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Terrilyn H. Ladd
EDS 6900: Capstone Project
University of Tennessee at Chattanooga
Submitted: April 21, 2014












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Introduction
Effective leadership encompasses so much more than I originally thought. When I began
this program, I believed instructional leadership meant being able to manage teachers and staff in
the school building where the principal served. It is true that effective instructional leadership
brings with it an element of management. However, thats not all. If I learned little else from this
program (which I have learned so many things), I am able to identify the characteristics of an
effective instructional leader. As a result of matriculating through this program, I have
discovered that instructional leadership is the ability to model the ethical and professional
behavior you expect teachers in your school building to exhibit, affect positive change in the
lives of the school and community through a common vision, and promote increased student
achievement through the implementation of a rigorous curriculum for all students. The goals of
this paper are to reveal some of the knowledge gained through this program, express how the
knowledge gained can be applied from the TILS standards and identify areas where continued
growth is necessary. In other words, the intent of this paper is to show what Ive learned, how I
utilize what I have learned to help me be an effective instructional leader, and identify areas of
instructional leadership in which I need continued improvement.
TILS A: Continuous Improvement
The Tennessee Instructional Leadership Standards (2008) states that an effective
instructional leader implements a systematic, coherent approach to bring about the continuous
growth in the academic achievement of all students. That description statement means many
things in the life of an instructional leader. The first concept that comes to mind is vision;
effective leaders have avision. That is to say that effective instructional leaders are visionaries.
Being a visionary means that the effective instructional leader knows the direction in which
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he/she wants the school to go. The vision is well-defined so that the direction is clear. Proverbs
29:18 (King James Version) states that without a vision, the people perish. A true visionary sees
beyond the present age and visualizes the futures gains in achievement (Gorton & Alston, 2012,
p. 8).
Not only does being a visionary mean that a school leader has the know-how to exhibit
belief in the vision, express the vision to others, and how to attain it, but the excellent school
leader guides others into their respective positions so that the vision can be promoted. The school
leader utilizes a vision that is common to the teachers, parents, and community to promote
increased student achievement for all students. The way that the vision and goals become
common is by inviting the stakeholders to invest in the development and implementation of the
vision. The instructional leader cannot expect the stakeholders to promote a vision, mission, or
goals in which they have had no opportunity to provide input.
The decisions that affect the lives of students, teachers and community (of a school)
cannot be made by the instructional leader alone or the instructional leader will be attempting to
implement a plan all alone, which would more than likely be disastrous. Gorton and Alston
(2009) state that the 21st century effective instructional leader will employ the demographic style
of leadership that is productive and one that fosters shared decision making within the group of
stakeholders. This is especially important if the instructional leader intends to implement
programs that encourage academic achievement for all students. Stakeholders will buy-in to a
program that they own because their expert input has been respected. This standard is of
particular importance to me as I strive to be the exceptional instructional leader for my
department. We make decisions that affect the entire Assistive Technology (AT) team together. I
need the help of my team members to pull-off the plan of assessing and supplying appropriate
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AT equipment to the students of this county. My entire team and I provide input on developing a
plan about how to go about serving our hundreds of students. I have an idea about how to do it
but in order that the team would have some ownership in the plan, they have to be a part of the
plans inception and their input is to be respected.
On-going improvement is accomplished when people accept the necessity for change. Of
course, some change is incremental as in first order change. And some changes are considered to
be deep as in second-order change (Marzano et al., p. 66). Whatever the type of change, the
principal must be aware of the responsibilities of day-to-day management of his/her school.
Being aware of such information can make it easier to improve a relationship between teacher
and leader. A better relationship between teachers and school principal will almost ensure an
increase in student achievement. Student achievement will be improved through the combined
efforts of the foundation of a purposeful community (Marzano, et al., 2005) as the purposeful
community is united for the common goal of what is best for the students. When asked to change
the way things have been done and even change their beliefs, teachers consider two things
happen. The first thing a teacher wonders is whats in it for me? The second thing is teachers
have to believe in the change because they trust the leadership. Trust in the leadership is built
over time and through the building of a relationship. True leaders understand how important it is
to build relationships through collaboration with those under his/her leadership and those in the
community.
Collaborating with parents, school agencies, and community leaders is crucial and it
ensures that stakeholders provide their input for shared decision-making and accomplishing the
ultimate goal of increased student achievement. In order to collaborate successfully with
stakeholders, the effective instructional leader has effective communication skills. Marzano,
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Waters and McNulty (2005) state that having adequate communication skills can have a positive
effect on most aspects of leadership. Therefore, communication between the instructional leader
and the stakeholders is considered vitally important. In fact, Scribner, Cockrell, Cockrell, and
Valentine (as cited in Marzano, Waters, & McNulty) state that "effective communication (is so
important that) it might be considered that glue that holds together all the other responsibilities of
leadership" (pp. 46-47).
I totally believe in the power of good communication skills. My team and I communicate
daily, either via email, phone or face-to-face. This constant communication between us helps to
build trust through our relationship. As we communicate about the things we need to accomplish
as a team, and I am responsive to their concern, that builds trust. The team realizes that I care
about them personally and that builds relationship. If there is no trust, there is no real
relationship. If there is no real relationship, ones leadership skills are compromised. It has been
said so many times before that good leadership is all about relationship.
The effective instructional leader understands what the teachers and other stakeholders
need to help them in their pursuit of on-going improvement. The effective instructional leader
understands all about curriculum and how to help teacher stakeholders improve their teaching to
affect positive student achievement. Data collected helps to draw the map in determining the
direction in which we should go. Curriculum mapping is a way that aligns the districts
curriculum with state curriculum (School Improvement in Maryland, 2013). If a certain program
is being implemented and data indicates that the students are not achieving, the committee made
up of stakeholders and led by the instructional leader can determine that a different direction is
necessary by analyzing the data.
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On-going improvement is necessary for both the teacher and the students. As we assess
students and equip teachers/classrooms with necessary equipment, we also show the teachers
how to collect data. We provide data sheets and data is collected for a time period to determine if
what we prescribe is appropriate. We then analyze the data with the teacher and determine if our
AT services or plan needs to go in a different direction.
My Reflection on TILS A
As I reflect on the first of the TILS, I believe that I have made some strides in this area.
