EDLD+5333+Leadership+for+Accountability+Course+Reflections

EDLD 5333 Leadership for Accountability



Course Reflections:

This course seemed to be a very informative part of the Educational Technology and Leadership program, as leaders and administrators of today are being held more accountable based upon their data driven decisions. One of the most important topics covered was the effect that NCLB has had on education. This piece of legislation has ensured the equal progression and development of all sub populations on a campus, including ethnic groups and special populations, such as special education and economically disadvantaged. Prior to No Child Left Behind, it commonly appeared as if schools were making progress, when, in reality, certain populations could be accounting for the largest gains, while other populations did not show progression. NCLB has changed our level of awareness, responsibility and accountability to make sure every student population is improving in performance and achievement levels.

Not only did NCLB begin to hold principals accountable for student achievement, but it also required school districts to develop content standards for all grade levels and test students in specific grade levels. It seems that most educators are quite familiar with their content standards, commonly known as the TEKS, but not always aware of how important they are in assuring consistency among grade levels and alignment in curriculum, as well as vertical alignment across a district's curriculum. When teachers are only aware of the individual role they play in the classroom, and are not aware of how that role fits into the overall scheme of each student's education, it can be very detrimental to effective progression in student achievement. Therefore, teachers need to be aware of the standards and the importance of student mastery at every level.

In addition, NCLB also requires schools to publicize test results, make efforts to continuously improve in achieving state standards, and bring all students up to a level of proficiency identified by the state in reading, math, science, and social studies. Although there are some safety provisions, NCLB specifically states that schools will face consequences if the improvement standards are not met.

Another very productive element of this course involved a detailed analysis of the specific data in my campus' AEIS report. While sitting in staff development meetings in the past, I was aware of specific sub populations and content areas that our campus had identified as target areas of concern; however, this data became more much meaningful when I actually had to look at the whole report myself to compare and contrast each section and process all of the information as a part of the entire report, as opposed to being fed one fragmented piece of information. Now that I am more aware of this need revealed through specific data, I feel that I will be more concerned about addressing this problem and finding strategies and solutions to resolve it. This will ultimately be very important in moving my campus forward.

In analyzing our campus AEIS report, we had to include a Campus Report Summary, a Campus Group and CI Report Summary, and a Multi-Year History Report Summary. We also had to refer to the Adequate Yearly Progress (AYP) manual to complete an AEIS chart based on our campus data. This helped me become familiar with the needs and goals of our entire campus, whereas I was previously informed only about my departmental data. I feel this is important because I always seem to work more productively and efficiently, when I am aware of the "big picture" in which my role as an educator will ultimately play in our success as a school and a district. It only makes sense that individuals will be more effective if they are knowledgeable of important campus data, goals, and plans in all areas, ranging from content to special populations and ethnic populations. Finally, the analyzation of our AEIS campus report called for us to identify one area of strength and two areas of weakness on our campus. The data on my campus revealed that writing was clearly our area of strength, with all sub populations demonstrating a rating of +8. While this is true of writing, science was our greatest weakness, since all sub populations prevented our campus from earning an exemplary rating in this area. The second largest concern revealed in the data was the African American population and economically disadvantaged in the area of mathematics. Although none of these content areas directly relate to me, I feel it is important for me to have this information, as it can be used to create strategies to improve campus ratings. For example, with writing being our strength, it is possible to use this in addressing our weakness in science. Teachers could use this data to make decisions and create interdisciplinary units, where methods related to specific weaknesses and strengths are combined.

Further in to the course, we were required to compose a S.M.A.R.T. (Specific, Measurable, Achievable, Realistic/Results-oriented/Research-based, and Time-bound) goal and a specific objective to address our identified weakness. Since every sub population needed help on my campus in science, with LEP students needing the most, my goal was stated as follows: By the end of 2012-2013 year, Kimbrough Middle School will demonstrate Recognized performance (75%) in the area of Science. The objective I stated to help achieve this goal read as follows: Kimbrough Middle School teachers will make a collaborative effort to improve TAKS scores in every sub population in the area of Science. Specific target areas include the LEP sub population, which needs to improve from 29% to 75%; the Special Education sub population, which needs to show an improvement from 39% to 75%; the African American sub population needs to improve from 63% to 75%; the Economically Disadvantaged needs to improve from 66% to 75%; and the Hispanic sub population needs to move from 73% to 75%, in order to reach this goal of Recognized performance in the area of Science. The process of setting this goal and creating the objective based on data made it more meaningful, and the solution more feasible. It seems when you have a plan that details exactly what you want to achieve and what steps are necessary to get there, you are more likely to succeed. I felt like this was an important experience in helping me see specific things that I need to focus on. I have come to realize the importance of each teacher being aware of campus weaknesses. Those identified weaknesses should be a focus point for all stakeholders and students should be aware of this information as well.

Week four of the course involved the development of a professional development session that specifically addressed our campus weakness. I thought this was a very meaningful exercise in helping me actually begin the process of creating a solution to an important problem. So often times as teachers, we are guilty of creating lessons that address topics and skills that are personal preferences of our own, as opposed to lessons that specifically address identified weaknesses. What good is this really doing for the betterment of our schools? It is important that educators realize this. I feel this activity was a key factor in helping me personally realize this and take steps address an important need on our campus.

In week five of Leadership for Accountability, we examined site-based decision making (SBDM). The concept of SBDM involves a collaborative effort among professional staff, parents, and community members. The overall goal is to improve student achievement by addressing the outcomes of all students and determining goals and strategies to ensure improvement. Under state law, the Site-Based Decision-Making Committee establishes and reviews campus educational plans, goals, performance objectives, and major classroom instructional programs. After becoming familiar with the committee members, the use of formal agendas, common topics discussed in SBDM meetings, decision making strategies, and conflict-resolution techniques, I felt like I had a better understanding of this important committee and how meetings should be conducted. I am glad to have this knowledge, as I plan to step outside my role as a reading teacher and actively participate in campus wide efforts to improve student achievement.