School-Wide Improvement Project
(NELP #5)
Description of the Assessment: This assessment is used to evaluate candidates’ knowledge of Educational Leadership based on the Florida Principal Leadership Standards, and the Nevada Administration Principal Certification requirements. This assessment is used to evaluate candidates’ ability to compare the school’s vision statement with the school environment by gathering and analyzing data to determine a need to be addressed. The assessment evaluates candidates’ ability to develop, implement, and evaluate a real project. In this assignment candidates use research to develop an improvement process aligned with the school’s vision. Through this assessment candidates demonstrate their ability to adopt or design a system to monitor, evaluate, and revise the project. The assessment allows candidates to show their ability to model effective communication and to engage stakeholders in collaborative work. Throughout the assessment, candidates engage in reflection as a professional norm and communicate and model professional norms. Candidates are expected to demonstrate satisfactory performance by receiving an “Meets” or “Exceeds” level across all rubric elements aligned to NELP standards.
Alignment of Assessment with Standards: This assessment is aligned to the following NELP standards 1.2, 2.1, 3.1, and 7.2.
Assignment Directions
Developing and Implementing a School-Wide Improvement Project Aligned with the School Vision
The candidate will work with the school-based mentor to develop a real project that demonstrates the candidate’s ability to take a task from start to finish. The candidate, with support from the school-based mentor, will use research to develop an improvement process by reviewing the school’s vision statement and analyzing the school environment (learning data, discipline data, processes and data associated with the school improvement plan, and data on school culture) to determine a need to be addressed (NELP 1.2). The candidate will develop a project vision that aligns with the school’s vision, supports the school improvement plan, promotes the success of all students, and cultivates a supportive, nurturing, and inclusive school culture (NELP 3.1). Modeling inclusiveness, trust, fairness, and the belief that each child can learn (NELP 2.1), the candidate will engage stakeholders in developing an implementation action plan that the candidate will steward to its conclusion (NELP 1.2). The candidate will also adopt or design a system to monitor, evaluate, and revise the project and use the system to evaluate the project and to reflect on the extent to which it promoted fairness, integrity, transparency, trust, collaboration, perseverance, reflection, and life-long learning to support educational success and well-being of each student and adult (NELP 2.1). The candidate will use research to design and cultivate a collaborative professional culture and model effective communication while presenting a synthesis of the project to the stakeholders involved (NELP 7.2). The project checklist will be used including the evidence of artifacts with the rubric below to determine the grade for the project.
Action Items:
Identifying the problem
Analyze the school vision and compare it with the school environment, using a variety of data such as student achievement, discipline data, existing processes and data associated with the School Improvement Plan, and data on school culture. Focusing on the breaches between the vision and the data, determine a need to be addressed (NELP 1.2). Based on the need identified, develop a project vision that aligns with the school’s vision, promotes the success of all students, and cultivates a supportive, nurturing, and inclusive school culture (NELP 3.1). Meet with your School-Based Mentor to discuss the focus of your project based on a real need.
Base this project’s vision on relevant knowledge and theory, including but not limited to an understanding of learning goals in a pluralistic society, equity, the diversity of learners and learner’s need, schools as interactive social and cultural systems, and social and organizational change (NELP 3.1). Record the project vision on the project checklist. Include a narrative which explains your school context, project vision’s alignment with the school’s vision, and how the project promotes the success of all students, and cultivates a supportive, nurturing, and inclusive school culture. Describe how your project is based on relevant knowledge and theory, including the role of education in a democratic pluralistic society, and the role of schools as social and organizational agents that promote equity, change, and support the needs of a diverse student body. Describe how you will use research to design and cultivate a collaborative professional culture (NELP 7.2) and advocate for a supportive and inclusive school culture through this project (Attach narrative to element 1 in checklist).
Action Plan
Using the project’s vision that was based on the needs identified by comparing the school vision with the data and using evidence-centered research strategies and strategic planning processes, create school-based goals that are aligned with the school’s vision (NELP 1.2).