However, I continue to require some work in order to feel that I am totally effective in this
standard. Changes have occurred all around me in the Exceptional Education Department as a
whole, as I assumed the helm as leader of the AT Department. We have witnessed the
introduction of the skills-based IEP and the new Response to Intervention (RTI), both brought on
by the need to inspire continued improvement and improve student achievement. Continued
improvement and student achievement are the concepts that made me realize that some changes
needed to be made with our vision and mission of the AT Department.
If our department is focused on continued improvement of ourselves to affect academic
achievement for the students we serve, we have to look at the mission and vision of the
department differently. It appears that our department needs to move from primarily an
evaluation team to a role that is more consultative in nature. This means a change in both the
vision and goals for the department. The difference between the past and present views on vision
is simple. Before being enrolled in this program at UTC, I would have attempted to make all the
changes alone in the department. I would have come up with a plan and I would have asked the
team members that I lead to implement it. I would not have been trying to merely manage the
team out of selfishness but because I thought they had so many other things to do that they
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couldnt possibly be interested in sharing in the development of a vision and mission. I could not
be any more wrong.
I realize that we all have to share in developing a mutually beneficial vision and goals for
the department if the expectation is that all of the team members will take part in their
implementation. Previously, I do not believe that I trusted them enough. The team members with
which I work are brilliant experts in their specialty areas. Their ideas are creative, modern, and
just what we need to help affect positive change in the lives of the students we serve and move
the department to the model we are considering. We collaborate almost daily and I trust their
input now. Most importantly, the team trusts my leadership. We are united for the common cause
of improving the lives of the countys special education students. The thing that I need to do now
is become a better listener to the creative and expert ideas of my team. Ive always listened to
them but I have not often incorporated their ideas fully into a plan to move the department
forward.
TILS B: Culture for Teaching and Learning
TILS B is all about creating a school culture that is appropriate for teaching and learning.
TILS B (2008) explicitly states that an effective instructional leader creates a school culture and
climate based on high expectations conducive to the success of all students. Ultimately, the
schools principal is responsible for creating for students a safe, efficient, and effective learning
environment (Sorenson & Goldsmith, p. 35).
It is easier for students to learn when they are in a safe and secure environment. Schools
all over this country began to reevaluate their school safety plans in the wake of school shootings
that happened in schools like Columbine, Colorado and more recently in Newtown, Connecticut.
These tragedies reminded school leaders and other stakeholders that we needed to find better
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ways to keep the bad people out so that the learning of students in not disrupted. In addition to
school safety plans being reevaluated to keep the bad people on the outside of the school, school
discipline plans were being reevaluated to keep discipline problems on the inside of the school to
a minimum. The effective instructional leader is instrumental on leading the efforts to revise both
types of plans so that the students can a school environment that is safe and orderly.
The effective instructional leader has a major role in making sure the schools
environment is safe and keeping the bad people on the outside of the school. He/she appoints a
committee to focus on a plan of what to do in case bad people try to invade the inner walls of a
school building. He/she leads the coordinated effort of the students, teachers, parents, and
community helpers (like the police, fire and rescue personnel) to develop a plan that will enable
students to attend school and be safe while they learn. Intruder alerts, lockdown procedures,
escape routes, and even verbal signals are intricate parts of the plan to keep students safe as they
attend school. The excellent school leader monitors the findings and the plan that the committee
of stakeholders developed. He/she ensures that the students, teachers and community
stakeholders (that agree to be a part of the safety plan partners) are aware of the safety plan and
even ensures that everyone practices what to do in case of a real safety emergency.
There is a bit more to school safety than the plan that staff and students are able to
seamlessly follow in cases of emergencies. Safety does not just equate to the protection of the
students from hurt, harm, and danger while in the school. In my opinion, school safety also
means that the instructional leader ensures that the students best interests are protected. In other
words, the principal has to make sure that measures are taken to secure that students are being
taught the elements of the curriculum and not attending school for the purpose of socialization
benefits alone or to for the teacher to provide babysitting services.
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Our AT office is located in a trailer on the campus of one of the schools in the county. In
the wake of school tragedies, our campus school recently made changes to the school safety plan.
Because I am the leader in our departments trailer, I was the designee responsible for sharing
the new plan with my team members. Each team member was given a copy of the safety plan
and we each have been assigned a specific role should a real school safety emergency occur. We
even have signs for letting emergency response personnel know if a someone is hurt. We all
had the opportunity to practice our emergency plan. I am confident that we will be ready if the
time comes.
Keeping bad people on the outside of the school is one thing but keeping student
discipline on the inside is another thing. School-wide discipline plans are so important to
maintaining a school climate that is conducive to learning. The school on the campus where I
work has a very solid discipline plan. There are listed benefits/rewards of following the
procedures and there are also listed consequences for not following the rules. Marzano, et. al
(2009) speaks of the effective instructional leader that would lead in the development of a plan
that would promote procedures for general behavior, consequences for violations, a plan
promoting self-discipline and responsibility, and a system allowing the early detection of
extreme inappropriate behaviors (p. 88). The school-wide discipline plan (SWDP) is developed
in order to alleviate any behavior problems that disrupt the learning going on inside the
classroom. The students on our campus exhibit a relatively low amount of behaviors that disrupt
the learning of others.
The school-wide discipline plan should not be a secret to anyone that has a vested interest
in the school. That lineup includes students, teachers, and parents. The discipline plans are
created through a concerted effort of a committee made up of teachers, perhaps parents, and
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experts on discipline. The instructional leader should head efforts to collaborate with
stakeholders to gain support for the implementation of SWDP. Collaboration among the school-
based stakeholders is essential if an effective discipline plan is to be established. The SWDP is
usually included as a part of the school improvement plan (SIP). Data is generally collected on
the number of behavior referrals (suspensions or expulsions) that the administration handles.
Therefore, the activities of the SWDP committee are monitored by the instructional leader and
the instructional leader can suggest that the committee consider modifications to the SWDP if
data suggests an increase in the number of behavior referrals.
The school-wide discipline plan can be included as part of the student and parent
handbooks. Parents make up another imperative piece of the effective plan puzzle. Instructional
leaders can coordinate the effort to include parents in the implementation process of a SWDP.
Parents can support the use of a signing a pledge as their agreement and adherence to the SWDP.
The parents of the students in our school campus have such a discipline pledge. It appears to be
an appropriate tool for reminding the students about their behavior.
