Principal Certification - Writing Portfolio

Running
Head:
PRINCIPAL
CERTIFICATION
PORTFOLIO
–
ANGELO
STATE
UNIVERSITY

Title: Principal Certification Portfolio
Jeff Shaver
Angelo State University
EDG 6345 Human Relationships in Educational Administration
EDG 6341 Role of the Principal
August – October, 2016

Portfolio: Principal Certification Portfolio – Angelo State University

Table of Contents
EDG 6345 - Human Relationships in Educational Administration:
• Module 1: Development of Your Personal Leadership Vision
• Module 2: Navigating a School’s “Hidden History” and Becoming an Insider
• Module 3: Defining School Leadership Skills
• Module 4: S.W.O.T. Analysis – Managing Human and Material Resources Effectively
• Module 5: Campus and Central Office Collaboration
• Module 6: Parents and the Greater Community
• Module 7: Working with the Media
EDG 6341 - Role of the Principal
• Module 1: Educational Leadership Competency Connections
• Module 2: Principal Interview – Communicating Your Vision
• Module 3: Relating Professional Learning Communities to Principal Competencies
• Module 4: Optimizing Learning in Mathematics
• Module 5: Collaboration – Demographics and Needs Assessment
• Module 6: Ethics and Rights Assessment – Promoting Cultural Competency of a School
• Module 7: Advocating for Programs and Policies

Running
Head:
PRINCIPAL
CERTIFICATION
PORTFOLIO
–
ANGELO
STATE
UNIVERSITY

EDG 6345 - Human Relationships in Educational Administration
Jeff Shaver
August – October 2016

Running
Head:
DEVELOPMENT
OF
YOUR
PERSONAL
LEADERSHIP
VISION

Module 1: Development of Your Personal Leadership Vision
Jeff Shaver
August 27, 2016


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Development of My Personal Leadership Vision
Background:
To help me to shape my own personal leadership vision, I found it helpful to research and
internalize the strategic plan and vision of a school district that I respect and know, Highline
Public Schools in Washington State. Their vision is their promise to their students, families and
the community that “every student in Highline Public Schools is known by name, strength, and
need, and graduates ready for college, career, and citizenship” (Strategic Plan, 2016).
Within their strategic plan, Highline Public Schools has established four pillars to
“support [their] instructional vision and guide [their] professional practices” (Strategic Plan,
2016), which are:
(1) equitable access to rigorous, standards-based instruction (e.g., personalized
learning),
(2) results-focused professional learning and collaboration (e.g., professional
pathways, communities of practice, leadership for results),
(3) strong partnerships with families and community, and
(4) a culturally responsive organization (e.g., culture of learning, service, and
equity).
As stated in their strategic plan, for each pillar they have “articulated professional
practices that guide what [they] must do well in every classroom, in every school, across [the]
entire district to ensure success for all students, without exception” (Strategic Plan, 2016).
I felt that it was necessary to utilize the shared vision of a district and its stakeholders,
because it seems as if a personal leadership vision by itself is potentially irrelevant or
disconnected from the needs of the community that the leader is serving. However, I do think
that it could be possible to create a personal leadership vision that is adaptable to various school


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community. But, in this case, I have utilized the community-developed strategic plan and vision
of Highline Public Schools to take my first steps at developing my personal leadership vision.
To support me in developing my personal leadership vision, I utilized the framework laid
out by Robbins and Alvy (2004, p. 1-13) and the five key responsibilities, proposed by The
Wallace Foundation (2013), of a principal, which include:
1. Shaping a vision of academic success for all students, one based on high standards.
2. Creating a climate hospitable to education in order that safety, a cooperative spirit
and other foundations of fruitful interaction prevail.
3. Cultivating leadership in others so that teachers and other adults assume their parts
in realizing the school vision.
4. Improving instruction to enable teachers to teach at their best and students to learn
to their utmost.
5. Managing people, data and processes to foster school improvement.
Both the framework and a focus on the responsibilities of a principal provided me the
foundation for establishing a shared vision for my school community that is centered upon
teaching, learning, and assessment (see Figure 1 and Appendix).
Framework for the Development of My Personal Leadership Vision:
Using the framework from Robbins and Alvy (2004, p. 1-13), in Figure 1, I identified my
beliefs (in blue) related to professional development, students, change, curriculum/instruction
/assessment, staff members, learning, leadership, communication, supervision, and community
building. And, I also organized my beliefs within the six domains of leadership responsibility
(Connelly and Bartoletti, 2013, p. 8), including: (1) Professional growth and learning, (2) Student
growth and achievement, (3) School planning and progress, (4) School culture, (5) Professional
qualities and instructional leadership, and (6) Stakeholder support and engagement.


4

Figure 1. Connection of my beliefs, based on the template from Robbins and Alvy (2004, p. 1-13), to the six key domains of
leadership responsibility (Connelly and Bartoletti, 2013, p. 8), and other resources (Spear, 2003; Strategic Plan, 2016; The
Wallace Foundation, 2013). Note, my more detailed are available in the Appendix (p. 7-9) after the References.
My Personal Leadership Vision:
Utilizing my research on the importance of a principal’s vision that has brevity, clarity,
abstractness, challenge, future orientation, stability, and desirability (Kemp, Hardy, and Harris,
2014, p. 54) and my beliefs with respect to a principal’s responsibilities (Figure 1), my personal
leadership vision that supports the vision of Highline Public Schools (Strategic Plan, 2016), is:
We strive to nurture the academic achievement of all students by continuously
improving our instruction and ensuring equitable access to rigorous instruction
for all students, cultivating leaders throughout our school community, providing a
culturally-responsive and inclusive learning environment, and building strong
partnerships with all families and the community.


5

Communicating My Personal Vision:
According to Sterret (2011), “Without action, a vision is just a piece of paper.” Sterret,
therefore, recommends making morning announcements, sending daily e-mail to staff, attending
community events, and conducting effective meetings to keep everyone focused on the vision.
In addition, Sterret emphasizes the importance of visibility, availability, and supporting others
with overcoming challenges. Johnson (2008) states, “A principal with a vision and expertise
creates a blueprint of how the school can achieve its goals. He or she finds teachers and staff to
help make the vision a reality. The principal continually coaches and mentors the staff so that
together they can accomplish the desired results” (p. 72). One way that Sterret suggests that a
leader can keep others on track and motivated to accomplish the desired results is to “recognize
what the organization is doing right and affirming “quick wins” that are already occurring.”
Therefore, I plan to communicate my personal vision by making the vision visible (e.g.,
publish on my principal webpage), communicating the vision often in the context of our day-to-
day work (e.g., daily announcements and meetings), highlighting the positive work that we are
doing to fulfill our vision (e.g., staff acknowledgements), and ensuring that our vision is a shared
vision with our school community and various stakeholders (e.g., be involved in community
events).


6

References
Connelly, G., & Bartoletti, J. (2013). Leadership Matters: What the Research Says About the
Importance of Principal Leadership. Retrieved August 26, 2016, from
http://www.naesp.org/sites/default/files/ LeadershipMatters.pdf
Johnson, J. (2008). The Principal's Priority 1. Educational Leadership - The Positive Classroom,
66(1), 72-76. Retrieved August 27, 2016, from http://www.ascd.org/publications/
educational-leadership/sept08/vol66/num01/The-Principal's-Priority-1.aspx
Kemp, A., Hardy, S., & Harris, P. (2014). The Principal's Vision: Necessity or Non-issue?
Journal of Research in Education, 24(2), 51-62. Retrieved August 26, 2016, from
http://files.eric.ed.gov/fulltext/EJ1098181.pdf
Robbins, P., & Alvy, H. (2004). New Principal's Fieldbook: Strategies for Success. Retrieved
August 26, 2016, from http://www.ascd.org/publications/books/103019/chapters/Vision-
as-the-Compass.aspx
Spear, L. (2003). A Principal's Vision. Retrieved August 27, 2016, from
http://education.jhu.edu/PD/newhorizons/Transforming Education/Articles/Vision/
Strategic Plan. (2016). Retrieved August 26, 2016, from http://www.highlineschools.org/
domain/1145
Sterrett, W. (2011). Turning Vision into Reality. Retrieved August 27, 2016, from http://
www.ascd.org/publications/books/112009/chapters/Turning-Vision-into-Reality.aspx
The Wallace Foundation. (2013). Five Key Responsibilities - The School Principal as Leader:
Guiding Schools to Better Teaching and Learning. Retrieved August 27, 2016, from
http://www.wallace foundation.org/knowledge-center/Pages/key-responsibilities-the-
school-principal-as-leader.aspx


7

Appendix
1) What things/theories/values/beliefs do I deeply value?
• Equitable access to rigorous instruction for all students (Strategic Plan, 2016) that
emphasizes:
§ Procedural fluency
§ Conceptual understanding
§ Relevance and application to real-world problems, issues and scenarios
• Results-focused professional learning and collaboration (Strategic Plan, 2016),
including:
§ Professional pathways
§ Communities of practice
§ Leadership for results
• Strong partnerships with families and the community (Strategic Plan, 2016), including:
§ Higher education
§ Workforce
§ For-profit, non-profit, and community organizations
• Culturally-responsive and inclusive learning community (Strategic Plan, 2016),
including:
§ Culture of learning
§ Service
§ Equity
• Coherence of vision across the district, school, and community


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2) What are your beliefs:
• About leadership? In order to fulfill our vision…
§ Cultivating leadership in others so that teachers and other adults assume their
parts in realizing the school vision (The Wallace Foundation, 2013, p. 9)
• About students? In order to fulfill our vision…
§ Shaping a vision of academic success for all students, one based on high standards
(The Wallace Foundation, 2013, p. 7)
• About staff members? In order to fulfill our vision…
§ Managing people, data and processes to foster school improvement (The Wallace
Foundation, 2013, p. 14)
• About community building? In order to fulfill our vision…
§ Class meetings to work on community (Spears, 2003)
§ Creating a climate hospitable to education in order that safety, a cooperative spirit
and other foundations of fruitful interaction prevail (The Wallace Foundation,
2013, p. 8)
• About curriculum, instruction, and assessment? In order to fulfill our vision…
§ Grade level teams planning and working together (Spears, 2003)
§ Frequent assessments used to inform instruction and decision making (Spears,
2003)
§ Highly trained teachers working closely with instructional facilitators
(professional developers) in their classrooms to improve teaching and learning.