Modeling effective communication by using effective communication strategies and tools, present the data, your analysis, and the goals to a diverse group of stakeholders that include school leaders, faculty, staff, and members of the community (NELP 7.2). Reflect on the professional norms that were communicated to and modeled for the diverse constituencies during the presentation and the ways in which this was done. (NELP 2.1).
Implementation and Stewardship
Modeling inclusiveness, trust, fairness, and the belief that each child can learn (NELP 2.1), engage the stakeholders in collaborative work to develop an implementation plan towards achieving the goals (NELP 7.2). The plan should include actions to motivate other stakeholders to participate in the project and specific activities to meet the goals. To ensure that each goal is achieved, develop specific activities and processes for the implementation of the project. Include a timeline, people involved, meetings agendas and expected results (NELP 1.2; Attach to element 5 in checklist).
Design or adopt a system to monitor, evaluate, and revise the project, that includes prompts or activities to explain the extent to which the goals have been met and to reflect on the needs for revision and growth (NELP 1.2). Having the end in mind will keep the implementation focused on the goals. Include the design of the monitoring system as an artifact (Attach to element 7 in checklist).
Assume stewardship of the project by leading processes, guiding participants, leading collaborative reflections on processes and results. Describe, explain, and provide examples of your engagement in these leadership tasks throughout the duration of the project (NELP 1.2). Also, attach meeting minutes, memos, pictures, videos, or other artifacts that evidence your stewardship (Attach to element 6 in checklist).
Evaluation
Using the evaluation system you designed or adopted, evaluate the implementation of the project. Explain the extent to which the goals have been met and reflect on the processes, the results, the strengths, and the areas for growth. What needs to be revised, changed, or strengthened? Write a reflection that states how you cultivated and modeled inclusiveness, trust, fairness, democracy, diversity, and how you promoted the belief that each child can learn while planning, implementing, and evaluating this project. (NELP 2.1). If you modeled additional professional norms, explain. Recommend strategies to continue monitoring the project. (NELP 1.2).
Share a synthesis of the project with stakeholders, including its vision, its alignment with the school vision, the data, goals, results, and recommendations. Highlight and celebrate achievements and progress (NELP 7.2). Citing results, explain and provide examples of the extent to which each goal was met. Include a reflection on what needs to be revised, changed, or strengthened and three or more recommendations to continue monitoring the project (Attach the narrative and relevant artifacts to element 7 in checklist).
School-Wide Improvement Project Checklist
Intern: _____________________________ School Name________________________________
Directions: Complete the charted information below and include the artifacts from the project as evidence.
| Element | Product/Evidence & Description | Date Completed |
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1. Comparison of School vision and data. Write a project vision that addresses the gap.
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Data analyzed: Need: Project vision: Narrative: Explain your school context, project vision’s alignment with the school’s vision, and how the project promotes the success of all students, and cultivates a supportive, nurturing, and inclusive school culture. Describe how your project is based on relevant knowledge and theory, including the role of education in a democratic pluralistic society, and the role of schools as social and organizational agents that promote equity, change, and support the needs of a diverse student body. How will you advocate for a supportive and inclusive school culture? Through this project, explain how will you use research to design and cultivate a collaborative professional culture designed to support improvement? Cite 2 to 3 sources. |
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| 2. School-based goals aligned with the school vision | Goals: | |
| 3. Presentation to stakeholders |
Communication strategies: Communication tools: Professional norms that were communicated and modeled to the diverse constituencies and how: Presentation: |
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4. Collaborative development of an Action Plan with activities and processes for each goal Timeline |
Attach plan: List major elements of the timeline:
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| 5. Implementation: activities for each goal, timeline, people involved, expected results | Artifacts that show activities and dates of implementation | |
| 6. Steward the project leading processes, guiding participants, leading collaborative reflections on processes and results. |
Evidence of communication:
Leadership tasks: |
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7. Evaluation to monitor, evaluate, and revise the project
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Evidence and results: Final narrative reflection: Citing results, explain and provide examples of the extent to which each goal was met. Include a reflection on what needs to be revised, changed, or strengthened and three or more recommendations to continue monitoring the project. Reflect on how you modeled and cultivated professional norms throughout the project, such as fairness, integrity, transparency, trust, collaboration, perseverance, reflection, life-long learning to support educational success and well- being of each student and adult. Reflect on how you promoted the belief that each child can learn while planning, implementing, and evaluating this project. |
_________________________________ _______________________________ _______
School-Based Mentor Signature Intern’s Signature Date
Rubric
| Criteria | Exceeds (3) | Meets (2) | Approaching (1) |
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NELP 1.2 Candidate understands and demonstrates the capacity to lead an improvement process that includes the following components: diagnosis, design, implementation, and evaluation.