In this era of technology, a copy of the school-wide discipline plan can made available
through digital means. Parents can access the SWDP on the school website or even monthly
electronic newsletters. Copies of the handbooks containing the SWDP can be given out during
registration for school to those students and parents that do not have access to computers/the
internet at home. The bottom line is that the instructional leader makes sure that students and
parents alike are aware of the consequences of negative behaviors. Therefore, no one is surprised
if a student has to be disciplined according to the SWDP for exhibiting a behavior that is
disruptive to the learning of others in the school.
The instructional leader guides the school toward necessary changes. A schools culture
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and climate can dictate whether or not things change easily. The effective instructional leader
understands the schools climate, culture and what it takes to make changes in both. It has often
been said that change is difficult and change is often resisted initially. This is especially true in
school where its culture and climate have dictated the "way things are around here." The
effective instructional leader understands that leading change is a long and difficult process
(most times). Furthermore, Thacker, Bell, and Schargel (2009) promote that effective
instructional leaders will not venture to effect change alone. The leader can exert his influence
and gain "buy-in" from those that see a need and a benefit to change (pp. 138-139).
My reflections on TILS B
I have learned much more about school safety plans and SWDP than I ever wanted to
know. I have always been a person that wore the rose colored glasses and felt like the mostly
elementary school-aged kids that I served were too mild mannered to have any real discipline
problems. I have since learned differently. The threat is real, on the outside of the school and
sometimes on the inside of the school.
When I was serving specific schools, I was much more connected to the school
improvement plan that included elements like the SWDP and school safety plans. Because I
work on the campus of a school, in a separate building, but serve hundreds of students in the
county, I was not really inspired to investigate my base schools plans for safety or discipline. I
felt like our little department building operated on our own little island, which could not have
been further from the truth.
I had to be encouraged by the instructional leader in the school building to change my
focus and learn more about the campus plans. In my mind, because we do not serve students in
our little trailer, I had little use for knowing about what they do up the hill in the school. I felt
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that I had so many other things to do. Honestly, I was being a selfish because I did not see how it
could benefit my department to know about the discipline and safety plans. I was not thinking as
an administrator would. An instructional leader would be concerned with the students on the
campus and making sure of what to do if an emergency situation occurred. I should have been
more active in figuring out what we should do in our building if an emergency happens that
warrants our participation. I should be able to lead the people in my building toward the effort.
And truth be told, if I am ever the instructional leader in a school building, I will need to know
how to lead in developing such documents. My goal is to ask the instructional leader of the
school building if I can spend time with her reviewing the safety plan and the SWDP. I at least
need to know what the documents look like and understand the process of how those documents
were developed.
TILS C: Instructional Leadership and Assessment
TILS C is the standard that focuses on data collection and assessment. This standard
states that the instructional leader facilitates the use of instructional practices that are based on
assessment data and continually improve student learning (TILS, 2008). The instructional
leader is understands the need and importance of both qualitative and quantitative data. The
instructional leader understands that data drives instruction and is therefore capable of using the
data as a resource and tool to support the curriculum. The effective instructional leader is an
expert curriculum guide. Some instructional leaders will be like me and not have a background in
any particular grade levels curriculum. Our principal mentors reminded us that there is no way
to know the entire curriculum for K-12 grades. However, as the instructional leader in a building,
you must know the pulse of your building and understand what is going on at any given grade
level. That is why it is so important to be able to analyze and understand the data collected.
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Ultimately, as the principal, the instructional leader must lead and guide the instruction in a
school building although he/she is not the teacher.
As instructional leaders, it our responsibility to understand the details about how
to utilize the results (data) of the formative and summative assessments we utilize in the school
system. We, as instructional leaders, can utilize the results of assessments to identify targets,
provide feedback to teachers (and students), encourage student self-assessment, guide teachers
toward focus teaching, and track student learning (Chappuis, J., 2009). As the instructional
leader, it is very important to help teachers to able to identify targets for students in order that
students aim for those high expectations. On the other hand, it also makes perfect sense to be
able to only make targets clear to students if they are clear to you (Chappuis, J., p. 20). We, as
effective instructional leaders (and ultimately curriculum specialists) have a responsibility to
educate ourselves on knowing exactly what the targets are based upon what the curriculum
dictates. Then will we be truly able to make such targets clear to students and anyone else.
Data is so important. It drives instruction. As my departments leader, I spend a great deal
of time collecting data on the use of AT equipment in the classroom and analyzing it (with my
team). Our goal in collecting data is to determine whether supports in place are sufficient for the
students to access the curriculum or should we prescribe a different AT device to a student.
Teachers often roll their eyes when we ask them to help collect data. They see it as just another
piece of paper to keep with and something else for them to do. Really, data is a very powerful
tool to let you know if a program is working or very clearly indicate to you that changes need to
be made.
As we collect and analyze data in our AT Department, we have created a professional
learning community within our department. We work together as a unit to support the
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instructional needs of the entire team. According to Sullivan and Glanz (2013), the professional
learning communities have five dimensions in which the instructional leader plays a vital role.
They are: supportive and shared leadership with the administration and teachers; shared values
and vision between the principal and staff; collective learning between the staff and
administration; supportive conditions where teachers and principal have adequate resources to
promote academic success; and shared personal practice of peer review and feedback. As a
team we conduct many demonstrations on AT equipment and share those demonstrations with
the group. My team and I have become proficient in providing peer review and feedback on the
demonstrations. We have learned a great deal from each other and as a result have been able to
improve in the way we provide services to our students.
Within the professional learning communities and as a result of the professional
development courses teachers attend, the instructional leader ensures that teachers are utilizing
what they learn to provide rigorous instruction to their students. Zepeda (2004) states that the
effective instructional leader realizes that there is a high stakes accountability on his/her life (as a
leader) and calls for reform on any curriculum instruction that is not rigorous in nature. The
introduction of Common Core State Standards is almost forcing teachers to instruct differently.
As the department that provides student IEP-specific equipment to help students access the
curriculum, the addition of CCSS has literally changed the way we do things in our department.
Teachers are highly encouraged to provide opportunities for students to use higher-order thinking
skills and reasoning skills in their classes. It is difficult to get the students to use higher-order
thinking skills at times because they want the AT Department to give them computers to do
everything for them. To help me to help my team members, I regularly collaborate with other
lead teachers to on the curriculum being taught in the classroom.
