Task 1 Strong Examples

Dear Principal,

As you know, our school is a Title I school with a diverse population. Just over 20% of our students receive special education services. Another 7% of our student population are English learners or report that their first language is not English. We teach full inclusion, non-tracked classes (with the exception of Math), which requires our teachers to plan and instruct for a diverse range of learners.

Description and rationale for priority academic area

To develop a plan for improving student learning in a priority academic area, I worked with the English Learner (EL) Program Coordinator, Director of Special Education, Director of Curriculum and Instruction, and core subject Instructional Coaches to analyze student performance data and data about the culture and context of the school. We examined ELA MCAS data from 2017 to 2019, across three grade levels, and disaggregated for various target student groups. During the process, we narrowed our data search and analysis to two groups: Hispanic students and students with disabilities. Through this process, we discovered a need to prioritize academic improvement in English Language Arts (ELA) with a particular focus on students who identify as Hispanic, which accounts for 30% of the student body, many of whom are English learners. Our rationale for selecting this target student population:

• 30% of our 2019–20 student body identifies as Hispanic, compared to 20.2% students with disabilities.
• Hispanic student performance on the MCAS is comparable to the performance of students with disabilities, a student group that is actively receiving intervention and support services.
• Only 3% of our Hispanic student body qualify for EL services, while our Humanities Instructional Coach stated that many more Hispanic students need support in vocabulary acquisition.

Analysis of Responsive Data

ELA MCAS data from 2017 to 2019 demonstrate a clear trend of Hispanic students "meeting or exceeding expectations" on the ELA MCAS at significantly lower rates than their white counterparts. In 2017, 6th grade white students meeting or exceeding expectations on the ELA MCAS was 55% compared to 36% for Hispanic students. This trend continued for 7th grade students, with 55% of white students and 40% of Hispanic students in the meeting or exceeding categories. The largest gap was seen in the 8th grade, where 57% of white students and 23% of Hispanic students reached meeting or exceeding. In 2018, the gap persisted. In the 6th grade, 59% of white students reached meeting or exceeding on the ELA MCAS compared to 27% for the Hispanic target group. This is a 32-point gap. For 7th grade Hispanic students, the gap was 22 points, and for 8th grade Hispanic students the gap was 21 points. In 2019, the trend in ELA MCAS gap data continued. Sixth grade white students meeting or exceeding on the ELA MCAS was 60% compared to 19% for Hispanic students. For 7th grade students, 45% of white students and 15% of Hispanic students reached meeting or exceeding. In the 8th grade 53% of white students and 44% of Hispanic students reached those categories.

Hispanic students performed below the average of the whole grade on 13 out of 16 released ELA MCAS questions. They underperformed most significantly on question 8 and question 16, essay questions based on readings. However, two out of the three questions Hispanic students outperformed the average score on were questions 11 and 12. Both of these questions were Main Idea questions based on an excerpt by Latino author Gary Soto, which referenced Hispanic culture and contained a handful of words in Spanish. When reviewing these data with the EL Coordinator and the Humanities Instructional Coach, they both made reference to the lack of diversity within the Humanities curriculum and stated that efforts were not yet underway to develop a more culturally diverse curriculum that better represents all our students. We then analyzed school climate survey data and found that 41% of students said that they did not see themselves and their families represented within the curriculum.

In addition to reviewing the MCAS data, I analyzed student enrollment trends and found there was a decline in Hispanic continued enrollment from 2017 to 2019. In 2017, 36 Hispanic students entered the school as 6th graders. By 2019, the 8th grade class had only 25 Hispanic students, a 30% drop compared to a decrease of only 8% for the rest of the grade. This raises questions as to why Hispanic enrollment is dropping and what can be done about it.

After analyzing these data, I developed a working hypothesis: If our school adds targeted supports for our Hispanic students and expands our curriculum to better represent our Hispanic population, we will see an improvement in school culture through increased representation of students' identities, as well as an improvement in academic performance. To investigate this hypothesis, I interviewed Hispanic students, our faculty, and the EL Program Director.

Of 18 Hispanic students I surveyed, 100% of them speak a language other than English at home. They described the effects of having parents who speak little or no English when seeking support for their schoolwork. Overall, these students feel generally accepted for their cultural identities by both adults and other students in the building. However, they would like the curriculum to be more responsive to their own backgrounds and cultures. They would like to see their culture reflected and celebrated within the school.

In a survey last year regarding anti-racism professional development work, faculty reported both school and personal progress. However, 78% of faculty report a score of 3 or below out of 5 for our current goal: "To make sure scholars and faculty of all races and backgrounds feel like they are a part of the school community by making more languages and cultures visible in our school and our curriculum."

