
Latino 149 127
White 213 204
African American 80 109
Asian 32 29
Other 5 3
Male 221 248
Female 258 224
Low SES 401 372
Males 209 199
Females 192 173
Gifted 0 0
Males 17 52
Females 19 27
Length of day 8:15 - 2:55 8:00 – 3:30
Configuration Walked Walkers & bus
60 min. Before & After school
45 mins. Homework
Extended learning After-school homework Summer School
Intercession

Calendar configuration Traditional Modified Year Round

Student : Teacher ratio 25:1 20:1
2004 | 2005 | 2006
Unemployment rates 9.2% | 9.1% | 8.2%
Drop out rates 28.3% | 27.1% | 28.7%
Teen pregnancy 2006 14% | 17% | 12%

The administration that was terminated in the restructuring did

not leave quietly, before leaving the district and several buildings,
offices (including file cabinets and computers) were wiped clean.
Only a few pieces of test data can be found – the new superintendent
has contacted the testing company but they have just experienced a
 Donna McCaw 20

merger and their systems are in the process of being “merged and
updated.” They will be able to get you the trend data but not for 4-6
months.

The 4-6th grade (intermediate) and the 7-8th (traditional junior

high) students from the two buildings are from the neighborhood and
had been bussed to buildings 10 miles and 9 miles from this building.
Bussing will be provided only for the special education students. In
the past 5 years 27% of the faculty within the district has retired and
been replaced with all zero-experienced teachers. Teacher mentoring
depended upon the building level administration to support. Although
the board tried hard to not terminate any teaching contracts (as a result
of the restructuring) 4 teachers were released and two new teachers
were hired (certification needs). Everyone has only had since March
to adjust to these new changes (when the state stepped in and said,
“No more doing what you have always done – it is by the research
now!”

Teachers are discouraged and fearful, parents are confused –

even though this was “coming” no one seems emotionally prepared for
it. Three years ago the largest employer in the community closed up
shop and went to Mexico – 1300 employees were given six weeks
notice before they began drawing unemployment. Slowly the
community has adjusted, although the income levels remain lower and
hundreds of families have relocated for employment. A meat packing
plant has been working with the local chamber of commerce to buy the
old plant, retrofit it into a modern meat-packing plant. This would
bring in approximately 1200 jobs. The community’s reaction has been
mixed.

Two mandates have been given to the new administration by

the oversight board (which is being monitored by the state) – all
special education students will be fully included into regular
classrooms and the school is to become more of a focal point of the
neighborhood. Your contract starts July 1 – you signed your contract
today June 10th.
21 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

Just like in a real situation, much of the information included is

interesting but may not be relevant to the successful completion of this
project.

As the principal, you must plan, organize, monitor, and

evaluate an instructional improvement plan for a major area of
weakness reflected in your school’s scores. However, BEFORE you
can start developing the SIP you need to develop the vision for your
building. Some of the data that you will need for your meetings is
included in assignment. You will need to lead your community through
a comprehensive visioning process. The proof of the success of an
effective principal would be realized in the improvement of the quality
of instruction in this area as reflected in improved test scores (i.e.
reading, math, science) as requested in the school board’s mandate
when they hired you. Use research, whenever possible, to support
your activities.

PROJECT INFORMATION

Your entire project must be submitted in the form of a written paper.

You may provide created artifacts (agendas, pictures, committee
minutes…)

Read the rubric carefully – focusing on the MEETS category.

SCORING: Please refer to the attached rubric.

REFLECTION: Tie your leadership beliefs into your responses to

the development of a vision and mission statement(s).

The following scores are reported as the percentage of students

meeting the district established standard of 50% (low don’t you
think?)
Donna McCaw 22
23 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

ESI Does Not Meet MEET

1.1a I developed a
vision of learning for a The vision specifically
The vision did not include all
school that promoted identified all students in
the success of all learners, was vague
it.
students.
1.1b I based vision on
relevant knowledge and You created a detailed
theories, including but outline for leading a study
not limited to an group of stakeholders
understanding of through the research,
learning goals in a The student outlined the
education information,
pluralistic society, the process of developing a
diversity of learners and systems thinking, and the
vision.
learners' needs, schools change process for the
as interactive social and development of a
cultural systems, and comprehensive
social and “visioning” plan.
organizational change

1.2a I demonstrated the

ability to articulate the Stated the components of
Stated the components of a
components of this a vision and the
vision or the leadership
vision for a school and leadership processes to
the leadership processes processes to implement &
implement & support a
necessary to implement support a vision.
vision.
and support the vision.