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My Reflections on TILS C
I feel like I am a decent assessment specialist. I am able to assess students for all kinds of
speech and language deficits, using a variety of formative and summative assessments. I know
very well how to assess students for AT needs. We have created a solid learning community in
our department. What I do not know enough about curriculum, other than speech and language.
That has always been my weakness.
The best piece of advice that I was given was by our principal mentors. They reminded
me that if I wanted to know about a specific curriculum, say math or reading or even a grade
level curriculum, that I needed to find some critical friends that would be willing to share some
time with me so that I could observe the curriculum elements being taught. I was also reminded
that it is easy to identify good teaching because good teaching is just that, good teaching
wherever you go. However, being able to be sure that what the teacher is teaching is aligned
properly to the standards is much more difficult for me.
I just do not feel that I know enough about specific curriculum to be confident as an
instructional leader. I do not feel that on the job training on curriculum would be sufficient
enough for me to be helpful to the teachers who would be under my leadership if I became a
principal. There is just way too much to learn and the stakes are way too high. I feel that the
students would suffer while I researched curriculum strategies and observed the experts.
I do want to learn more about the specifics of curriculum but in a way I am trying not be
too anxious about it. My goal is not to be an assistant principal or principal. It is my goal to
someday be a supervisor in the Special Education Department. Even then, I will have to have
some knowledge of general education curriculum and how to modify it so that the students with
special needs will be able to access the curriculum. Until then, I will continue to pursue more
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learning in the area of Special Education and more specifically, Assistive Technology. If I
change my direction, I am hopeful that I can find room to observe and shadow my colleagues
that are on their way to being expert instructional leaders.
TILS D: Professional Growth
The effective instructional leader is concerned about the professional growth for the
teachers and staff in his/her building, not to mention for him/herself. Therefore the focus on
TILS D becomes very important. According to TILS D (2008), an effective instructional leader
improves student learning and achievement by developing and sustaining high quality
professional development. Within the scope of improving student learning and achievement,
the instructional leader concerns himself with the supervision and evaluation of his staff as well
as opportunities to provide the staff development needed for the staff to positively affect the
achievement of students through rigorous instruction.
There instructional leader is obligated to both supervise and evaluate the teachers/staff in
his/her building. In order to do so, it is important for the instructional leader to truly understand
the differences between those two related terms. To be a supervisor, I would think that the
instructional leader takes more of a hands-off approach, more observatory in nature.
Instructional leaders that supervise are providing more of a management/guiding role and the
goal is to help the teacher improve instruction. Sullivan and Glanz (2013) say that "supervision is
the on-going, nonjudgmental, collaborative process that engages teachers in dialogue that
encourages deep reflective practices for the purpose of improving teaching and student learning"
(pp. 160-161). Weller (as cited in Sullivan & Glanz, 2013) describes supervision in terms of a
reflective clinical cycle. He goes on to say that supervision aims attention at improving
instruction through planning, observation, and intellectual analysis of teaching performances for
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rational modification. Teachers provide instruction under the watchful eye of the supervising
teacher or administrator. The supervisor has the conversation with the teacher being supervised
and gives guidance on how instruction can be improved that will result in improved student
achievement.
The instructional leaders responsibility to evaluate teachers is defined somewhat
differently than supervision. Maintaining an efficient and effective school organization as well
as a sound instructional program mandates that teacher competency be evaluated (Sullivan &
Glanz, 2013, p. 23). The role of the instructional leader in the evaluation process is to make an
assessment about the teachers skills. The evaluator makes a judgment of whether or not a
teacher is instructing students efficiently. In this era of high-stakes accountability, states are
developing better ways for the instructional leader to judge the teaching skills of educators and
help guide them toward improvement. The new teacher evaluation program (Program Coach)
utilized in the school system where I serve is designed to help the instructional leader assess the
teaching skills of students through a series of mini-observations followed by a post-observation
conferences to discuss ways to modify lessons toward increasing student achievement. I have
observed many instructional leaders (some effective and some that appear to not be as effective
as others) participate in the evaluative process of teachers using the Project Coach instrument. It
appears to be both evaluative and summative, which is the type of assessment that yields
valuable results to be utilized for guidance toward teaching that will result in increased student
achievement.
Another very important role of the effective instructional leader is to do what we learned
about in our Human Capital class and that is to ensure that all of the professional development
opportunities provided to teachers in their building equates to the improved academic
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achievement of the students in the building. The effective instructional leader believes in the
need for his/her instructors and other personnel to be saturated with professional learning
opportunities that are focused on student achievement. Marzano, et. al (2009) describe the
effective instructional leader as one that is able to ensure that teachers have the necessary
materials and equipment. Instructional leaders that are effective must also direct the necessary
staff development opportunities that directly enhance the teaching of the educators (p. 60). The
effective instructional leader ensures that the teachers in his building are growing professionally
so that the students being taught can grow academically, which is the ultimate goal.
Not all professional development needs of teachers are created equal. It is best practices
for the instructional leader to administer a needs assessment survey to determine what the
professional development needs are for his/her faculty. Then it is up to the instructional leader to
find a way to satisfy the PD needs of the staff, whether it means having an expert come into the
building to provide professional development, whether expert teachers in the building can offer
professional development in a specialty area for staff members, or whether the principals budget
allows for sending teachers out to conferences. It is imperative that a principal be able to provide
the teachers with professional development courses and other activities as a way to
"instructionally" tie it back to the students and their achievement.
Mentoring teachers is another way for the instructional leader to ensure teachers have
what they need to grow professionally and aim towards high academic achievement for the
students. According to Robbins and Alvy (2004), mentoring helps create an atmosphere of a
professional learning community and gives the baby teacher the guidance, support, and feedback
from a veteran teacher. Basically the veteran teacher shows the novice teacher the ropes and
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provides them with access to shared resources for the purpose of growing into a better instructor
to be better able to serve students.
My Reflections on TILS D
I know that I need to do better with developing a professional development plan for my
department. In the past two years, I have done the research and determined what conferences or
professional development workshops my team members needed to attend. We have been able to
attend several conferences in Nashville, TN and we even got the opportunity to present this past
December at the TN Association of Assistive Technology (TAAT) Conference. We literally had
90% of the participants of the conference in our presentation session because we presented on
the PARCC assessments, which was and still is a very hot topic.
Members of my team were not given a choice about whether they wanted to attend the
TAAT Conference or any other conference we have attended. Luckily, everyone in my
department wanted to attend. However, it is not best practices for me to determine the
professional development sessions that the team should attend. It really is up to the individual to
decide what professional development would benefit them and allow them to grow
professionally.