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• About learning? In order to fulfill our vision…
§ Every one is engaged in learning, students and staff (Spears, 2003)
§ Constructivist teaching (Spears, 2003)
§ Attention to common vocabulary (Spears, 2003)
§ Collaborative, cooperative and active-based learning episodes
§ An absolute focus on the essential academic learning requirements (Spears, 2003)
§ Writing across the curriculum (Spears, 2003)
§ Improving instruction to enable teachers to teach at their best and students to learn
to their utmost (The Wallace Foundation, 2013, p. 11)
• About professional development? In order to fulfill our vision…
§ A certificated model of student support and professional development (Spears,
2003)
• About supervision? In order to fulfill our vision…
§ Managing people, data and processes to foster school improvement (The Wallace
Foundation, 2013, p. 14)
• About communication?: In order to fulfill our vision…
§ Effective, efficient, and continuous communication and collaboration is required
among all within our school community
§ A clear vision, responsive support, and engagement
• About change?: In order to fulfill our vision…
§ Fulfill our shared vision of academic success for all students (Strategic Plan,
2016), by improving instruction (The Wallace Foundation, 2013, p. 11)

Running
Head:
NAVIGATING
THE
“HIDDEN
HISTORY”
AND
BECOMING
AN
INSIDER

Module 2: Navigating a School’s “Hidden History” and Becoming an Insider
Jeff Shaver
September 4, 2016


2

Navigating a School’s “Hidden History” and Becoming an Insider
School Culture: Past and Present – Uncovering and Understanding “Hidden History”
According to Robbins and Alvy (2004), “A critical leadership competency is the ability
to understand, read, and shape school culture” (p. 14). And, Roland Barth (2002) states that
“probably the most important and most difficult job of an instructional leader is to change the
prevailing culture of the school” and every culture has a “hidden history” (Peterson, 1982).
With respect to the hidden history of a school’s culture, Robbins and Alvy (2004), states
that a new principal “quickly learns about sacred cows, land mines, and traditions as he or she
begins to interact with the network of organizational members” (p. 14). Robbins and Alvy
(2004), also states that “culture [a “school’s unique personality”] is created as organizational
members create meaning within the walls where they spend their lives. It affects how people
feel, think, and act. It influences how they interact, do their work, make decisions, solve
problems, cope with tragedies, and celebrate successes” (p. 16). Therefore, a new educational
leader must prioritize and respect the efforts needed to learn how and why a school functions in
the way that it does, and to understand and embrace the culture and values of their new school
community. During this process, it might be that some of these functions will need to be
changed, but not until the “hidden history” has been necessarily unveiled.
School Culture: Future – Changing School Culture with Knowledge and Tools
Peterson and Deal (2002) note that “the unwritten tablet of social expectations found in a
culture influences almost everything that happens,” and Robbins and Alvy (2004), emphasizes
that it is important for a new principal to “understand the culture before trying to shape it” (p. 17)
and to identify whether the culture is cohesive or fragmented.


3

Robbins and Alvy (2004) state that “At the heart of every culture is a set of values and
beliefs. In cohesive cultures, common values and beliefs are held by all organizational members.
In fragmented cultures, each subculture’s members may have their own set of beliefs and values”
(p. 17). And, “To begin to shape new values, new traditions must be blended with the old”
(Robbins and Alvy, 2004, p. 17-18), which involves patience and strategic planning.
To give focus for the strategic planning needed to shape school culture, Jon Saphier and
Matthew King (1985) identified 12 norms of school culture that need to be strong to create a
healthy school culture that is ripe for change:
1. Collegiality 2. Experimentation
3. High expectations 4. Trust and confidence
5. Tangible support 6. Reaching out to the knowledge base
7. Appreciation and recognition 8. Care, celebration, and humor
9. Involvement and decision making 10. Protection of what’s important
11. Traditions 12. Honest, open communication
According to Saphier and King (1985), “If these norms are strong, improvements in
instruction, for example, will be significant, continuous, and widespread…however, if these
norms are weak, improvements will be infrequent, random, and slow.” And, “three of the
norms—collegiality, experimentation, and reaching out to the knowledge base—have the
strongest correlation between changing the school environment and improving student
achievement” (Saphier, 1996). Also, according to Robbins and Alvy (2004, p. 23) a healthy
school culture promotes, among other things,
• collaboration over competition
• optimists over naysayers
• continuous improvement over the status quo


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Finally, Bryk and Schneider (2003), after a 10-year study of Chicago school reform, have
concluded that schools with a high degree of ‘relational trust’ are more likely to make the kind of
changes that help raise student (Robbins and Alvy, 2004, p. 38). Therefore, a supported culture
of collegiality, experimentation, and reaching out to the knowledge base, among other norms,
can help to build ‘relational trust’ and improve the likelihood of an instructional leader in
institutionalizing student-centered educational changes that will promote the success of all
students.
Organizational Socialization: The Stages
According to Robbins and Alvy (2004), “The process of learning the organizational
ropes—the roles, values, expected behaviors, and social knowledge of an organization—is
referred to…as “organizational socialization” (Schein, 1974; Louis, 1980)” (p. 44), and involves
three stages or phase: anticipatory socialization, encounter state, and the insider stage” (p. 44).
During the anticipatory socialization phase, a new principal would develop “expectations
about the new role and organization they are going to enter” (Robbins and Alvy, 2004, p. 44).
The encounter state is “when newcomers begin the role and enter the organization” and the
insider state is “when a [new principal is] comfortable with [his or her] role and accepted in the
organization” (p. 44).
Robbins and Alvy (2004) state that “each new principal seeks to become an insider as
soon as possible” and that Duke et al (1984) found that “reaching the insider stage usually takes
a few months and, in some cases, up to a year” (p. 46). And that ultimately, it is important to
“remember that teachers, classified staff, and parents want their principals to succeed” (Robbins
and Alvy, 2004, p. 46).


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According to Robbins and Alvy (2004, p. 46), the following are indicators that a new
principal has reached the insider stage. He or she:
• Understands the values, norms, and routines that make up a school’s culture
• Is accepted by students and the community
• Takes control of one’s schedule
• Knows the names of a good number of students
• Effectively handles daily routines or the big school events
• Has learned how the informal school network operates
• Successfully networks with colleagues at regional, state, or national conferences
• Has gotten to know the veteran principals who are the expert practitioners
Organizational Socialization: Becoming an Insider and Affecting Change
According to Robbins and Alvy (2004), “it is important for new principals to develop a
“strategic sense,” or a personal vision to direct their actions during the first year. At the same
time that a personal vision is being constructed, a newcomer needs to relate to the organizational
vision” (p. 54-55; Hall and Mani, 1992). Therefore, an instructional leader needs to
simultaneously and continuously shape his/her personal leadership vision based on his/her
growing understanding of the organizational culture and vision.
One of the challenges of developing a personal leadership vision is to have a broad
viewpoint of the organizational needs. Robbins and Alvy (2004) state that “the challenge is to
reconsider a viewpoint and attitude that worked when the boundary of responsibilities was
limited” (p. 55). What the authors are saying is that our experience as educators (e.g., science
teacher) cannot overly influence our leadership and result in a narrow perspective. An
educational leadership must develop a broad perspective that encompasses the needs of all of
his/her stakeholders.