1.2b I demonstrated the

ability to used data- The student stated a
based research
comprehensive process
strategies and strategic The student stated a vague
planning processes that for developing a vision
process for developing a
focus on student that included but was not
vision that included some of
learning to inform the limited to: developed
the following: developed
development of a during a meeting of the
vision, drawing on
during a meeting of the
stakeholders, using
relevant information stakeholders, using relevant
relevant demographic and
sources such as student demographic and assessment
assessment data,
assessment results, data, research-based strategies,
research-based strategies,
student and family and current needs assessments.
demographic data, and
and current needs
an analysis of assessments.
community needs.
 Donna McCaw 24

ESI Does Not Meet MEET

1.2c I demonstrated the
ability to communicate
the vision to staff, Communicated the vision
parents, students, and The vision is in written form to all stakeholders
community members only. Some stakeholders were through multiple media:
through the use of informed, some not. ie (symbol(s), stories,
symbols, ceremonies, ceremony)
stories, and other
activities
Clearly articulated plan –
1.3a I formulated the No plan or concept of agendas, outcomes,
initiatives necessary to strategies or initiatives that committee assignments,
motivate staff, students, would result in the schedules, lists of contact
and families to achieve implementation of a information was created
the school's vision. compelling vision. and shared in a
stakeholder committee

1.3b I developed plans Clearly articulated plan

and processes for that included the
implementing the following components:
vision (e.g., articulating Agenda of meetings
the vision and related
Projected types of data to
goals, encouraging
challenging standards, be shared with
facilitating collegiality stakeholders
and teamwork, Plan is loose and does not Task Force committee
structuring significant reflect the details necessary with sub-committees –
work, ensuring for implementation and identified
appropriate use of sustainability of the vision. Innovation and the
student assessments, Future
providing autonomy, Succession planning for
supporting innovation,
delegating
leadership
responsibility, Building team
developed leadership in Assessment
others, and securing Outline of student
needed resources). involvement
25 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

ESI Does Not Meet MEET

1.4a I demonstrated an Student explained the
understanding of the The student did not understand
significance related to the
role effective and/effectively communicate
role effective
communication skills the role that effective
play in building a communication skills play
communication plays in
shared commitment to in building a shared
committing to a vision.
the vision commitment to the vision.

1.4b I designed or I identified a system,

adopted a system for No process or procedures using the school
using data-based outlined for the use of data, improvement process, for
research strategies to research, using data-based research
regularly monitor, monitoring/evaluating/revising strategies to regularly
evaluate, and revise the the vision. monitor, evaluate, and
vision. revise the vision;
It is obvious (visually &
1.4c I assumed No evidence of supporting the auditorially) to those
stewardship of the
vision through various
vision was reported or found – around me that I am the
methods. no plan or activities steward of the vision of
the school)
1.5a I demonstrated the
ability to involve Held a meeting of Held a meeting with all
community members in convenience involved only stakeholders invited,
the realization of the school personnel to discuss the connected the vision to
vision and in related vision and/or the school the school improvement
school improvement improvement plan plan
efforts.
Communication plan
1.5b I acquired and Communication plan identified all of the
demonstrated the skills identified only some of the stakeholders to be
needed to communicate
stakeholders to be involved in involved in either the
effectively with all
stakeholders about the either the development of the development of the vision
implementation of the vision or in the school and in the school
vision. improvement planning process improvement planning
process.
 Donna McCaw 26

ESI Does Not Meet MEET

4.1a I demonstrated an Planned a community

ability to bring together event involving at least
Planned a community event
the resources of family 50% of the local
involving less than 50% of the
members and the organizations meeting the
community to local organizations meeting
needs of the families – in
positively affect student the needs of the families.
factors that support
learning. student achievement
4.1b I demonstrated an Initiated a program, in
ability to involve collaboration with a
families in the Initiated a program, that community organization
education of their assisted caretakers in learning that assisted caretakers in
children based on the how to help their child with an learning how to help their
belief that families have academically-focused need. child with an
the best interests of academically-focused
their children in mind.
need.
4.1c I demonstrated the Using local trend data,
ability to use public identified an issue(s) that
information and Either the trend data or the required
research-based
research-basis is absent, intervention/programming
knowledge of issues
and trends to and/or the identified issue is and using the research
collaborate with not connected to the data. about the issue,
families and communicated a research-
community members. based solution.

Using research, PR &

4.1d I applied an
communications theory
understanding of
community relations AND data, a
models, marketing collaboratively created
strategies and I know a process for meeting framework for the
processes, data-based with potential partners on a establishment of
decision making, and regular basis for the purpose partnerships (including
communications theory of continuous school but not limited to
to create frameworks improvement families, a school,
for school, family, business, community,
business, community,
government agencies, and
government, and higher
education partnerships. the nearest institution of
higher education.
27 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

ESI Does Not Meet MEET

I identified at least 4
methods of establishing
and maintaining outreach
4.1e I developed I identified some vague aimed at business,
various methods of methods for establishing religious, political,
outreach aimed at
business, religious,
outreach to the community but service organizations,
political, and service was not clear in who, what, or families, a school,
organizations. how. business, community,
government agencies, and
the nearest institution of
higher education.
4.1f I demonstrated the
ability to involve
families and other Listed at least 3 processes
stakeholders in school (detailed) for involving
Vague plan for involvement of
decision making families and community
processes, reflecting an
parents and community in
members in the decision-
understanding that giving input to the school
making processes of the
schools are an integral school
part of the larger
community.
Planned a community
4.1g I demonstrated the event involving at least
ability to collaborate Planned a community event
50% of the local
with community involving less than 50% of the
agencies to integrate
organizations meeting the
local organizations meeting
health, social, and other needs of the families – in
the needs of the families.
services factors that support
student achievement

I developed a
comprehensive plan for
4.1h I developed a community relations and
comprehensive program I have identified some of the demonstrated the ability
of community relations
and demonstrated the
needs that a media/community to work with the media
ability to work with the relations program of needs through the outline of
media what and how I would
establish a working
relationship