Instructional Leadership
Imagine
that you have just been appointed as principal of a public school in
Boston. The school has not met “adequate yearly progress” as defined by
No Child Left Behind for the past four years, and very few students are
scoring at the levels of “proficient” or “advanced” on the
Massachusetts Comprehensive Assessment System (MCAS). The student
population is 30% Black, 53% Hispanic, and 17% White. Hispanic and
Black students are scoring significantly lower on the MCAS than White
students. In your summer “get to know you” meetings with teachers and
in the first few days of the school year, you notice that the adults in
the building are very comfortable with how the school is running.
Through classroom observations, you see that students are not actively
engaged in their learning, and that teachers’ expectations for student
learning are low. Teacher talk tends to focus on what students “can’t
do”. Most teachers work in their classrooms behind closed doors, with
little opportunity for collaboration.
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In this essay please answer the following:
• What are the challenges in your school?
• What are your goals (short (1 year) - and long-term (3-5 years)) for addressing these challenges?
• What steps would you take immediately to address the challenges?
• What structures and supports would you put in place to provide a long-term solution to these challenges?
• How would you build ownership of the changes by the school community?
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