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In addition to creating a personal leadership vision based on a broad perspective, Robbins
and Alvy (2004) also emphasize the importance of “coping with the steep learning curve” as a
new educational leader. The authors state that “developing effective strategies to cope with the
situations that bring on this feeling [e.g., doubt] is the important next step” (p. 56). Therefore, it
is important for an educational leader to work towards aligning his/her personal leadership vision
based on a deep understanding of their school culture and organizational vision; however, he/she
must be patient and know that there is a lot to learn.
Robbins and Alvy (2004), continue by saying that “the challenge for new principals is to
take the time to absorb the culture and learn about the values, norms, and routines of the school
before making any significant culture-shaping decisions” and that part of understanding the
school culture is “effectively using the informal school and district network” (e.g., school
secretary). The authors state that “a visionary principal must examine the informal network and
implement changes if students and staff are not meeting important goals” (Robbins and Alvy,
2004, p. 56). Additionally, effective education leaders support their staff in utilizing: data-driven
decision making, action research, critical friends group, crisis management strategies - bullying
prevention and anti-terrorism, family support services, to support the school community, and to
develop and maintain a healthy school culture (Robbins and Alvy, 2004, p. 57).
Robbins and Alvy (2004) recognize that “often new principals accept the job because
they want to make more of a difference for individuals than they could in the classroom. Yet
school policy can lead to complex and troublesome decisions when the needs of an individual
student seem to contrast or conflict with the school policy.” The authors state the “ethical
dilemmas of “right vs. right” can make it very difficult for the principal who wants to help the
individual student and the whole school” (Robbins and Alvy, 2004, p. 58; Kidder & Born, 1998–


7

1999). Therefore, as discussed earlier, educational leaders must be patient and work through
doubts, but remain focused and determined to support both the individual needs of their students
and the school community as a whole. And, that educational leaders should embrace the fact that
new educational leaders “shape the organization as the organization is shaping them” (Robbins
and Alvy, 2004, p. 59; Hart, 1993).
Organizational Socialization: Building Relationships and Affecting Change
According to Robbins and Alvy (2004), “If the first year of the principalship is an
indicator of future success, then it is important for the newcomer to pursue a student-centered
vision right from the start. But if that vision does not include first trying to understand the school
culture, then a degree of organizational instability can occur, making it all but impossible for the
new principal to develop a trusting relationship with the faculty” (p. 59). Therefore, as the
authors also emphasize, it is difficult but also imperative that a new educational leader strikes “a
balance between maintaining stability and serving as a change agent” and that “leading a smooth
transition characterized by stability and meaningful change is indeed challenging” but necessary
and possible (Robbins and Alvy, 2004, p. 59).
As Robbins and Alvy (2004) clearly and accurately state, “Meaningful and quality human
relationships are a key to any successful organization. Until those relationships are established in
a school, day-to-day energy and long-range meaningful goals are difficult to pursue with
passion” (p. 59). And, “a new leader cannot fully communicate the message below on the first
day of school—but must start on the first day” (Robbins and Alvy, 2004, p. 60).
“I am a caring person, and I am here to make sure you are challenged
academically and engaged in meaningful work. I am here, also, to make sure
you behave appropriately, care for classmates and adults, and respect learning
and the school facility.”


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Reflected in the message above, “new principals must make it clear from the outset that
they are firm and resolute with regard to violence, harassment, intimidation, bullying, and
bigotry” (Robbins and Alvy, 2004, p. 60). And, as mentioned previously, the school community
wants a new principal to be successful, but they also want their educational leader to be clear and
concise in their vision for collective success and defense of collective culture and values. In
support of collective culture, values and student success, “principals must convey that they honor
constructive two-way conversation to provide the best education possible for the student”
(Robbins and Alvy, 2004, p. 63).
Another example of how an educational leader can support a student-center approach is
encouraging “teachers and other administrators to make the appropriate arrangements, even
during the school day, to attend activities in which one’s own child appears” (Robbins and Alvy,
2004, p. 63). Efforts like this make it clear that a principal values all students, and leads through
words and action. Below are additional and more specific examples based on “important
leadership themes” of effective educational leadership, how to articulate a student-centered
vision, and how an educational leader can demonstrate that he/she is an “insider” and positioned
to affect change (Robbins and Alvy, 2004, p. 64).
Important leadership themes:
• keeping students at the heart
of organizational actions,
• being a learning leader,
• building quality relationships,
• dedicating oneself to
instructional leadership, and
• orchestrating school–
community partnerships
Articulate a common vision based on:
• agreed-upon learning goals;
• high expectations for all students;
• an emphasis on meaningful, quality, and engaging
student work;
• successful relationships with parents;
• monitoring of student success;
• respect for instructional time;
• leadership throughout the organization;
• collaboration among faculty about teaching and
learning; and
• a safe and orderly school environment


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References
Barth, R. (2002). The culture builder. Educational Leadership, 59 (8), 6–11.
Bryk, A., & Schneider, B. (2003). Trust in school: A core resource for school reform.
Educational Leadership, 60 (6), 40–44.
Duke, D., Isaacson, N., Sagor, R., & Schmuck, R. (1984). Transition to leadership . Portland,
OR: Lewis and Clark College, Educational Administration Program.
Hall, G., & Mani, M. (1992). Entry strategies: Where do I begin? In F. Parkay & G. Hall (Eds.),
Becoming a principal (chap. 2). Boston: Allyn and Bacon.
Hart, A. (1993). Principal succession . Albany: State University of New York Press.
Kidder, R., & Born, P. (1998–1999). Resolving ethical dilemmas in the classroom.
Educational Leadership , 56 (4), 38–41.
Louis, M. (1980). Surprise and sense making: What newcomers experience in entering
unfamiliar organizational settings. Administrative Science Quarterly , 25 , 226–251.
Peterson, K. (1982). Making sense of principals’ work. Australian Administrator, 3 (3), 1–4.
Peterson, K., & Deal, T. (2002). The shaping school culture fieldbook . San Francisco: Jossey-
Bass.
Robbins, P., & Alvy, H. (2004). New Principal's Fieldbook: Strategies for Success. Retrieved
August 26, 2016, from http://www.ascd.org/publications/books/103019/chapters/Vision-
as-the-Compass.aspx
Saphier, J., & King, M. (1985,). Good seeds grow in strong cultures. Educational Leadership, 42
(6), 67–74.
Saphier, J. (1996). The skillful teacher: Building your teaching skills. Acton, MA: Research for
Better Teaching.


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Schein, E. (1974). Organizational socialization and the profession of management. In D. Kolb, I.
Rubin, & J. McIntyre (Eds.), Organizational psychology (pp. 1–26). Englewood Cliffs,
NJ: Prentice-Hall.

Running
Head:
DEFINING
SCHOOL
LEADERSHIP
SKILLS:
KEY
SHIFTS

Module 3: Defining School Leadership Skills
Jeff Shaver
September 11, 2016


2

Defining School Leadership Skills: Key Shifts
Introduction:
"Instructional leadership is a moral responsibility, where leaders are unwaveringly
committed to student success and teacher growth” (Robbins and Alvy, 2004, p. 88). With
respect to teacher growth, Carol Dweck (TED, 2014) would likely agree that it is not only the
responsibility of an educational leader to ensure all teachers “create growth mindset classrooms,”
but that they also ensure their teachers have a growth mindset, with respect to their own
professional practice, rather than a fixed mindset. However, an educational leader must also
have a growth mindset, and know that “their job performance can help a marginal teacher
become skilled or an average teacher become exceptional” (p. 88) and know that he or she “can
affect student success by helping teachers be the best they can be” (Robbins and Alvy, 2004, p.
88). And, therefore, “if we want students to grow [and have a growth mindset] and develop their
skills, then we must want the same for teachers” (Robbins and Alvy, 2004, p. 89).
According to Robbins and Alvy (2004), “effective instructional leadership is a
longstanding component of the effective schools research” (Glickman, Gordon, & Ross-Gordon,
2001), and requires the examination of the “instructional, curriculum, and assessment shifts”
(Robbins & Alvy, 2003) that effective educational leaders need to understand, study, and
“support as instructional leaders” (p. 90). These key “instructional, curriculum, and assessment
shifts” (Robbins and Alvy, 2004; Appendix A) include:


3

Table 1: Key Instructional, Curriculum, and Assessment Shifts (Robbins and Alvy, 2004)
1. Observing quality, meaningful, and
engaging student work (p. 91-93).
Shift Type: I, C
2. Offering quality, meaningful, and
engaging work for all students (p. 93-94).
Shift Type: I, C
3. Formative and summative teacher
supervision focusing on state standards
(p. 94-97).
Shift Type: I, C, A
4. Refocusing the clinical supervision
process (p. 97-102).
Shift Type: I, C, A
5. Data-driven assessment decisions
(p. 102-104).
Shift Type: A
6. State-level and alternative assessments
(p. 104-105).
Shift Type: A
7. Best practices research (p. 105-108).
Shift Type: I, C
8. Differentiated supervision customized for
novice, experienced, and at-risk teachers
(p. 108).
Shift Type: A
9. Continuous teacher growth (p. 109).
Shift Type: I, C, A
10. Collaborative professional development
practices led by teachers (p. 109-110).
Shift Type: L
11. Teacher reflection, self-reflection, and
goal setting (p. 110).
Shift Type: I, C, A
12. Building-level teacher leadership
(p. 111).
Shift Type: L
As you can see from Table 1 above, each of the 12 shifts have been identified with a
“shift type” that can include one or more of the following: Shared Leadership (L), Instruction (I),
Curriculum (C), or Assessment (A). Even though shared leadership isn’t specifically called out
in Robbins and Alvy (2004), it is clear that two of the shifts (10 and 12): 10. Collaborative
professional development practices led by teachers, 12. Building-level teacher leadership; deal
specifically with educational leaders sharing school leadership roles with their teachers.


