Hrm/531 Week 6 School Improvement Plan

Westbrook Christian School clearly states the goal improvement goals and demonstrates a grasp of the importance of data collection. School improvement goals are set with timeline and action plans, persons responsible to carry out the plans are listed, and evaluation tools are also stated in the improvement plans. Furthermore, the school recognizes not only the importance of data collection but also the significance of analyzing and using the data more effectively.

According to Michael Fullan (2016) in his book, The New Meaning of Educational Change, successful organizations that demonstrate change followed principled concepts of change. The reason for their success if that there is tangible proof of alignment in keeping components of actions. Fullan (2016) stated that successful change incorporates five factors. In this essay, three of the five factors will be discussed and an example of an organization using components of the change be revealed. Often when organization shave to go through the process of change it means either they have gone through change to repair broken areas or they are going through change as a reflective exercise before embarking on a larger scope of practice perhaps to expand into new growth within their organization. In either course, the larger concern is that organizations must embrace change and engage in meaningful constructed ways to promote the best growth with the fewest steps to reach accomplishment. A key decision factor to change is whether an organize will change because they adopt a model and see a better way or whether they want to save their resources. Fullan (2016) suggested that the reason for the change is largely to work is because, the organizations, “Define closing the gap as the overarching goal,” “Assume that lack of capacity is the initial problem and then work on it continuously,” and “Stay the course through continuity of good direction by leveraging leadership,” (Fullan, 2016,

The school is responsible for designing and implementing strategies to reach the educational goals of students. The particular high school beliefs that all kids can learn and that the mission of this school is to challenge each student to learn, achieve, and fulfill his /her potential. Principals should lead each school in implementing the policies. In addition, this high school’s improvement plan of the three legal issues: unsupervised students, hallways, and field

Medomak Valley High School, located in Waldoboro, ME, is the only high school in Maine School Administrative District #40 and serves students from Friendship, Waldoboro, Warren, Washington, and Union in midcoast Maine. For decades, the school district had two middle schools - A.D. Gray Middle School, which served students from Friendship and Waldoboro, and D.R. Gaul Middle School, which served students from Warren, Washington, and Union. In the fall of 2008, the year I started at Medomak Valley High School, the district opened Medomak Middle School to serve all seventh and eighth grade students in the district and closed A.D. Gray Middle School and D.R. Gaul Middle School. The new middle school was built at the Medomak Valley High

Identifies skills, theories of change, program designs, partnerships, and ways of building schools where students achieve.

The teachers are highly qualified teachers with all teachers holding a bachelor's degree or higher. Our staff is a diverse group from a variety of backgrounds and traditional education programs.

The school that I chose to write this evaluation about is High Tower Trail Middle School, located in Marietta, Georgia. This was the middle school that I attended, and as I look back on it now with the knowledge that I have gained, I can see that it really is an amazing middle school. With middle school being a major struggle for many young adolescents, High Tower Trail did so many amazing things in order to ensure students felt included and had a safe learning environment. High Tower Trail also had some things that they could have improved on while I was there. Some of the strengths of High Tower Trail had were that it was always changing, it was challenging, and gave its students equal opportunities. Some areas where it could improve would be to encourage more parent involvement, encourage teachers to be more involved, and have more teamwork between the students and teachers. I believe that in this case the strengths out-weigh the areas that need improvement, but no school is perfect, and in order to be a successful middle school, it must keep changing in order to keep up with the students learning within its walls.

This information was gathered in an interview with Andrea Williams, Principal of Theresa Bunker Elementary. In the past three years that Mrs. Williams has been principal of this school she has brought a strong focus onto using data to make appropriate instructional decisions as well as execute strategic planning to help the school progress. The implementation of the PLC process has helped the teachers to gain an understanding of how valuable data collection and analysis can be for their teaching practice. Looking at data also helps the school attain the yearly goals laid out by the district’s strategic plan. One of the first steps taken in developing a strategic plan for the school is to gather and analyze data in order to find the school’s strengths, weaknesses, opportunities for growth as well as any threats to the progress of the school. Early in the year the strategic planning team will review quantitative data collected from student achievement scores, attendance rates, discipline trends, financial records, transportation reports, and so forth. Depending upon the specific issue addressed in the planning process, these types of quantitative data serve to inform decision-making processes. The collection of qualitative data is also an integral part of best practices in development of a strategic plan. Qualitative data collection includes use of surveys, focus groups, and interviews with key stakeholder groups. It is important and useful to