Not only have I asked the team to attend the professional development courses that I
found, I had also outlined several on-line courses for us to take individually. These courses were
designed to give us the basics on AT language and certain systems. Again, these were courses in
which everyone was willing to participate. However, now that we have all been together as a
team for about two years, the teams professional development needs are changing. The team
members are beginning to grow toward specializing in a certain area of AT. That means, that the
team members will need professional development geared toward their particular specialty.
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In the future, I will complete a needs assessment survey to determine the professional
needs of the staff. We will have a new supervisor in the fall as my current supervisor will be
retiring this summer. I will need to present the results of the needs assessment of PD needs to our
new supervisor. My hope is that she will be able to get some funds released to help my team
attend the PD sessions they need. The other option would be for us to teach each other, which is
what we do to some degree already. Train the Trainer is a program that we utilize in the County.
The idea would be for the expert in a certain area of AT to receive training and then train his/her
colleagues in this area.
TILS E: Management of the School
The effective instructional leader is an expert at properly managing the school. TILS E
(2008) says the effective instructional leader facilitates learning and teaching through the
effective use of resources. In other words, the principal must be aware of many things in order
for the school to operate successfully and orderly. That translates to the principal being able to
provide teachers with routines to which they adhere, focusing on academic achievement of all
students, managing the schools money and other resources, and establishing procedures for
communicating with the media and community. This is a tough job but the effective instructional
leader can execute it well, and perhaps with the help of his/her critical friends.
Standard operating procedures (SOP) are common features among many organizations.
These features are prevalent in the military, healthcare industry, and even fraternal organizations.
School systems are no different in that they, too, have standard operating procedures that help to
define roles, responsibilities and consequences of both students and faculty members. The best
example of a something containing a list of SOP would be a teachers manual. As the leader of
the AT Department, I have recently revised the SOP manual. Each member of the AT team has
received a copy of the manual. The manual contains procedures for referrals, assessments and
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provisions for prescribing equipment, as well as each members role in the referral process. It is a
valuable tool that has to be updated periodically as the needs of the students change or the
direction that department wishes to go changes. The focus is still providing teacher what the
resources they need to affect positive student achievement.
One may think that core subjects and curriculum would be the only concerns of an
educational leader that is assuming the role of a principal. However, the responsibilities of a
principal extend far beyond knowing how to implement elements of the cores subjects and
related arts. In order to be considered a strong instructional leader, the principal should know
how to administrate. According to the ELCC/ISLCC Standard 3 as cited in Sorenson and
Goldsmith (2012), a school administrator is an educational leader who promotes the success of
all students by ensuring management of the organization, operations, and resources for a safe,
efficient, and effective learning environment (p. 35). That means a principal must know about
how to skillfully handle the resources that include both internal and external funding, time,
personnel, equipment, and facilities (Sorenson & Goldsmith, p. 35).
One may assume that resources and funding include only monies from federal, state and
local entities. However, my experience working in a school and information that I have gained
while attending this class educated me on the fact that funding and resources encompass so much
more that the money provided from government agencies. Yes, the federal, state, and local
governments provide money to the schools via taxpayer funds. There is also no doubt that the
schools must appropriately use such taxpayer funds. In fact, we learned during a school budget
lecture that principals in schools have a fiduciary obligation to taxpayers to efficiently use those
funds. Furthermore, principals are to be able draw the connection between any spending (on
resources or other line items) to the curriculum and student achievement.
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Beyond being able to appropriately use funds provided by the government and taxpayers,
it also the responsibility of the principal to be educated about the other funding resources that
exist. Those resources include but are not limited to PTA funds, philanthropic efforts and
donations, private organizations, and grants. Not only does a principal know about many
different resources for funding, an effective principal also knows how to be a good steward over
money awarded to a school. According to the Sorenson and Goldsmith (2006), the school leader
is to realize that the budget of the school does not belong to him/her per se. The school budget
belongs to the public constituents and must be utilized in an appropriate way, a way that supports
the school vision of improving student achievement.
In addition to knowing about resources to fund schools, principals must also know
how to include those funds into the budget and manage the budget. By being able to effectively
manage the budget and its line items, the principal can ensure that the school is able to purchase
those required materials and services. The required materials and services are to be utilized
effectively, tied to educating our students and improving their performance. In other words, it is
imperative that the principal be knowledgeable about the budgeting process to the point where
curriculum goals and objectives are supported and optimum results are achieved (Sorenson &
Goldsmith, p. 35).
The instructional leader must develop an appropriate system of communication with the
internal and external stakeholders. This communication plan should enable the principal to
properly disseminate information to the schools stakeholders. For instance, are the teachers in
possession of policies and procedures? Do parents know the procedures for early dismissals and
inclement weather? Are parents notified about PTA meetings and other upcoming events?
Whether letters to parents are sent home or information is posted on the schools website, it is
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important for the principal to be swift and efficient when communicating information to parents
and the community. What about the students, since they, too, are stakeholders? Are the students
aware of what to do in the case of emergency situations such as an intruder alert? Even the steps
of a safety plan have to be communicated to the teachers, parents, and students. The more
informed the stakeholders are, the more a part of the team the stakeholders feel. Feelings of
esprit de corps are promoted when stakeholders are included in a communication tree. Therefore,
the stakeholders are more apt to support the vision and mission goals, which results in advances
in student achievement.
My Reflections on TILS E
I have had limited experience with managing a budget. The most that I have done is to
work with our Exceptional Education Departments budget manager when our department was
given a certain amount of money to spend on materials and equipment. I have been able to report
to the budget manager an estimate of what I thought our departments spending would be based
on the previous years budget. But that is the most of what I have been able to do as a leader in
my department. I would like to know more about how the budget line items are determined. I
know that for a department as large as Exceptional Education, it is an extremely large amount of
money and every penny counts.
What I have become better at is the communicating with my department. I exhibit a fairly
good communication skill set in terms of verbal communication and listening. What I need to
improve on is communicating with the parents of children we serve. I communicate well in IEP
meetings and other face-to-face conferences. However, I am not as comfortable communicating
via email. I have been involved in some challenging cases this school year and I have been
accused of not communicating effectively. The tone of my email messages are not interpreted by
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parents in the spirit in which they are given. I never really know how much to tell via email as it
is just sometimes easier to explain things in person. In person, you can use visuals if necessary
and you are better able to taper the tone of messages. I believe in telling them or they will make
it up. It is just that sometimes too much information is hard to digest digitally.