4

Shift 1. Observing quality, meaningful, and engaging student work
With respect to observing student work, according to Robbins and Alvy (2004),
“Previously, supervisors concentrated primarily on the teacher delivery system” (p. 91). Now,
however, Robbins and Alvy (2004), state that “principals, other supervisors, and teachers
involved in peer observation and lesson study groups are observing the teacher delivery system
and students engaged in meaningful work” (p. 91). Based on my own experience, I would agree
that my supervisors observed and reflected with me on how I facilitated lessons, but also the
work that my students were doing and their understanding of the purpose and objective of their
work. And, according to Schlechty (2001), the following are a few of the qualities or attributes
that likely make schoolwork more engaging for student, and have often been reflected on with
my supervisors:
• Content, substance, and organization of knowledge
• Authentic work and tasks with clear product standards and objectives
• A climate that promotes risk-taking and supports “failure”
• Includes others and the community
• Provides a range of learning opportunities and student choice
Shift 2: Offering quality, meaningful, and engaging work for all students.
According to Robbins and Alvy (2004), the objective of this shift is “success for all as the
goal,” but is “more than a moral imperative; it is a component of the effective schools research—
all students can learn” (Glickman et al., 2001; Robbins and Alvy, 2004, p. 93), which is
reinforced by growth minds of students, teachers, and educational leaders. As a teacher and a
future educational leader, I believe that all students can learn and succeed, therefore, as Robbins
and Alvy (2004) state it, we “can facilitate this ideal by working collaboratively with others and


5

using bold, educationally sound, and innovative strategies to firmly pursue a vision of success for
all students” (p. 94). However, fulfilling this shift will not be easy, and will require a lot of
productive perseverance.
Shift 3: Formative and summative teacher supervision focusing on state standards.
This shift, focuses on using state standards as a focal point for both formative and
summative teacher supervision, which can still be done using a clinical supervision process
model consisting of a: pre-observation conference, observation, reflection, and post-observation
conference (Robbins and Alvin, 2004; Cogan, 1973). And, during the pre-observation
conference the alignment of the lesson, to be observed, to course curriculum and state
standards/benchmarks can be addressed (Robbins and Alvin, 2004, p. 95).
In my teaching experience, at one school in particular, my advisor utilized a clinical
supervision process model, and we discussed how my lessons aligned to our science curriculum
but not state standards. However, I’m guessing that now, since Washington State is utilizing the
Next Generation Science Standards (NGSS), they are discussing the alignment of lessons to
NGSS during their pre-conferences.
Shift 4: Refocusing the clinical supervision process.
According to Robbins and Alvy (2004), “The process, formerly used primarily to observe
the teacher delivery system, is now used to engage teachers in a conversation about quality
student work, standards, data-driven decisions, and assessment strategies” (p. 97). As previously
mentioned, one of my former supervisors effectively utilized the clinical supervision process
with me, and we often examined student work as part of the reflection and post-observation
phase of the process. I plan to incorporate this process with my teachers as a principal.


6

Shift 5: Data-driven assessment decisions.
With respect to data-driven assessment decisions that influence supervision and
evaluation, Robbins and Alvy (2004) state that "In general, a positive aspect of assessing is the
process of disaggregating data and searching for group or individual student trends or patterns to
help teachers pinpoint needs. In theory, if needs are pinpointed, teachers can modify their
practices to meet the needs of individual students or groups of students” (p. 102).
As a teacher, I have lead efforts to utilize data to pinpoint student needs, however, this is
very delicate work that requires patience, thoughtfulness, and collaboration. As an educational
leader, I will plan to work collaboratively with other administrators and teachers to develop and
implement a clear and thoughtful plan for analyzing our student data, and taking appropriate next
steps.
Shift 6: State-level and alternative assessments.
In short, this shift focuses on state-level assessments (usually criterion-referenced, in
contrast to norm-referenced) and alternative assessments, such as: portfolios, performances, and
exhibitions (e.g., senior projects) that “are increasingly valued by educators and the general
public” (Robbins and Alvy, 2004, p. 104-105). At one of my previous schools, students were
required to maintain an online academic portfolio, which fulfilled their requirement of a senior
project and was required to graduate. In addition, students were also required to pass district-
level end of course exams (EOCs) and state-level assessments to qualify for graduation.
Therefore, as you might imagine, not all students and families (or teachers) were a fan of both
state- and district-level assessments, in addition to alternative assessment requirements.


7

Shift 7: Best practices research.
According to Marzano (2003), “Thirty-five years of research provides remarkably clear
guidance as to the steps schools can take to be highly effective in enhancing student
achievement” and, in fact, Marzano, Pickering, and Pollock’s (2001) have identified nine “best
practice” instructional strategies that promise to “significantly affect student achievement”
(Robbins and Alvy, 2004, p. 106). These strategies include: (1) comparing and contrasting, (2)
summarizing and notetaking, (3) giving praise, (4) homework and practice, (5) multiple,
nonlinguistic representations, (6) cooperative learning, (7) setting clear objectives and providing
meaningful feedback, (8) generating and testing hypotheses, and (9) advanced organizers
(Marzano, Pickering, and Pollock’s, 2001).
As a new principal, I will do as Robbins and Alvy (2004) suggest, and “share this
information with the faculty in a supportive manner to demonstrate a commitment to important
research with practical application” (p. 106). Of the strategies listed above, as a teacher I have
really focused on comparing and contrasting, notetaking, homework and practice, cooperative
learning, setting clear objectives and providing meaningful feedback, and generating and testing
hypothesis, but I could still work on providing appropriate and needed praise, using advanced
organizers, and have students use a variety of nonlinguistic representations. As an educational
leader, I won’t evaluate my teachers by going doing this list as a checklist for good teaching, but
rather will help my teachers identify gaps and areas for improvement.
Shift 8: Differentiated supervision customized for novice, experienced, and at-risk teachers.
In my teaching, I have benefits from mentor teachers and peer-coaching at both of my
former school districts. As Robbins and Alvy (2004), my former school districts used “the
strengths of their best teachers to help new or veteran teachers” (p. 108). At the very first district


8

that I taught, I had three mentors: a peer mentor, who helped me hone my growth mindset for
teaching and establish effective classroom management; a science coach, who helped to ensure
that my pedagogical knowledge and practices were in-tune with my colleagues, that I had access
to and was utilizing our curricular materials and science equipment, and supporting me by co-
teaching with me from time-to-time and observing my teaching; and my assistant principal, who
utilized a clinical supervision process (as discussed above) throughout the school year to help me
to improve incrementally, little-by-little.
Shift 9: Continuous teacher growth.
As discussed previously, having a growth mindset (in mind and action) as an educational
leader is essential for promoting a growth mindset in teachers and students (Ted, 2014). As
Robbins and Alvy (2004) put it, continuous teacher growth “in contrast to mastery, is a more
suitable approach for addressing the complexities of teaching, learning, and assessment” (p.
109). There is a lot to know and do in teaching, and it’s hard to keep up with necessary
improvements in instruction, curriculum, assessment, and classroom management. Therefore, it
is really important, as an educational leader, to provide teachers with constructive feedback and
reflection on their practice so that they can focus on areas where improvement is needed. And,
it’s imperative that, as an educational leader, I’m transparent with my staff as to the areas where
I will be focusing on my own improvement.
Shift 10: Collaborative professional development practices led by teachers.
With respect to collaborative teacher-led professional development, Robbins and Alvy
(2004) state that “teachers are initiating and directing practices such as peer-coaching teams,
mentoring, critical friends and lesson study groups, teacher curricular and instructional


9

breakfasts, and action research projects” and that research, according to Newmann & Wehlage
(1995), indicates “supporting a shift toward a collaborative model firmly indicates that when the
faculty functions as an effective learning community, student success is enhanced” (Robbins and
Alvy, 2004, p. 110).
As both a teacher presenter and a teacher that participated in teacher-led professional
development, I found it very useful to teach and learn from my peers. For example, I have
worked with teachers in Kenya to develop water quality curriculum for their students, and to
guide student independent research projects. In terms of the list presented in the paragraph
above, I have: participated in peer-coaching, had a teacher mentor, participated in lesson studies
and an action research project. My action research project was focused on researching,
developing, and implementing more effective was to engage with my students in order to
increase student engagement, motivation, and academic performance. In all honesty, it’s
difficult to try and do everything, but I have benefited greatly by learning with my colleagues.
Shift: 11: Teacher reflection, self-reflection, and goal setting.
With the support of a supervisor, teachers can maintain a reflective journal or portfolio,
which Robbins and Alvy (2004) say “can be an effective vehicle for reflecting on [a teacher’s]
professional practice” (p. 110). A few of the things that may constitute a professional teacher
portfolio include: a multi-week lesson plan, instructional plan for a single lesson, sample
assessments, videotape of a class, sample student work, lesson reflections, family contact log,
participation in school or district-related projects, professional development log, professional
contributions, a list of possible action research activities, pictures of meaningful school events, or
notes from students and families (Danielson, 1996; Robbins and Alvy, 2004).


10

As a teacher, I maintained a professional teaching portfolio of my own, however, it was a
bit more of a scrapbook rather than something that I formally did with my supervisors support.
But, I can see this being a really enjoyable and productive thing to do with teachers and to
encourage teachers to do with their colleagues.
Shift 12: Building-level teacher leadership.
According to Robbins and Alvy (2004), focusing on building-level teacher leadership
involves expanding instructional, curricular, and assessment decisions to teacher leaders or site-
based management (SBM) teams” (p. 111). And, Robbins and Alvy (2004) state that “SBM
teams are often responsible for developing and implementing a school improvement plan (SIP)”
that are “designed to improve how a school functions and operates, with the intent of increasing
and enhancing teaching and learning; often required by state departments of education and local
school districts” (Morrison, 2003; Robbins and Alvy, 2004).
In my experience, at both of the schools where I taught, we had an SBM and SIP. At one
of the schools I was on the SBM team, and at the other school I wasn’t. The focus of the SBM
team that I was a member of was to support our schoolwide project-based learning (PBL)
implementation in all grades and across all subjects. I found it very useful and empowering to
work alongside my colleagues, school leaders, and community members to improve our
students’ success and learning experience.
Conclusion:
According to Robbins and Alvy (2004), “New principals must support these shifts to
succeed as 21st century instructional leaders” (p. 90-91). This chapter has helped me explore
how I, as a future educational leader, can promote student success by examining these


11

important instructional, curriculum, and assessment trends with my teachers.
As an educational leader, I will ensure that staff professional development is
appropriately targeted to support our shared school and district goals and vision by empowering
my teachers to be educational leaders with me and working with them to design and implement
curricula that promotes effective instruction and student learning; align our curriculum and
instruction with assessments; and develop varied formative and summative assessments that
more accurately assess student performance.


