EDL 550 Leadership Disposition

 EDL 550 Leadership Disposition:

Leadership Disposition 9: demonstrate a work ethic required for high levels of organizational performance

Strike et. al. (2019) identify the following leadership competencies that align with the ninth

Professional Standard for Educational Leadership (PSEL):

Domain 4 - Management Competencies

Component 4b: Adheres to compliance with local, state, and federal reporting

Component 4c: Upholds rules and regulations

Component 4e: Manages effectively

According to Strike et. al. (2019) effective school leaders make time management a priority. This includes day to day scheduling and overseeing systems and processes. Effective time management and quality of work are essential metrics of a leaders' credibility.

Background

As part of my role as Professional Learning Specialist (PLS) at Northridge Elementary, I am also the School

Assessment Coordinator (SAC). Within Douglas County School District (DCSD), each individual school has

one person who is responsible for the training, execution and oversight of all state mandated testing including

ACCESS for ELLs, CoALT and CMAS. Responsibilities range from compliance and scheduling to communicating

with all stakeholders and planning for successful administration. During my internship experience, I worked

alongside an experienced SAC to fulfill the responsibilities of the role.

Leadership Goal

By January 2025 I will complete all district required action items with respect to planning for and

organizing systems and processes required for state mandated testing.

Competencies Addressed in Leadership Goal

Component 4e: Manages effectively

      Elements: Prioritizes time with regard to projects; Oversees systems and processes

Action Plan

The following steps were used over the course of six weeks: 

• Create a system for tracking and monitoring use of state testing accommodation
• Collect and document all student testing accommodations
• Train staff in data collection and needs assessment for accommodations
• Complete district required reporting deadlines in a timely manner
• Schedule and plan for testing
• Collect and document all student testing accommodations
• Train staff in data collection and needs assessment for accommodations
• Complete district required reporting deadlines in a timely manner
• Schedule and plan for testing 

Successes and Next Steps

Collaborated with grade level teams and special service providers to:

   1. Communicate assessment accommodations guidelines and procedures in accordance with district and state regulations

   2. Identify student specific accommodations in accordance with individual plans

   3. Solicit feedback from stakeholders regarding preferences for tracking accommodations

   4. Solicit input on priorities and preferences for testing schedules

Developed tracking document for individualized student accommodations and trained teachers in how to use including expectations for frequency and duration of tracking

Developed testing schedule and communicated to stakeholders, including district assessment coordinator and student families (via school website)

Created individualized accommodation plans for each student and entered into district reporting platform (EduClimber)

Reviewed and cross-referenced for accuracy and completeness

Completed all district required compliance actions within prescribed deadlines and received confirmation from District Assessment Coordinator

Next steps: Continue to monitor collection and documentation of all student testing accommodations to determine proper use of student testing accommodations during state testing. 

Goal Met: I successfully completed all district required action items with respect to planning for and organizing systems and processes required for state mandated testing before January 2025.

Reflection

School Assessment Coordination is a crucial component of school management. It encompasses compliance,

development of effective systems, time management, effective communication and knowledge of detailed regulations.

As with most compliance tasks, this project initially seemed to embody the concepts of high time investment combined

with little visible benefit. Additionally, it requires the SAC to ask others in the organization to invest their time and

resources with little to no immediate benefit. During the project, however, I found value in the robust discussions I

had with various stakeholders regarding processes and procedures. My approach differed from that of previous SAC's

in that I solicited feedback on existing systems and input from all stakeholders before creating the systems I would

later require them to use. This approach welcomed commitment and engagement in the process and ultimately made

my job as coordinator easier. The discussions also revealed areas outside of the scope of state testing that need to

be addressed. Lastly, the process revealed many of the nuances of collaboration and accountability that must be in

place for the organization to run smoothly in a shared leadership model. As the school SAC, I received direction

and tasks from the district assessment coordinator and I provided direction and tasks to staff in my school. This effective

dissemination of information was instrumental in creating efficiency in a very large project while maintaining the

necessary levels of compliance.

References:

Strike, K. T., Sims, P. A., Mann, S. L., & Wilhite, R. K. (2019). Transforming professional practice: A framework for effective leadership. Rowman & Littlefield.