Every school district has board meetings throughout the school year. Unfortunately, many parents, community members, & school personnel do not attend such important meetings because they don’t realize or understand the importance of such board meetings or how informative they can be. According to Kankakee School District (2017), the Kankakee School District Board of Education is composed of seven elected members, who were elected by the citizens of Kankakee to serve a four-year term that do not receive no salary for they services, are committed to ensuring a quality of educational excellence that will enhance the opportunities and challenges facing today’s student and additional responsibilities that board members include are selection of the District superintendent, developing general polices according to wishes of the community and requirements of law, hiring school personnel based upon recommendation of the Superintendent and the Assistant Superintendent of Personnel, adopts salary schedules, approves funds to finance school operations, must adopt and review the annual operating budget for the District, and setting the property tax levy to produce adequate funds to meet the District’s financial needs ranks among the responsibilities of the Board of Education (Retrieved from https://www.ksd111.org/domain/68). For this paper, the Kankakee School District board meeting will be used, information learned from board meeting, use of

The vision was not created in isolation by key players within the school but it was a shared vision created by all staff members. So many times educational leaders create school vision’s in isolation and then try to sell their vision to school stakeholders and it doesn’t work well. By creating the shared vision it gave each faculty member a voice in the process. The members of the staff have a sense of ownership to this vision and are more likely to believe it and live it and help sell it to the students. The community stakeholders also share in this vision because they had a voice in the process of selecting a vision for the school as well. Each school is different in student make up, staff members, school leaders, community partners and a pleather of other features but each schools vision must be learning centered with the 21st century workforce as a driving factor in its

Elena Wilson, Director of Curriculum and Instruction, lead a presentation to address questions and concerns about the 2016 Pennsylvania School Performance Profiles. For those interested, please go watch the video on The Cube or (eventually) YouTube. However, while interesting, it is dry. The presentation included a look at data points, a list of action items for improvement, each principal talking about their school, and look at positives. It is a lot.

Napavine’s goal is to engage and inspire critical thinking skills in every student through instruction that is individually relevant, motivating, aligned and diverse. Our action plan is for both the elementary and junior/senior high schools to utilize the Marzano Instructional Framework as a guide to student learning and professional growth. We have established that building administrators and teachers will utilize the Marzano Frameworks to guide professional growth discussions, goal setting meetings, and to identify future professional development opportunities. We have also established a Teacher/Principal Evaluation Program (TPEP) committee who will plan and guide professional development that includes a teacher leader to provide evaluation and framework training. Our School Improvement Plan (SIP) identifies Marzano instructional practices on a yearly basis as a school-wide focus for implementation and/or improvements. We also hold student growth meetings each fall between school administrators and teachers to revolve around students at risk of falling behind their peers and student sub-groups who may be collectively behind the total student population (closing the achievement gap). We plan to make time for instructional rounds during the school year to facilitate professional growth among teachers.

The following targets have been identified from the middle and senior school improvement plan and will be focused upon throughout the action plan. Current strategies are in place to meet these targets for improvement however the implementation of PBL can also be established to support these.

Many different elements influence the selection and design of the curriculum. These influences have the power to work against local control. Teacher and administrator organizations, political parties, community values, student demographics, and the school site impact the design of the curriculum.

In 1996, Laurel School was designated as a Title I School. At that time, a team of teachers, administrators, and parents began developing a Title I School Improvement Plan. As part of the planning process, a comprehensive needs assessment was conducted and is updated and reviewed each year. Sources of information for the comprehensive needs assessment include: questionnaires, school records, registration information, and achievement data. The assessment yielded valuable information about the culture and socioeconomic status of the community, in addition to specific academic needs and strengths of Laurel School’s students. This school could benefit from more funding to help raise student attendance. We need to make changes to our school process to help keep students in the school and get them to complete high school and seek further education. The parents at