Week 3: Application Assignment

EDLD 5333 Leadership for Accountability

Week 3: Targeting and Addressing a Need

Overview As a part of your Week 2 assignment, you chose two areas of weakness based on campus Academic Excellence Indicator (AEIS) Report data. This week, you will narrow your focus to one targeted weakness and write a measurable S.M.A.R.T. goal and a measurable objective for the target weakness. You will also research appropriate strategies/activities, including specific professional development, to address the target area.

Lamar University 1 of 6 EDLD 5333 Leadership for Accountability Rubric Use the following rubric to guide your work.

Tasks Accomplished Proficient Needs Unacceptable Improvement

Week 3 Assignment: Targeting and Addressing a Need

Part 1: States the area States either the No criteria Does not state Targets, Goals, of weakness and area of stated and no the area of and Objectives rationale. weakness and/or points listed. weakness or the the rationale. rationale. (10 points) (7 point) (8 points) (0 points)

Part 2: Composes one Composes one Composes one Does not S.M.A.R.T. S.M.A.R.T. goal S.M.A.R.T. goal S.M.A.R.T goal or compose one Goal and and one and one one measurable S.M.A.R.T. goal Objective measurable measurable objective using and/or one objective objective using only a few measurable according to the most critical critical objective using critical elements elements. elements. critical elements. outlined in the (8 points) (7 point) (0 points) lecture. (10 points)

Part 3: Records and Records, with Records one Does not record Strategies and elaborates on minimal strategy/activity, strategies/activit Activities the usefulness of elaboration, two including ies, or records three strategies/ professional strategies/activit strategies/activit activities, development, ies with no ies, including including that addresses elaboration. professional professional the target area’s (0 points) development, development, weakness. Cites that address the that address the research. (7 target area’s target area’s point) weakness. Cites weakness. Cites research. research. (10 points) (8 points)

Mechanics Few errors in Multiple errors in grammar, grammar, spelling, or spelling or punctuation. punctuation. (5 point) Responses lack clarity and depth. ( 0 points)

Lamar University 2 of 6 EDLD 5333 Leadership for Accountability Part 1: Targets, Goals, and Objectives (ELCC 1.4 b.; 2.1 a.; 2.2 a., b., c.; 2.3 a., b., c.) Remember from your lecture that goals should provide direction, focus, and be S.M.A.R.T. That is, they must be Specific, Measurable, Achievable, Realistic/Results-oriented/Research-based, and Time-bound (Learning Point Associates, Inc., 2004). While goals and objectives are closely related, goals are broader and cover a span of 3-5 years, while objectives are more specific. Objectives (1) identify a target population, (2) identify assessments and data sources that will be used to meet the objective, and (3) specify anticipated growth or progress. For example, a goal might state, “By 2015, Paradise School will earn an Exemplary rating.” An objective related to that goal might state, “90% of all third grade students will meet or surpass the state standard on TAKS Reading by the end of the current school year.” Strategies then would be tied directly to the objectives. In this week’s assignment, you will decide on one area of weakness as determined by your analysis of data, state your rationale for selecting it, and write a S.M.A.R.T. goal and an objective to address the target need. You will also research strategies, including professional development ideas, to address the targeted weakness and meet the goal and objective. These will be used in Week 4 as you develop a campus action plan to address the target weakness.

Directions 1. Select one area of weakness identified in your Week 2 AEIS Comparison Chart activity and compose a brief rationale explaining why you chose this weakness. 2. Compose a S.M.A.R.T. goal and an objective to address the weakness. 3. Locate three research articles that suggest strategies to address the target weakness. At least one of the articles should address professional development ideas. An Internet search would also yield ideas and best practices. Refer to Helpful Websites.

Target Area of Weakness and Rationale for Selection In a paragraph, state the area of weakness that you will target and your rationale for selecting it.

I have chosen to target the 5th grade Science for our campus. I chose this subject because we are still performing below our expectations, especially in some specific subpopulations such as African American, Economically Disadvantaged, LEP, and Special Education. This is also an area that our Middle School and High School struggle in. If we can increase our success at this level then it will help students in the years to come.

Lamar University 3 of 6 EDLD 5333 Leadership for Accountability Part 2: S.M.A.R.T. Goal & Objective Compose a S.M.A.R.T. goal and an objective to address the weakness.