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The candidate analyzes school environment data and evaluates the school vision statement and existing improvement processes to identify a need that aligns with the school vision and promotes success of all students. Candidate creates, explains, and supports with several sources, school-based goals that are aligned with the school’s vision.
Candidate designs a detailed, well supported, research and theory-based plan to implement the project vision to meet the goals. The plan includes an explanation of initiatives to motivate the stakeholders (staff, students, or families) to collaborate in the project to achieve its vision. Candidate describes and exemplifies activities and strategies to communicate and involve the staff, parents, students and community members in the realization of the project. Candidate demonstrates stewardship by leading processes, guiding participants, and leading collaborative reflections on processes and results. Candidate designs a thorough and well supported system to monitor, evaluate, and revise the project. Citing results, candidate explains and gives examples of the extent to which each goal was met. A well supported narrative includes reflections on what needs to be revised, changed, or strengthened and three or more recommendations to continue monitoring the project. |
Candidate reviews the school vision statement, analyzes school environment data, and evaluates existing improvement processes. Using the data, the candidate identifies a need that aligns with the school vision and promotes success of all students. Candidate creates one or more school-based goals aligned with the school’s vision.
Candidate designs a plan, grounded in relevant theory and research, to implement the project vision to meet the goals. The plan includes a list of initiatives to motivate the stakeholders (staff, students, or families) to collaborate in the project to achieve its vision. Candidate describes activities to involve the staff, parents, students, and community members in the realization of the project. Candidate demonstrates stewardship by leading processes, guiding participants, or leading collaborative reflections on processes and results. Candidate adopts a system to monitor, evaluate, and revise the project. Candidate explains the extent to which each goal was met. Candidate writes a report with strengths and areas for growth. A narrative includes reflections on what needs to be revised, changed, or strengthen and one or two recommendations to continue monitoring the project. |
Candidate fails to review the school vision statement and existing improvement processes, or to analyze school environment data, or only analyzes one source of data. Candidate identifies a need that does not align with the data or the school vision or the need identified does not promote success of all students. Candidate fails to create a school-based goal that is aligned to the school’s vision.
Candidate fails to design a plan to implement the project vision to meet the goals and/or does not include a list of initiatives to motivate the stakeholders (staff, students, or families) to collaborate in the project to achieve its vision. Candidate fails to demonstrate stewardship. Candidate adopts a system that fails to monitor, evaluate, or revise the project. Prompts or activities to explain the extent to which the goals have been met and to reflect on the needs for revision and growth are not included or are incorrect or irrelevant. Candidate evaluates the project without using a system. Candidate lists a strength and an area for growth. |
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NELP 2.1 Engage in reflective practice as a professional norm. Cultivate and model professional norms (e.g., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn).
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Candidate reflects on the ways in which candidate communicated and modeled professional norms for the diverse constituencies during the presentation. Ideas are supported with several sources and elaborated.