12

References
Cogan, M. (1973). Clinical supervision. Boston: Houghton Mifflin.
Glickman, C., Gordon, S., & Ross-Gordon, J. (2001). Supervision and instructional leadership
(5th ed.). Boston: Allyn and Bacon.
Marzano, R. (2003). What works in schools . Alexandria, VA: ASCD.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria,
VA: ASCD.
Morrison, G. (2003). Teaching in America (3rd ed.). Boston: Allyn and Bacon.
Newmann, F., & Wehlage, G. (1995). Successful school restructuring. Madison, WI: University
of Wisconsin.
Robbins, P., & Alvy, H. (2003). The principal’s companion (2nd ed.). Thousand Oaks, CA:
Corwin Press.
Robbins, P., & Alvy, H. B. (2004). The new principal's fieldbook: Strategies for success.
Alexandria, VA: Association for Supervision and Curriculum Development.
Schlechty, P. (2001). Shaking up the schoolhouse: How to support and sustain educational
innovation. San Francisco: Jossey-Bass.
[TED]. (2014, November). Carol Dweck: The power of believing that you can improve. [Video
File]. Retrieved September 11, 2016, from https://www.ted.com/talks/carol_dweck_the_
power_of_believing_that_you_can_improve?language=en


13

Appendix
A.

Shifts
(Robbins & Avery, 2004)
Type of Shift
Shared
Leadership
(L)
Instructional
(I)
Curriculum
(C)
Assessment
(A)
1. Observing quality, meaningful,
and engaging student work (p.
91-93).
✔ ✔
2. Offering quality, meaningful, and
engaging work for all students (p.
93-94).
✔ ✔
3. Formative and summative teacher
supervision focusing on state
standards (p. 94-97).
✔ ✔ ✔
4. Refocusing the clinical
supervision process (97-102).
✔ ✔ ✔
5. Data-driven assessment decisions
(p. 102-104).
✔
6. State-level and alternative
assessments (p. 104-105).
✔
7. Best practices research (p. 105-
108).
✔ ✔
8. Differentiated supervision
customized for novice,
experienced, and at-risk teachers
(p. 108).
✔
9. Continuous teacher growth (p.
109).
✔ ✔ ✔
10. Collaborative professional
development practices led by
teachers (p. 109-110).
✔
11. Teacher reflection, self-
reflection, and goal setting (p.
110).
✔ ✔ ✔
12. Building-level teacher leadership
(p. 111).
✔

Running
Head:
MANAGING
HUMAN
AND
MATERIAL
RESOURCES
EFFECTIVELY

Module 4: S.W.O.T. Analysis – Managing Human and Material Resources Effectively
Jeff Shaver
September 13, 2016

Module 4: Managing Human and Material Resources Effectively

2

S.W.O.T. Analysis – Managing Human and Material Resources Effectively
According to Morrison (2009), “A SWOT Analysis for schools is a tool that can provide
prompts to…staff involved in the analysis of what is effective and less effective in [a] schools
systems and procedures.” In the SWOT Analysis template below (see Figure 1), the factors
(e.g., people, resources) for evaluating the internal strengths and weaknesses of the school have
been added, and elements within the PRIMO-F Model (Morrison, 2009). Additionally, in the
SWOT Analysis template, the factors (e.g., political, economic) for evaluating the external
opportunities and threats for a school are included, and elements within a PESTLE analysis
(Morrison, 2009).

Figure
1.
A
modified
SWOT
Analysis
template
that
includes
internal
and
external
factors
from
the
Primo-‐F
Model
and

PESTLE
analysis,
respectively
(Morrison,
2009).


3

In The Principal’s Fieldbook (Robbins and Alvy, 2004, p. 144-182), the authors present
the key areas of focus (e.g., Protecting Quality Classroom Time; see Table 1, Areas of Focus)
for a principal to ensure that the human and material resources of the school are managed to
promote a thriving school and ultimately success for all students.
Table 1. A pre-SWOT analysis template for identifying and analyzing areas of focus.
Areas of Focus
Internal
Factor
Strength or
Weakness?
External
Factor
Opportunity
or Threat?
Protecting Quality Classroom Time (p. 145-146) Operations
Instructional Leadership (p. 146-148) Operations
Management (p. 148-149) Operations
Students (p. 149-150) People
Personnel (p. 150) People
Parents (p. 150-151) People
Broader Community Stakeholders (p. 151) Social
Principal Time Management (p. 151-157) Operations
Desegregation (p. 161) Operations Legal
Gender Equity (p. 162) Operations Legal
Serving Students with Disabilities (p. 162-163)
Operations
People
Legal
Serving Students with Limited English Proficiency
(p. 163- 164)
Operations
People
Legal
Safety, Negligence, and Child Abuse Issues (p.
164-165)
Operations Legal
Free Speech and Censorship (p. 165) Operations Legal
Student Discipline: Due Process and Search and
Seizure Laws (p. 166-167)
Operations Legal
Intimidation, harassment, and bullying (p. 167-168) Operations Legal
Legal Issues After September 11th
(e.g., cell phones
policies, prayer, terrorism, tolerance)
Operations Legal
Working with Unions (p. 169-172)
People
Operations
The School Budget (p. 172-175) Finance Political
Maintaining a Facility that Accentuates Pride (175-
176)
People
Operations
Social
Air Quality in School (p. 176-177) Operations
Environ-
ment
Table 1 can serve as a template to list all areas of focus to be analyzes for a school’s
management strengths or weaknesses (internal factors) and opportunities or threats (external
factors). However, with respect to our current list of focus areas, a school may determine, based


4

on their own analysis, that they are not adequately serving students with disabilities. Therefore,
they would identify the focus area of “Serving Students with Disabilities” as an internal
weakness. Additionally, not serving students with disabilities could likely be an external threat,
because it poses a potentially major legal issue. Note, in addition to the areas of focus identified
in Robbins and Alvy (2004), you can fill-in the template with additional areas of focus. Once the
pre-SWOT analysis template (Table 1) has been completed, then the areas of focus can be
placed in the SWOT analysis template (Figure 1), see example below, for further analysis.


5

References
Morrison, M. (2009). PESTLE Analysis for Schools or Education. Retrieved September 13,
2016, from https://rapidbi.com/pestle-analysis-for-schools-and-education/

Running
Head:
CAMPUS
AND
CENTRAL
OFFICE
COLLABORATION

Module 5: Campus and Central Office Collaboration
Jeff Shaver
September 21, 2016


2

Campus and Central Office Collaboration
According the Robbins and Alvy (2004), there are several reasons that principals might
not take advantage of central office personnel and material resources, which include:
• Thinking that it’s a sign of weakness to ask for help
• Perceiving the central office as an overwhelming bureaucracy
• Competition between the central office and school
• Trying to succeed without the help of central office (p. 229-230)
With respect to principals trying to succeed on their own, Schlechty (2001) advises
principals to “learn to see yourself as a member of the district-level team as well as the head of
your own team at the building level” and to “recognize that your school is…part of a larger
system.” Additionally, Schlechty (2001) states that “other schools and other principals are not –
or should not be – your competition” and “principals will be more effective when they learn to
use the district and the community, just as district level officials will be more effective once they
learn to be more responsive to the needs of principals.”
With the support of the superintendent, Deal and Peterson (1994) suggest that “principals
should realize that the central office folks could get them out of a lot of jams” and help with
“curriculum, personnel and budgetary issues.” And, Grove (2002) states, “Vitally important,
central office staff members provide the support and consistency necessary for a high-quality
instructional program” and that: (1) “all staff want to be part of the school success story” and (2)
“central office wants to assist and celebrate student success.”
Therefore, a superintendent should take steps to ensure that the principals see the value in
working with central office personnel, and that central office personnel are providing the
necessary supports and services to principals that ensure high-quality instructional programs, a


3

positive and productive district culture, and most importantly success for all students (see Figure
1). For example, as Robbins and Alvy (2004) state, principals should be supported in identifying
“which central office contacts are critical” and a superintendent should put in place “a formal
mentoring program” for new principals. Additionally, a superintendent can encourage
“professional development activities [e.g., book club] in which the central office personnel
interact with the principals and vice principals” in order to “create a bond among school leaders”
(Robbins and Alvy, 2004, p. 232).

Figure
1.
A
variety
of
central
office
services
that
promote
high-‐quality
instructional
programs,
a
positive
and
productive

district
culture,
and
student
success.

Based
on
information
presented
in
Robbins
and
Alvy
(2004,
p.
231)
and
Grove

(2002).
As mentioned previously, central office staff want to celebrate in student successes
(Grove, 2002), but do not often have the opportunity to do so. Therefore, according to Robbins
and Alvy (2004), a superintendent can encourage principals to:
• Invite central office personnel to the schools for assemblies and special programs or
to visit classes


4

• Keep central office personnel informed about activities with a formal calendar of
events
• Stop by the central office on occasion to interact with central office colleagues
• Have the central office display student work from the schools, which could be
facilitated by assigning different parts of the central office to specific schools
• Participate in a central office mentoring program or take a systematic tour of the
central office facility that includes a detailed review of individual central office
personnel responsibilities
• Keep central office administrators informed about any potential problems (p. 233-
234)
Though I do not currently work in a school district, I can speak to an experience of
effective and ineffective interactions between central office personnel and school leaders around
the implementation of a new program. As a Career and Technical Education (CTE) science
teacher in a very large school district in Washington State, my CTE Director and staff specialist
supported me through some of the recommendations presented earlier, including their: (1)
development and review of our biomedical sciences program of study, (2) observations of me as
a teacher and community engager, (3) support of me attending conferences and participating in
teacher professional development, (4) assistance in analyzing student achievement data from our
program, (5) management of grants to fund our biomedical science program, and completion of
necessary reports, (6) organizing of community activities and program committee meetings
associated with our biomedical science program, and (7) support of biomedical sciences program
informational sessions for students and parents. Additionally, I ensured that my central office
CTE colleagues celebrated in the success of our students by visiting the central office often with
students, inviting our students to present at school board meetings in support of their CTE
programs, and keeping the central office up-to-date on school activities and community events.