TILS F: Ethics
An effective instructional leader truly understands the elements of TILS F (2008) when
he/she facilitates continuous improvement in student achievement through processes that meet
the highest ethical standards and promote advocacy including political action when appropriate.
The effective instructional leader should have integrity and fairness ingrained into the fabric of
ones character. The effective instructional leader conducts him/herself in an ethical manner both
in and out of the school. This means that the instructional leader is adhering to a professional and
personal code of ethics. He/she knows that the little eyes of the students, their parents, or
someone that knows someone connected to the school is always looking. Even now, I am very
careful with what I say when I am out and what I do. I do not really know who is familiar with
who I am and I do not want to exhibit any behavior that will cause problems for the county for
which I work. The effective instructional leader does not want to exhibit any behavior that could
be considered conduct unbecoming a professional in his/her position. Additionally, the
effective instructional leader is willing to go to bat for their students when necessary, even if it
means appearing before those considered big wigs for the sake of advocating what is best for
in the best interest of his/her students. I have had the pleasure of advocating for my team but I
have never had the opportunity to go beyond the Director of Special Education.
The instructional leader must model integrity and fairness wherever he/she goes and no
matter what he/she is doing. To make sure the staff understands their professional
responsibilities, the leader can provide a teacher's manual with notes and reminders regarding
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professional responsibilities to be completed and how to maintain integrity while completing
those responsibilities. It would be a good idea to have recommendations for social media use in
the teachers manuals. Social media comments and activities have cause what I like to call a
social mess. Essex (2009) gives the example of a teacher driving a district vehicle on the way to
a school supported conference (which was an assigned duty) and on his way to the event, he
purchased beer (p. 197). This was certainly not an example of a teacher performing a duty with
integrity. It was unethical and inappropriate at best. Actions that are judged to be unethical could
cost the educational professional their teaching position or even their teaching license. Not only
can the leader be dismissed for "conduct unbecoming a teacher/educator" but the leader would
not be modeling appropriate moral and ethical behavior to those on staff (Essex, 2009, p.194).
Instructional leaders must also maintain fairness when dealing with teachers and staff.
The instructional leader that is fair: is impartial to the greatest extent possible, is honest, is
truthful, and acts in accordance with the law (justice) according to Essex (2009). Each individual
needs of the staff member must be considered on a case-by-case basis but it does not appear the
instructional leader acts appropriately when it appears he/she is "playing favorites." The
appearance of such could be divisive to a faculty. I am forever careful to be as impartial as I can
be when dealing with my staff. I do not want to give off the appearance that I am showing
favoritism. I attempt to publically celebrate each member as much as I do for the next one.
Otherwise, that could also cause a problem. Gilligan (as cited in Shapiro and Stefkovich, 2011)
feels that there has to be room for some partiality. A 21
st
century administrator must be ready to
bend, adjust, and when necessary, show partiality those he/she serves if equity and justice are to
be served (Gilligan as cited in Shapiro and Stefkovich, 2011, p. 6).
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The most difficult decisions that an instructional leader can make are not those decisions
that are between something right and something wrong. It is easy to choose right from
wrong (legal) in most cases. The dilemma for the instructional leader occurs when he/she has
to make an ethical decision between two right answers. When making the ethical decisions
between two rights, the effective instructional leader is able to consider the ethical paradigms
of justice, critique, care, and profession (Shapiro and Stefkovich, 2011). Making ethical
decisions based on the consideration of the four ethical paradigms is necessary because todays
society, including the schools, is riddled with all kinds of complexities, diversity, and challenges.
The effective instructional leader upholds what is legal, moral, and right when making
decisions, as well as following state and federal constitutions. An example of the instructional
leader following what is legal is refraining from practices that violate the Establishment Clause
of the First Amendment. Remember that the First Amendment states that Congress shall make
no law respecting an establishment of religion, or prohibiting the free exercise thereof; or
abridging the freedom of speech, or of the press; or the right of the people peaceably to
assemble, and to petition the government for a redress of grievances (U. S. Constitution, 2014).
The administrator that adheres to what the state statutes and federal constitution says and also
provides students with opportunities to opt-out when religion conflicts with the curriculum. In
addition to following state statutes and federal constitutions, the effective instructional leader
makes sure teachers and students in his/her building are adhering to educational initiatives
initiated his/her school system and state. Some examples of that are the Common Core State
Standards (CCSS) and the No Child Left Behind (NCLB) initiative. As the leader of my
department, I am making sure that my team receives the proper training to participate in the state
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and federal initiatives coming down the pike. Those initiatives include CCSS, RTI, and skills-
based IEPs.
The instructional leader that is effective is not afraid to be an advocate for his/her
students. And an instructional leader is a good advocate if he/she can understand the law,
understands the interrelationship between general education and special education law and
among other things, knows the art of negotiation. It is not uncommon for school administrators
to go before the school board (or lobby at the state level) to make appeals on behalf of what is in
the best interest of students. At any given moment, a good administrator must be willing to
promote, defend, or support those actions that are in the best interest of increasing student
achievement. The effective instructional leader feels that the students/ teachers are worth it.
The educator, believing in the worth and dignity of each human being, recognizes the supreme
importance of the truth, devotion to excellence, and the nurture of the democratic principles
(NEA, 2014).
The way the instructional leader advocates for their students to the higher ups is
through building relationships with them and by communicating regularly with them. Whittaker
(2010) reminds us that we should be committed to open communication with those in the school
and outside of the organization (p. 125). In my opinion, I do feel that my team members are
worth advocating for as well as those students that we serve. However, because I have a
relationship with my supervisors, I have been able to get the majority of what my department
needs by communicating those needs to my superiors. I would go before the school board or
lobby at the state level if I had to.
Another important concept of TILS F (2008) that an effective instructional leader
understands is about how to make decisions for students that are both in their best interest and
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are aligned to the schools vision. The vision, according to Robbins and Alvy (2004), is a picture
of what the school will look like at a given time in the future. It serves as a compass, is student
focused, and shared with others in the building. The principal understands fully that the shared,
student focused, and compass-like vision is designed to propel the school forward. The effective
instructional leader understands that the vision is shared and therefore gets the stakeholders
involved and re-defines the vision if necessary. To the effective administrator, taking action to
reevaluate the vision along-side the stakeholders is more important than immediate buy-in.