S.M.A.R.T. Goal (long range/3-5 years): By the year 2015 all subpopulations will receive a rating of Exemplary on the 5th grade STAAR assessment.

S.M.A.R.T. Objective (What we can accomplish in one school year): 80% of all subpopulations will meet or surpass a minimum score of 73% on the science STAAR test.

Lamar University 4 of 6 EDLD 5333 Leadership for Accountability Part 3: Research Articles Choose three strategies/activities, including one that addresses professional development.

Article (Cite in APA Style) Strategy/Activity Ideas

1. Rich, E.(2010,Fall/Winter). Creating a new Culture of Teaching & Learning. Education Week Teacher pd Use of blogs in the Sourcebook Advancing Teacher Learning, 27-31 classroom.

2. Derringer, P.(2010, November)Professional Development: Blended is better, Tech & Learning, 31(4),34- Professional 37 development and collaboration for teachers

3. Craven, H. n.d. Hands-On Science in the Classroom. In Importance of http://www.inspiringteachers.com/classroom_resources/articles/curriculum_and_instruction/hands_on_science.html. hands using hands on science

1. Gordon, D.(2011, March). Return to sender. The Journal.38(3)31-35 Collaboration and technology for learning and future jobs.

2. Ullman, E.(2011, March).BYOD and Security. Tech &Learning,31(8),32-34 Integrating other technology other students can bring to school such as iphones, smartphones, laptops.

3. Christensen, M.(1995) Critical Issue: Providing Hands-On, Minds-On, and Authentic Learning Hands on Science Experiences in Science. North Central Regional Educational Laboratory retrieved on June 8, learning. 2011, from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm Professional development should be an ongoing process. Through Professional Development: Blended is Better, Derringer, P.(2010, November), I will be able to develop a plan for professional development to help improve science instruction. The other resources will help to develop activities to make science instruction more meaningful. The use of hands on activities as well as integrating technology effectively will provide avenues to strengthen the science curriculum. With these improvements it is my hope that science scores will improve for all subpopulations.

Craven, H.(n.d.) Hands-On Science in the Classroom and Christensen, M.(1995) Critical Issue: Providing Hands-On, Minds-On, and Authentic Learning Experiences in Science both stress the importance of providing students with the opportunity to complete their science work through experimentation. We should take advantage of every opportunity presented to engage in the process of "doing" science. As students practice science exploration first hand their learning experience is enhanced and the concepts become more meaningful.

The second activity is to allow collaborative learning that would work very well with the hands on learning experience. Rich, E.(2010,Fall/Winter). Creating a New Culture of Teaching & Learning and Gordon, D.(2011, March). Return to Sender both stress collaboration for learning. They suggest providing students with new ways to collaborate and others that are new and exciting through such avenues as blogs.

The third activity is to provide students an opportunity to be a 21st Century learning and to use Web 2.0 resources. Since school funding for new technology is always an issue. Ullman, E. (2011, March).BYOD and Security provides an idea to allow students to use the technology that they have from home in the classroom. By putting iphones, smartphones, and

Lamar University 5 of 6 EDLD 5333 Leadership for Accountability laptops from home to use in the classroom it will help elevate the problem of having a shortage of computers for students use. Christensen, M.(1995) Critical Issue: Providing Hands-On, Minds-On, and Authentic Learning Experiences in Science. North Central Regional Educational Laboratory retrieved on June 8, 2011, from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm

Craven, H. n.d. Hands-On Science in the Classroom. In http://www.inspiringteachers.com/classroom_resources/articles/curriculum_and_instruction/hands_on_science.html.

Derringer, P.(2010, November)Professional Development: Blended is better, Tech & Learning, 31(4),34-37

Gordon, D.(2011, March). Return to sender. The Journal.38(3)31-35

Rich, E.(2010,Fall/Winter). Creating a new Culture of Teaching & Learning. Education Week Teacher pd Sourcebook Advancing Teacher Learning, 27-31

Ullman, E.(2011, March).BYOD and Security. Tech &Learning,31(8),32-34

E-portfolio assignment: Continue to complete Campus-supervised reflection logs in your 3-ring binder. All course-embedded and campus-supervised logs must be completed by your 11th course in the program prior to the EDLD 5398 Internship course.

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