5

However, not everything went smoothly with the implementation of our biomedical
science program. From the beginning there was definitely tension and a sense of competition
between my school leaders and the central office CTE staff. Additionally, there was ineffective
communication and collaboration around the budgeting and ordering of essential equipment for
our biomedical science program. For example, in our first year of implementation I did not have
any of the necessary biomedical sciences equipment until mid-year, and I was required to work
with a community organization to acquire loaned equipment for my hands-on biomedical
sciences labs. Also, none of my biomedical sciences classes were to have more than 25 students
enrolled; however, due to scheduling conflicts and other unforeseen challenges, I had two classes
of nearly 50 students. All in all, the superintendent was aware of all the positives and challenges
that we were facing in the implementation of our new biomedical sciences program, but seemed
hesitant to intervene due to personnel conflicts and potentially other factors.
In my opinion, it would have been helpful if our superintendent had intervened and
worked to help create a more collaborative and non-competitive culture around our CTE
biomedical sciences program. Additionally, it would have been productive to have us all
celebrate together in our students’ successes within our program, but often these celebrations
were fragmented and not inclusive of all stakeholders. In hindsight, there might have been more
that I could have done as the teacher to facilitate a more positive relationship between my school
leaders and CTE colleagues; however, I have often found it very difficult for teachers to be the
buffers. As a school- or district-level administrator I will try and be attentive to similar
situations that I have just described, and work to ensure that central office and school personnel
are continually improving in their abilities to collaborate and deliver high-quality instructional
programs that promote student success, within a positive and productive district culture.


6

References
Deal, T., & Peterson, K. (1994). The leadership paradox. San Francisco: Jossey-Bass.
Grove, K. (2002, May). The invisible role of the central office. Educational Leadership, 59 (8),
45–47.
Schlechty, P. (2001). Shaking up the schoolhouse: How to support and sustain educational
innovation. San Francisco: Jossey-Bass.

Running
Head:
PARENTS
AND
THE
GREATER
COMMUNITY

Module 6: Parents and the Greater Community
Jeff Shaver
September 30, 2016


2

Parents and the Greater Community
Considering All Stakeholders - Interacting with Community-Based Organizations
According to Robbins and Alvy (2004), “Community-based organizations (CBOs)
include community organizations and clubs; professional associations; and local, state, and
federal agencies,” and “these organizations, devoted to social service assistance, can help
shoulder the social work role” of a school (see Table 1). In Table 1, the most frequently used
school-linked services are correlated with some specific community-based support efforts
(Morrison, 2003; Robbins and Alvy, 2004).
School-linked Services Community-based Support Efforts
1. Education (including Job
training and Community
engagement)
• 4-H Youth Development, and Boy and Girl Scouts
• Community Colleges and Teachers’ union
• Zoos, libraries, museums and art organizations
• Newspapers, television networks, and radio stations
• Youth sports organizations
2. Health and Emergency • Fire, police, and emergency service personnel
• Hospitals and health clinics, including dental care
3. Child Welfare and Family
welfare (including
Housing, Substance
abuse, Psychological,
Teen pregnancy, and
Juvenile probation
services)
• Alcoholics Anonymous
• Child care
• Clothing and Food banks
• Disability resource centers
• Habitat for Humanity
• Neighborhood and Religious organizations
• Salvation Army Family Emergency Centers
• Sexual assault crisis lines
• Temporary shelters
• YWCA therapeutic child development programs


3

As Robbins and Alvy (2004) explain, “Many of the CBOs, businesses, and industrial
organizations partner with school-career education programs often referred to as school-to-work
(STW) programs” that “link classrooms with authentic work environments.” In my experience,
the schools that I taught at did a great job of working with social services and community-
focused organizations, but could have done a better job of working with job training, workforce,
and industry-focused organizations. Also, I do not recall either of the schools I taught at making
any specific effort to celebrate the role of fire, police, medical, and other emergency service
personnel in your community. However, in Seattle, where I taught a biomedical sciences course,
the students did explore various professions throughout the course that related to specific topics
the students were studying. And, therefore, in some cases students interviewed local
professionals or invited them to speak to our class or school.
With respect to workforce and industry-focused training for students, in Seattle our
school worked very closely with the YWCA to provide in-class and after-school support and
training for our students, however, our school struggled to establish a working relationship with
the Fred Hutch Cancer Research Center, which was offering an 8-week summer intensive, paid
opportunity for 16 of our high-achieving, high poverty students in authentic science research
projects. Ultimately, our failure was in reaching an agreement on which students should qualify
for the program. Therefore, our school lacked a shared vision with the Fred Hutch, and
ultimately with other organizations interested in providing our students with intensive, rigorous,
and authentic STEM experiences and training. Of course, this was very frustrating and
disappointing to me. However, I’m hoping to learn from my teaching experiences, and apply my
experiences and continuous learning to be the most effective educational leader possible.


4

For example, some of the activities for “bringing families and the business community to
school” proposed by Robbins and Alvy (2004) that are of particular interest to me as a future
school leader, are:
• Holding Open House for families, businesses, fire, police and emergency workers,
CBOs, and the media to celebrate in community, school, and student successes.
• Inviting community businesses, senior citizens, and parents to math, science, and
technology exhibitions.
• Reaching out to the community to create career and expertise database resources for
career days, class presentations and projects, and STW programs.
• Conducting “Saturday Morning Parent Institutes” (e.g., how to support student
learning at home; college admissions process; personalized learning; exploring
educational and career pathways; and math, science, reading and writing support).
• Inviting the community to view a display of projects made by students during
service, STW activities, or in-school project-based learning (PBL) projects.
With respect to working with CBOs, it is important for school leaders to facilitate,
manage, and at times lead meaningful collaborations and partnerships with CBOs. Therefore, it
might be best for a school community to have a CBO task force (i.e., committee) or site-based
management (SBM) team that include school staff and other stakeholders within the community.
And, the responsibility of this task force or SBM team is to ensure that all CBO collaborations
and partnerships support the shared vision of the school community. Note, Epstein (2002) warns
that new school leaders “need to view their role on these committees as that of facilitators,
welcoming parents and other stakeholders into the picture to help with programs, policy,
budgetary, and instructional decisions.”


5

Ultimately, working with CBOs should involve: connecting mutual goals for student
success, integrate school and community resources to accomplish these goals, and facilitate
parent involvement. Because, as Wherry (2010) reports, research finds that “the best predictors
of student achievement” include:
• “Parents high expectations for achievement and future careers” (e.g., their child’s
involvement with CBOs), and
• “Parents being involved in a child’s education.
Also, according to Epstein (2002), successful parent involvement can be done in six
different ways, including shared support in: (1) Parenting, (2) Communication, (3) Volunteering,
(4) Learning at Home, (5) Decision Making, and (6) Collaborating with the Community.
Successful Parent Involvement
At both of the schools where I taught in the greater Seattle area, we engaged with parents
and families during: (1) open houses, (2) parent-teacher conferences, and (3) parent days (i.e.,
there were various days throughout the year when parents could join their son or daughter at
school to observe their classes or to meet with administrators and teachers), where high
expectations for student achievement, and future educational and career pursuits were shared.
Additionally, I engaged with parents and family during sporting events and other extracurricular
activities, science fairs, and project planning meetings.
For example, at one of my former schools, each year I supported 25-30 students in STEM
projects for a regional biosciences-focused regional competition, called Student BioExpo. These
projects required students to work with professional mentors (e.g., research scientists, medical
professionals) to support them in their research and project development. Therefore, each year I
invited all the students, mentors, and families to evening sessions that introduced everyone to the


6

purpose of the projects, project requirements, and allowed parents to meet and engage with the
professional mentors who would be working with their son or daughter. And, in some cases, the
parents had expertise that could contribute to their child’s project or other students’ projects.
Therefore, I made the point of including parents in the education of their child both inside and
outside the classroom.
In my experience, I have also successfully engaged with parents by phone (rarely email).
But, by far, the most meaningful parent engagement is in-person, however, it is not always
possible to meet with every parent in-person at the school. Therefore, in the future, I will try and
do a better job as an educational leader to go out into the community to meet and engage with
parents and families. However, on several occasions, I invited students (with their parents in
attendance) to speak on behalf of our school programs (e.g., CTE biomedical sciences program)
at school board meetings. Though speaking in front of the school board was nervous for both my
students and I, I think that it was a great experience for us all.
Steps to Legal Compliance – School Board Meetings (Open Meetings Act of Texas)
With respect to school board meetings, according to the Open Meetings Handbook
(Abbott, 2014, p. 24-38), the school board shall “give written notice of the date, hour, place, and
subject of each meeting” (p. 24). See the following four ‘steps’ for a school board to be in
compliance, with respect to school board meetings:
(1) Notice: The notice of a school board meeting “must be posted in a place readily
accessible to the general public at all times for at least 72 hours before the scheduled time of the
meeting” (p. 27-28), and a “school district shall post notice of each meeting on a bulletin board
at a place convenient to the public in the central administrative office of the district” (p. 30).
Additionally, with respect to special notice to the news media (p. 30-31):