Candidate writes a well-supported reflection, elaborating on how candidate cultivated and modeled inclusiveness, trust, fairness, democracy, diversity, and other professional norms throughout the planning, implementation, and evaluation of this project. Candidate reflects on how they promoted the belief that each child can learn while planning, implementing, and evaluating this project. |
Candidate reflects on the ways in which candidate communicated or modeled professional norms for the diverse constituencies during the presentation.
Candidate writes a reflection on how candidate cultivated and modeled inclusiveness, trust, fairness, democracy, and diversity throughout the planning, implementation, or evaluation of this project. Candidate reflects on how they promoted the belief that each child can learn while planning, implementing, and evaluating this project. |
Candidate fails to reflect on the ways in which candidate communicated or modeled professional norms for the diverse constituencies during the presentation.
Candidate fails to reflect on how candidate cultivated and/or modeled inclusiveness, trust, fairness, democracy, and diversity throughout the planning, implementation, or evaluation of this project. Candidate fails to reflect on how they promoted the belief that each child can learn while planning, implementing, and evaluating this project. |
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NELP 3.1 Candidate understands and demonstrates the capacity to use research and data to design and cultivate a supportive, nurturing and inclusive school culture. Advocate for a supportive and inclusive school culture
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Candidate develops a project vision that is based on the analysis of the data and needs are identified and prioritized. With an explicit and supported explanation of the context, the project vision clearly aligns with the school’s vision, promotes the success of all students, and cultivates a supportive, nurturing, and inclusive school culture. A detailed and well supported narrative demonstrates in depth understanding of the role of education in a democratic pluralistic society, highlights the role of schools as social and organizational agents that promote equity, change, and support the needs of a diverse student body. An explanation, with specific examples, of strategies to advocate for a supportive and inclusive school culture through this project is included. |
Candidate develops a project vision based on the analysis of the data and needs that aligns with the school vision. The project vision promotes the success of all students and cultivates a supportive, nurturing, and inclusive school culture. A narrative demonstrates understanding of the role of education in a democratic pluralistic society, highlights the role of schools as social and organizational agents that promote equity, change, and support the needs of a diverse student body. Candidate lists strategies to advocate for a supportive and inclusive school culture through this project.
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Candidate does not articulate a project vision that is based on analysis of the data nor aligns with the school vision and/or does not promote the success of all students. The candidate’s project does not cultivate a supportive, nurturing, and inclusive school culture. An incomplete narrative fails to demonstrate understanding of the role of education in a democratic pluralistic society, or the role of schools as social and organizational agents. Strategies to advocate for a supportive and inclusive school culture through this project are missing or lack relevancy. |
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NELP 7.2 Candidates understand and have the capacity to develop and engage staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school. |
Candidate explains and provides several examples of regular and effective communications and collaborations in the design, implementation, and evaluation of an improvement project that promotes a healthy and positive school building environment. Candidate explains and exemplifies how research will be used to design and cultivate a collaborative professional culture designed to support improvement and cites 2 to 3 sources. Candidate uses and models a variety of effective communication strategies and tools to present the data, analysis, and goals to a diverse group of stakeholders including school leaders, faculty, staff, and members of the community. | Candidate evidences regular and effective communications and collaborations in the design, implementation, and evaluation of an improvement project that promotes a healthy and positive school building environment. Candidate describes how research will be used to design and cultivate a collaborative professional culture designed to support improvement and cites a minimum of one source. Candidate uses and models an effective communication strategy or tool to present the data, analysis, and goals to a diverse group of stakeholders including school leaders, faculty, staff, or members of the community. | Candidate evidences sparse or irregular communications and collaborations in the design, implementation, and evaluation of an improvement project that promotes a healthy and positive school building environment. Candidate provides a brief or incomplete description of how research may be used to design and cultivate a collaborative professional culture designed to support improvement and/or does not cite a source. Candidate fails to use and model effective communication strategies or tools to present the data, analysis, and goals to a diverse group of stakeholders. |