Whatever the vision of the school is, it is imperative to keep what is best of students intertwined
in the schools direction. If it isnt about the student improvement, it really isnt about
anything.
My Reflections on TILS F
The first thing that comes to mind as I reflect on this standard is ethics. It is my goal to
remain a person of integrity, a person with high morals, and a person with honesty. However, it is
so obvious that those ethical decisions can definitely plague a person. I have been challenged by
a couple of right vs. right situations this school year and I must say those decisions were as tough
as we were told they were. Fortunately, they were not life and death situations but I was
challenged to make the decision by what would provide the most educational benefit to a student.
There is another concept that comes to mind and that is advocate. I am naturally in favor
of the underdog and I will go to bat for them because I just believe that life should be fair.
However, I have not seen the best examples of advocates as they enter IEP meetings. Some of the
advocates that I have had the pleasure of interacting with were very harsh. Some of them were
very argumentative and pushed for students to receive much more than was necessary to access
the curriculum.
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There has to be a happy medium when it comes to advocacy, especially when it comes to
students. The students should never be on the losing end of things. However, sometimes it
appears that way when some advocates are involved. There should be a way for the student to get
what they need without anyone else feeling bullied. One of my professional goals is to learn
more about proper advocacy. I would like to consult with an agency and volunteer as an advocate
in the future because I do feel like the needs of SWD are sometimes overlooked. This happens
especially when parents do not understand their rights.
TILS G: Diversity
One of the most sensitive issues the school administrator handles is one concerning
diversity. TILS G (2008) states that the effective instructional leader responds to and influences
the larger personal, political, social, economic, legal and cultural context in the classroom,
school, and the local community while addressing diverse student needs to ensure the success of
all students. The concepts that come to mind when discussing diversity is the diversity of the
student population and the diversity of the teachers hired.
The effective instructional leader is able to seek those curricular strategies that are in the
best interest of a culturally diverse group of students. The diverse student population needs to
receive instruction from a diverse group of teachers. The real world is made up of people from
all walks of life and the students would benefit from being able to identify/relate to a diverse
group of teachers in school. So when the students get out into the real world, students can
celebrate the cultural differences of people with which they interact.
Not only is handling the needs of a diverse student population important but the effective
instructional leader seeks to hire a diverse staff as well. The effective instructional leader knows
how to build a relationship between new teachers and current faculty/staff that is mutually
beneficial and constructed with diversity in mind. It is important for the instructional leader to
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understand how new teacher hires can "fit" into the current faculty/staff or be added to affect
positive change in the atmosphere or culture (diversity).
Teacher retention is a big issue for schools all over this country. Teaching Americas
youth can be stressful. Many teachers rethink their careers in education and vacate their teaching
positions, sometimes as soon as the first year of teaching is completed. The teachers leaving the
profession sometimes leave the schools vulnerable by having to place instructors in those
positions that may not have the skills needed to propel the students toward high achievement.
Sometimes, it is out of the control of the instructional leader. However, whenever possible, the
effective instructional leader knows how to utilize solid recruitment strategies and benefits that
would entice quality teachers to stay. Johnson, Berg, and Donaldson (2009) say that teachers are
more likely to be retained when they are rewarded both intrinsically and extrinsically. The
effective leader is aware of any bonuses and merit pay that could be provided to teachers to teach
in perhaps a rural or inner city school with high needs. The effective instructional leader also is
aware of places where teachers can live as some teachers may receive incentives for living in a
certain area. All of these incentives can be utilized to attract qualified teachers from all walks of
life.
The importance of good communication skills was discussed earlier but this standard
provides another reminder about why an effective instructional leader should exhibit excellent
communication skills. I pride myself on being able to communicate with practically anyone. I am
careful to be culturally sensitive with my comments and questions. As previously mentioned, a
school's population of teachers, students, parents and community stakeholders can be diverse.
Therefore, the instructional leader needs to be familiar with cultural beliefs and feelings,
concerns, needs, as well as ideas of the diverse individuals with whom contact is made. Whether
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dealing with a diverse student population or a diverse group of staff members, having good
interpersonal skills is a crucial and necessary skill set to have when you are an administrator. The
effective instructional leaders interpersonal skills should allow for appropriate communication
with either group. In fact, Marzano, et. al (2005) said that effective instructional leaders
communicate well and often with students, parents, faculty/staff and contractors (p. 19). The
instructional leader with good interpersonal skills can help unite individuals (to work on any
committee) for the common goal of student achievement so that everyone's input is considered
and valued. I believe that the rapport that I built previously with parents and former students, and
the rapport that I have built with my team is a testament to how having good interpersonal skills
are helpful.
My Reflections on TILS G
Teacher retention is probably one of the subjects that I know the least about. I cannot
think of one incentive that would cause a teacher to stay at a school or a system when they have
made the decision to leave. We learned in our Human Capital class that not even more money
can make a teacher stay when he/she has had enough. Teaching has become of the most stressful
careers. The student to teacher ratio is high, the money is definitely lower than some other
specialty fields, and some teachers do not feel that they have the support of the administration.
Incidentally, one of the main reasons why teachers leave the profession is not the low amount of
money but it is not enough administrative support.
I would like to spend more time on how to create a solid plan to retain quality teachers.
Having a plan like that in place would be especially helpful to me, especially in the not so distant
future. A member of my team, who is such as asset, will be leaving our department and going
back to the classroom. I wish that there was something that I could do to retain her. She is
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moving out of the city with her family and it wouldnt be advantageous for her to continue
working for us. The benefit of her working near her home outweighs the freedom that working
in our department affords her. Some teachers vacate their positions for reasons less than why my
team member is leaving. So, I think that is imperative that I learn more about retention plans.
When the next quality teacher comes along to enhance our department, we can make sure we
retain him/her so as to keep our team complete. The team needs to be solid to have the best
chance of increasing student achievement, which is always the goal.
Synthesis
I have been on a whirlwind of a journey (journey is a buzz word but it is so appropriate).
I have travelled in my mind from a place of thinking that I was insane for even attempting to go
back to school at my age and my level of responsibility in life to a place of thinking that I was
more insane to have taken this long to pursue a chance to learn more. I was born to learn and it I
have learned something new absolutely every day and every class session. I have such an
appreciation for what I learned about school law and ethics. I am still challenged by the change
processes but that is perhaps because in some way, we are all resistant to change initially. I know
that the changes I need to make are not just for my benefit but for the benefit of the teachers I
work along-side and ultimately for the benefit of what is in the best interest of the students we
serve.