7

“(a) A school district shall provide special notice of each meeting to any news media
that has: (1) requested special notice; and (2) agreed to reimburse the district for
the cost of providing the special notice.
(b) Notice shall be by telephone, facsimile transmission, or electronic mail.”
(2) Convening: A school board meeting “may not be convened unless a quorum…is
present in the meeting room.” And, the meeting must be “held in a location accessible to the
public” and be “physically accessible to individuals with disabilities” (p. 36).
(3) Open Meeting: A school board meeting that is “open to the public” is “one that the
public is permitted to attend,” however, this “does not entitle the public to choose the items to be
discussed or to speak about items on the agenda” (p. 36). But, the school board may “give
members of the public an opportunity to speak” at the school board meeting. Additionally, if the
school board does so, “it may set reasonable limits on the number, frequency and length of
presentations before it, but it may not unfairly discriminate among speakers for or against a
particular point of view” (p. 36). And, members of the public or school board may “raise a
subject that has not been included in the notice for the meeting, but any discussion of the subject
must be limited to a proposal to place the subject on the agenda for a future meeting” (p. 37).
(4) Board Decisions: A school board’s “final action, decision or vote on any matter
within its jurisdiction may be made only in an open session held in compliance with the notice
requirements” (p. 38). And, the school board “may not vote in an open session by secret written
ballot” or “take action by written agreement without a meeting” (p. 38).


8

References
Abbott, G. (2014). Open Meetings Act Handbook. Retrieved September 27, 2016, from
https://www.texasattorneygeneral.gov/files/og/openmeeting_hb.pdf
Epstein, J. (2002). Six types of parent involvement, in Leading learning communities: Standards
for what principals should know and be able to do (p. 73). Alexandria, VA: NAESP.
Wherry, J. (2010). Parent Involvement: Nine Truths You Must Know Now. Retrieved September
27, 2016, from http://www.esc16.net/users/0020/docs/NineTruths.pdf

Running Head: WORKING WITH THE MEDIA
Module 7: Working with the Media
Jeff Shaver
October 8, 2016


2

Working with the Media
Five keywords or phrases associated with the importance of an educational leader
establishing a positive working and professional relationship with the media are: (I) alliance, (II)
focus, (III) proactive leadership, (IV) news releases, and (V) crisis management.
(I) Alliance
Three things that are important to an educational leader creating a collaborative,
professional alliance and partnership with the news media, include:
• inviting the news media to “special events on a routine basis”
• keeping the news media “informed about new [school or district] programs”
• respectfully communicating with the media when dissatisfied with a story (Robbins and
Alvy, 2004, p. 260).
(II) Focus
In order to protect the interests of your school community, while remaining honest with
the news media, four pieces of information are important to keep in mind, which include the
educational leader focusing his/her discussions with the media on “[1] the school mission, [2]
teaching and [3] learning, and [4] student safety” (Robbins and Alvy, 2004, p. 257).
(III) Proactive Leadership
One interesting and important thing that I learned about being a proactive leader is
assessing the news coverage of the school or district by conducting “a newspaper, television, and
radio audit to discern positive and negative coverage, coverage accuracy, and capability to get a


3

story out,” so that the educational leader can seize opportunities to “showcase student work and
performance” (Robbins and Alvy, 2004, p. 259).
(IV) News Releases
In addition to insuring that the information contained within a news release is accurate,
jargon-free, no longer than a page, and well structured (i.e., addresses the who – what – when –
where – why with most important information in the first paragraph, use “END” or “more” at the
bottom of the page, and providing a date line, release date, contact person, and release date), one
interesting and important that that I learned about new releases is that “if only a cameraperson
shows for a story, make sure that he or she gets a copy of your news release” (Robbins and Alvy,
2004, p. 262).
(V) Crisis Management
Robbins and Avery (2004, p. 264-265) provide lots of great information about how an
educational leader should engage with the media during a crisis (e.g., identifying and
maintaining a media staging area, not saying “no comment” or speculating, obtaining consent
from staff members before agreeing to allow the media to interview them, and not letting
students under the age of 18 be interviewed without parental consent); however, one remaining
question that I have is how to handle a situation when a member of my school has engaged with
the media in a non-productive way that is not in the best interests of our school community.


4

References

Running
Head:
PRINCIPAL
CERTIFICATION
PORTFOLIO
–
ANGELO
STATE
UNIVERSITY

EDG 6341 - Role of the Principal
Jeff Shaver
August – October 2016

Running
Head:
EDUCATIONAL
LEADERSHIP
COMPETENCY
CONNECTIONS

Module 1: Educational Leadership Competency Connections
Jeff Shaver
August 25, 2016


2

Educational Leadership Competency Connections
Standard 1.0:
“Facilitating the articulation, formulation, and dissemination of a school or district vision of
learning supported by the school community” (Educational Leadership Constituent Council,
2002, p. 4).
Reflective paragraph:
Educational leaders must be able to articulate the vision of their schools to all stakeholders,
involve various stakeholders in reformulating the vision if and when needed, and to hold all
stakeholders accountable to the shared vision. In my experience, being involved in the
examination and reformulating of the school vision has been extremely helpful to me in creating
a better sense of community and collective accountability.
Connection to theory of educational research:
According to Amanchukwu, Stanley, and Ololube (2015), most theories of leadership “can be
classified as one of Charry’s eight major type”. These include: (1) “Great Man” Theory, (2)
Trait Theory, (3) Contingency Theories, (4) Situational Theory, (5) Behavioral Theory, (6)
Participative Theory, (7) Transaction/Management Theory, and (8) Relationship/
Transformational Theory (Amanchukwu, Stanley & Ololube, 2015, p. 8; Charry, 2012). Based
on my understanding of these theories, I think that Standard 1.0 is reflected in the
Relationship/Transformational Theory because “relationship or transformational leaders
motivate and inspire people by helping group members see the importance of the task [school or
district vision]” (Amanchukwu, Stanley & Ololube, 2015, p. 9).


3

Standard 2.0:
“Promoting and maintaining a positive school culture for learning, by promoting effective
instructional programs, by applying best practices to student learning, and by designing and
implementing comprehensive professional growth plans for staff” (Educational Leadership
Constituent Council, 2002, p. 4).
In my opinion, Standard 2.0 is one of the most important standards because it expects
educational leaders to honor the diversity and needs of all staff and students in order to promote
a positive school culture and learning community, and ensure that instructional programs utilize
curricular materials, pedagogy, and technology that results in student success for all students. In
my experience, doing this well involves a lot of shared expertise, communication and
collaboration, teamwork, and determination. I am a proponent of inclusive classrooms, which I
think gets at the heart of Standard 2.0.
Standard 2.0, particularly the implementation of comprehensive professional growth plans for
staff, seems to be reflected by the Participative Theory, where “participative leaders encourage
participation and contribution from group members and help group members to feel relevant and
committed to the decision-making process” (Amanchukwu, Stanley & Ololube, 2015, p. 9).
Thus, a participative leader would likely involve staff in developing and implementing his/her
own personal comprehensive professional growth plan, and evaluating and reflection on his/her
progress.


4

Standard 3.0:
“Managing the organization, operations, and resources in a way that promotes a safe, efficient,
and effective learning environment” (Educational Leadership Constituent Council, 2002, p. 5).
Standard 3.0 really emphasizes that effective educational leaders must manage tools and
resources to optimize learning and student success by involving all staff in setting and
implementing normative instructional practices to which all are held accountable. An example
of this from my teaching experience is that as a school we implemented project-based learning
(PBL) to support student success for all students in all subjects. Our principal, therefore, had to
ensure that all staff members were provided position-appropriate professional development in
PBL. Our principal, among other things, had to also work thoughtfully and respectfully with
resistant faculty, set appropriate and realistic benchmarks and timelines for PBL implementation,
and evaluate and reflect on our progress and success based on student outcomes.
Since Standard 3.0 seems to involve a combination of managerial and leadership roles, which
require different decision-making process (e.g., autocratic, collaborative or democratic) for any
given circumstance or situation, this standard seems to be reflected in Situational Theory
(Amanchukwu, Stanley & Ololube, 2015, p. 8). According to Amanchukwu, Stanley, and
Ololube (2015), situational theory “proposes that leaders choose the best course of action based
upon situational conditions or circumstances” and “different styles of leadership may be more
appropriate for different types of decision-making” (Amanchukwu, Stanley & Ololube, 2015, p.
8).