I started out in this program saying that I was not a natural born leader and a part of me
may still believe that. However, as a result of the knowledge I have gained through this program,
I feel more equipped to handle the tests that leadership brings with it. I also get to experience the
intrinsic reward of knowing that I have positively affected the life of a teacher and ultimately
student. The program has been challenging and rigorous; those are the same characteristics that
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we hope that our students rise up to meet as they move upward toward academic achievement. I
wouldnt take anything for my journey to this place and I am grateful for having been given this
opportunity.
Summary of Practicum Project
Ready or not, the PARCC online assessments are coming to a public school system near
you. We may as well prepare to PARCC. Preparing students (and teachers) to participate in the
PARCC assessments is a huge undertaking and an even more daunting task when students with
disabilities (SWD) are involved. The task of helping SWD to interact with the PARCC-approved
technology can be accomplished via training and support provided to the teachers of SWD. Not
only is it a challenge to provide technology support to the many SWD, it is even more of a
challenge to support and train the teachers that serve them. Many teachers, including those
teachers of SWD, are not comfortable with technology and they often stay as far away from a
computer as possible. Bringing the teachers up to speed on the utilization of accessibility features
is an even more difficult equation to solve, especially when the technology scares some teachers
more than the concepts actually being assessed by way of the PARCC online assessments.
In this age of high-stakes testing and accountability, I felt it was necessary to provide the
support and training to teachers and SWD needed to familiarize and practice on the accessibility
features. Accessibility features, which are based on universal design for learning, are those
technology features that all students can utilize during the administration of the online PARCC
assessments. The teachers and SWD need to know what those features look like and what
happens when such a feature is activated. The only way to SWD and their teachers alike obtain
the practice they require to successfully activate and navigate the accessibility features is by
being exposed to the features. It was the goal of the Assistive Technology Department, in
collaboration with the entire Exceptional Education Department, to provide the training to the
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Exceptional Education teachers and SWD needed to utilize the accessibility features currently
available on technology that is both PARCC-ready and is provided in the classroom.
The goal of training the Exceptional Education teachers and SWD to prepare to
PARCC was also the goal of this practicum project. Part of the vision of the PARCC
assessment system (2013) is to build a pathway to college and career readiness for all students
(including the special education students) and make better use of technology in assessments by
increasing access to most students, among other things. This practicum project was designed as
an attempt to level the playing field for special education students (and their teachers) by
providing them with training and practice on accessing common technology features and testing
accommodations.
Research Design
There are approximately 85 system-wide classes and approximately 100 inclusion
teachers located throughout the schools of Hamilton County Department of Education. In order
to determine which teachers need training and support on utilizing the accessibility features, a
survey was developed and electronically sent (twice) to all of the Exceptional Education
teachers. The survey was designed to assess the teachers knowledge of technology features and
accommodations utilized through computers and other equipment.
Teachers responded to the survey electronically. The teachers responses were tallied and
a series of teacher trainings (to be implemented by the AT team and I) were planned. In addition
to conducting teacher training sessions, the AT team developed quick start guides and steps to
activate/practice using the accessibility features for those DIY or do it yourself teachers that
were confident enough to practice using the accessibility features without a face-to-face training
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session by one of our members of the AT team. The AT team also routinely provides training on
the use of technology to those students assigned IEP-specific devices.
Results
Out of the 180 surveys sent to system-wide, gifted and inclusion teachers, approximately
52 of those surveys were completed by the teachers and returned to me. As my AT team and I
reviewed the responses to the survey, there were several observations noted. Some of the
teachers responded in one of two ways: either out of fear of not knowing what accessibility
features PARCC would allow or by answering the questions of the survey like we were testing
them for right or wrong answers about accessibility features.
Those that responded by saying that they did not know what features PARCC would
allow really got terms mixed up and did not realize that accessibility features were available to
all students. Accessibility features are not the same thing as a student having IEP-specific
accommodations. It is true, however, that there are still many variables and unanswered
questions regarding the PARCC assessment system. Fortunately, the opportunity to use
accessibility features is not one of those unanswered questions; we know which features are
considered to be accessible for use by all students. Those teachers that responded like they were
being tested for right and wrong answers concerned me. In those teacher responses, I feel that the
survey was not accepted in the spirit in which it was distributed. Some teachers said that they felt
that they did not know enough about the PARCC online assessments to properly answer the
questions of the survey. This was a survey conducted to determine which teachers required
technology support and not to test their knowledge of technology.
Out of 52 surveys, a total of 45 surveys indicated that teacher responding was not aware
of the names, availability or how to use the PARCC accessibility features. Out of 52 surveys
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returned, 47 teachers indicated the need for some type of training and support on the accessibility
features. It was noted that eight teachers completing the survey misunderstood the difference
between accessibility features and accommodations that would have to be determined by using a
personal needs profile (PARCC manual, 2013). From the responses of the surveys, it was
surprisingly apparent that the AT team and I would be dedicated to providing needed support and
training to many Exceptional Education teachers on accessibility features. I have developed a
zone plan where each member of the team will visit/train the teachers (that requested training) in
their assigned schools. We have already trained approximately 20 teachers out of the
approximately 50 that requested training. We had several other trainings scheduled but our
trainings got postponed to present trainings on other high stakes, state/federally mandated
initiatives (RTI and Instructionally Appropriate IEPs). Since beginning this project, we have
also been hearing rumors that the PARCC assessments may be delayed for one year. However,
we will continue training and collecting data so that when the PARCC does arrive, teachers will
be ready and they will have provided opportunities to practice on the technology with their
students.
Implications
The significance of any project implemented in school systems around the globe reveal
itself by resulting in positive student achievement. This practicum project was conducted so that
the outcome would result in increased student achievement as evidenced by an increase in scores
on the PARCC assessments. PARCC assessments were designed to provide a way to better
prepare students for college and careers after high school through assessments that require the
students to reason and use higher order thinking skills. This data collected from the on-going
training efforts of this project is providing preliminary data at this time. The true impact of this
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project will not be known until at least two years worth of PARCC assessment data has been
collected and analyzed.
















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