5

Standard 4.0:
“Collaborating with families and other community members, responding to diverse community
interests and needs, and mobilizing community resources” (Educational Leadership Constituent
Council, 2002, p. 5).
Standard 4.0 emphasizes that effective educational leaders are willing and able to respectfully
engage and collaborate with all members of the school community. For example, at one of my
previous schools many of our students were first-generation Americans from Eastern Africa and
Muslim. The challenge that faculty faced is that some of our Muslim students stated that at
particular times during the school year and at certain times of day they needed to be free to leave
class to pray, and faculty were concerned that these students were missing valuable class time
but did not want to limit the students’ religious freedoms. In order to address faculty concerns,
our principal consulted with the local East African Community Organization and Muslim parents
to come up with a suitable and respectful resolution. Ultimately, we learned that students didn’t
need to miss class to pray, but the process resulted in a stronger community.
Due to variety of stakeholders that are identified in Standard 4.0, it seems fitting that a
combination of leadership theories should be considered. These theories might include
contingency, situational, behavioral, and relationship/transformational theories. However, if we
specifically consider the role of effective educational leaders in collaborating with families and
the community, Standard 4.0 seems to be reflected in behavioral theory, which is “based on the
belief that great leaders are made, not born” and “focuses on the actions of leaders not on
intellectual qualities or internal states” (Amanchukwu, Stanley & Ololube, 2015, p. 8). In my


6

opinion, families and the community want leaders that they have confidence in, but also want
leaders that make the effort to connect with them and are visibly involved in both the school
community and the community at large.
Standard 5.0:
“Demonstrating a respect for the rights of others and by acting responsibly” (Educational
Leadership Constituent Council, 2002, p. 6).
Standard 5.0 really emphasizes the importance of an effective educational leader being a role
model, and leading by example. There are lots of ways that I have experienced educational
leaders doing this, but I think that one of the simplest and most effective ways for educational
leaders to exemplify Standard 5.0 is to support students and staff both inside and outside of the
school (e.g., attend extracurricular activities and community events, and be involved with
charities and participate in community service).
Standard 5.0 is reflected in relationship/transformational theory, because “in these theories,
leadership is the process by which a person engages with others and is able to “create a
connection” that results in increased motivational morality in both followers and leaders”
(Amanchukwu, Stanley & Ololube, 2015, p. 8). In other words, a leader must do what is right,
fair, and equitable to support student success for all and lead his/her staff in doing the same.


7

Standard 6.0:
“Articulating, analyzing and describing, and communicating the larger political, social,
economic, legal, and cultural context and advocating for all students” (Educational Leadership
Constituent Council, 2002, p. 6).
Standard 6.0 appears to be one of the most difficult standards, because what seems right might
not always be what is reflected by politics, laws, or cultural and community norms. But, it
suggests that the keys are to provide clarity, knowledge and transparency, with the emphasis and
focus being on equity and access for all students. For example, at one of my previous schools we
had to adopt new teacher evaluation standards that required all teachers to report and reflect on
student outcomes based on designated student demographics (e.g., race/ethnicity, gender), and to
propose solutions for addressing any gaps. Our data revealed that certain demographics of
students were underperforming in multiple subject areas, so we collaborated as a school on how
we could collectively address this issue, in partnership with families, to work towards ensuring
that all students are served and to fulfill our moral, ethical, and legal obligations.
In my opinion, transactional/management theory in isolation does not seem to reflect the best
approach to educational leadership; however, these theories do reflect the reality that schools and
districts are accountable and measured in their ability to promote and improve student success.
According to Amanchukwu, Stanley, and Ololube (2015), these theories “base leadership on a
system of rewards and punishment” and it’s the “leader’s job to create structures that make it
abundantly clear what is expected of followers and the consequences (rewards and
punishments)” (Amanchukwu, Stanley & Ololube, 2015, p. 8; Charry, 2012).


8

References
Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A Review of Leadership Theories,
Principles and Styles and Their Relevance to Educational Management. Management,
5(1), 6-14. doi:10.5923/j.mm.20150501.02
Charry, K. (2012). Leadership Theories – 8 Major Leadership Theories. Retrieved August 23,
2016 from https://www.verywell.com/leadership-theories-2795323
Educational Leadership Constituent Council (2002). Standards for Educational Leaders.
Retrieved August 23, 2016 from http://soe.unc.edu/academics/requirements/
standards/NCDPI-ELCC_ Educational_Leaders_Standards.pdf

Running
Head:
PRINCIPAL
INTERVIEW
–
COMMUNICATING
YOUR
VISION

Module 2: Principal Interview – Communicating Your Vision
Jeff Shaver
September 2, 2016


2

Principal Interview – Communicating Your Vision
Collaborating with an Administrator to Determine Effective Communication Strategies
Disseminating administrative policies to stakeholders
According to the Educational Leadership Constituent Council (2002), a vital competency
(Standard 1) for effective educational leaders is to facilitate the “articulation, formulation, and
dissemination of a school or district vision of learning supported by the school community” (p.
4). In order to gain the perspective of an administrator in the field, on how to effectively
communicate the school or district vision to stakeholders, I interviewed Trevor Greene, the
former principal at Toppenish High School (Toppenish, WA) and current Instructional
Leadership Executive Director (ILED) in Highline Public Schools (Burien, WA).
As one of Highline’s ILEDs, Trevor supports and supervises secondary principals
throughout the district. Trevor is a great leader and mentor to many, including me, and has more
accomplishments then I can possibly list. However, I have shared a few of his accomplishments
here:
• Named the Washington State High School Principal of the Year for 2012 and
National High School Principal of the Year for 2013 by the National Association
of Secondary School Principals (NASSP).
• Taught middle school and high school levels and served as principal and later as
instructional leader at Toppenish High School.
• While principal at Toppenish High School,
§ increased the graduation rate to 94%
§ implemented nationally certified engineering and biomedical programs


3

§ school recognized as a 2012 STEM Lighthouse School by the Office of
Superintendent of Public Instruction
I hope you can see, from his many accomplishments, why I chose to interview Trevor on
how he has communicated his vision both at Toppenish High School and within Highline Public
Schools.
Now, getting down to business, one of the indicators (i.e., Indicator 4) of Standard 1
(Educational Leadership Constituent Council, 2002) states that educational leaders must be able
to “disseminate administrative polices and practices by communicating effectively with all
stakeholders concerning implementation and realization of the vision” (p. 4). Based on his time
as the principal at Toppenish High School, T. Greene stated that “They [administrative policies]
were presented to the board, and then during another meeting on a different month, they were
finalized. There was no intentionality of distributing policy information other than what occurred
at the monthly board meeting” (personal communication, September 1, 2016; Appendix A).
T. Greene also stated, based on his current position as Instructional Leadership Executive
Director for Highline Public Schools, that “policies are communicated through the actual board
meetings, board minutes, and are accessible on our website. There is always an initial reading,
followed by time in between for community members to organize and/or prepare responses.
They are then finalized at a later board meeting” (personal communication, September 1, 2016;
Appendix B). Therefore, in Trevor’s experiences, the dissemination of policy information was
primarily done via board meeting proceedings and minutes.


4

Formulating initiatives to motivate your school community – Toppenish High School
Another indicator (i.e., Indicator 3) of Standard 1 (Educational Leadership Constituent
Council, 2002) states that educational leaders must be able to “formulate the initiatives necessary
to motivate staff, parents, students, board and community members to achieve the school or
district’s vision by involving all stakeholders in collaborative discussions.” (p. 4). While
principal at Toppenish High School, T. Greene stated that “initiatives were formed either at the
district level or started in the grassroots level in buildings” but that “when things happen at the
schools, then the parents and community are more actively involved” (personal communication,
September 1, 2016; Appendix A). Therefore, in order to get more involvement in district level
initiatives, it is important “to be very intentional when starting new initiatives or programs” (T.
Greene, personal communication, September 1, 2016; Appendix A).
T. Greene further explained that being more intentional meant that “the topic is
researched, data is gathered, and community/teacher groups come together to analyze and
discuss the process back to rollout/adoption” and that “facilitation was always handled by
administrators in the district” (personal communication, September 1, 2016; Appendix A).
Finally, according to Trevor, “The involvement of multiple stakeholders, and the process
of conversing about topics naturally motivates participants to want to learn more and contribute
more to the system. One important thing to remember, is the need to always keep your
community engaged. This requires intentional share-outs on progress and active media
manipulation” (T. Greene, personal communication, September 1, 2016; Appendix A).
Therefore, according to Trevor, initiatives at the school or district level require a different focus
and intentionality, and that the involvement of stakeholders in meaningful discourse can be
motivating and increase everyone’s engagement and contributions.


5

Formulating initiatives to motivate your school community – Highline Public Schools
With respect to his current role in Highline Public Schools, Trevor explained that his
district “is currently at the end of the three-year strategic plan” and that “the original
organization/approval of the plan was an endeavor that included the entire community” (T.
Greene, personal communication, September 1, 2016; Appendix B). He goes on to explain that
the “strategic plan is shared with every new employee during the orientation process” and “is
also published on the website and updated with achieved benchmarks yearly” (T. Greene,
personal communication, September 1, 2016; Appendix B). Additionally, he said that “an actual
hard copy of their strategic plan and completed goals, or progress toward, is distributed to all
families in the district” (T. Greene, personal communication, September 1, 2016; Appendix B).
Additionally, Trevor explains that Highline Public Schools has “bold goals” and that
“they range from mastery at grade 3 to a goal of zero suspensions, and…every student bilingual
by 2026” (T. Greene, personal communication, September 1, 2016; Appendix B). In sharing
this, he emphasized that “all of these [bold goals] can be found on our website” (T. Greene,
personal communication, September 1, 2016; Appendix B). He concludes by saying that “we
[Highline Public Schools] also have an overarching promise, which is to know "every student by
name, strength, and need…" The Highline promise, and the progress towards meeting our
strategic plan goals, are regularly called out on social media, as well” (T. Greene, personal
communication, September 1, 2016; Appendix B). Therefore, as Trevor explains, Highline
Public Schools involved the community in creating their shared strategic plan, the strategic plan
and achievement of benchmarks is shared with all employees and families, and that the strategic
plan involves “bold goals” focused on students successes that are valued by the community.

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