I conducted interviews of two Humanities teachers and asked how we could best support our Hispanic student population. They both pointed to vocabulary as a barrier to success. The teachers expressed a need for professional development in teaching vocabulary, and new instructional strategies and materials to make learning more authentic and relatable.

In an interview with the EL Director, she explained that data pointed to vocabulary acquisition as a major issue in the supports EL students receive. During instructional rounds, she sees a lack of specific instructional supports to help all students develop content vocabulary.

Having completed an analysis of all data, I have adjusted my hypothesis and plan to focus on two issues: (1) vocabulary acquisition and (2) creating a culturally responsive curriculum. If our school can increase our instruction to focus on content-specific vocabulary as well as expand our curriculum to more substantially represent the identities and cultures of all students but especially our Hispanic population, then our teachers will be better prepared to meet the needs of all students and our students will thrive. As a result, we should see both a qualitative improvement in school culture as well as quantitatively measured improvement in standardized testing scores and classroom-based assessment grades. This vision aligns well with the existing 2018–2023 School and District Strategic Plan, which emphasizes cultivating a community that is welcoming to all, engagement with learning experiences that are personally meaningful and responsive to the local community, and commitment to professional collaboration and advocacy.

School and Community Context and Culture Factors

One element of school culture that influences Hispanic student achievement is having a majority English-speaking staff. In focus groups, multilingual students report feeling more comfortable having faculty around them who understand their language.

Culturally, there are opportunity gaps for students of color and multilingual students who are taught by a majority white, English-speaking staff. For the past three years in my role leading anti-racist work, we have been addressing our internal biases as educators to examine how they could subconsciously affect the way we teach and the curriculum we chose to instruct.

Gaps and Limitations of Existing Services and Program

One significant gap in our academic program is the lack of deliberate instruction of vocabulary techniques. All teachers in our school are required to become SEI certified; however, we do not spend a lot of time reviewing and actively implementing these strategies into our lessons. A review of observational notes and walkthrough data found little direct vocabulary instruction takes place in non-EL classrooms, and teachers report being overwhelmed trying to support their EL students. Our only full-time ESL teacher has a full schedule but only sporadically visits classrooms in a co-teaching model to offer small-group instruction. Teachers have requested additional support in the form of instructional aids, but budgetary issues have not allowed us to reinstate those positions. The school does offer tutoring services both before school and after school in Math and Humanities. However, few students take advantage of this opportunity.

Another major gap in our academic program is the lack of a culturally responsive Humanities curriculum. Both the EL Coordinator and the Humanities Instructional Coach cite data from a recent Humanities curriculum audit that found there was a significant lack of diversity in the cultural backgrounds of the authors and books included in the curriculum. Climate survey data confirms this gap with over 40% of students reporting that they do not see themselves reflected in the literature selected for the Humanities curriculum. They also point out a general lack of acknowledgement and celebration of diverse cultures throughout the school.

One of our strengths is the commitment of our faculty and administration to the work of professional learning communities. We have made great strides to create a more inclusive school culture over the last several years through anti-racism training, but teachers and students still report that our curriculum needs to better reflect the cultural diversity of our school population.

Input throughout the planning process

Throughout this process, I conducted face-to-face meetings with multiple stakeholders in order to solicit their input and learn from their expertise and years of experience. Our Math Instructional Coach provided data analysis guidance. My principal, the EL program coordinator, and the Director of Special Education all helped me to narrow my selection of the target student group. Our EL coordinator provided me input regarding the lack of content-specific vocabulary instruction and how to address this. Input from the Humanities Faculty highlighted a need for professional development in strategies to support EL students. Survey data from students showed a desire to see curriculum that reflected the diversity within the school.

Rationale

Artifact 1 – Priority Area and Its Context

The candidate presented a comprehensive analysis of both quantitative and qualitative data elements across multiple years to identify the priority academic area (improved ELA performance) and the target student group (Hispanic students). The candidate investigated two student groups before making this selection. Quantitative data analyzed included three years of MCAS ELA data disaggregated by target student groups, specific MCAS question-type data, school demographic data, student retention data, as well as faculty retention rates. Most significantly, the candidate developed a working hypothesis regarding the academic performance of the target student group and used this hypothesis to gather additional qualitative data from significant stakeholders, including students and teachers, that helped to identify possible strategies to support learning. Data were also gathered and analyzed regarding strengths and weaknesses in existing policies, practices, and programs within the school related to the priority area and the target student group. This information provided context and was vital to developing a defensible hypothesis about how to improve student performance in the priority area that aligned closely with existing school and district goals.

Artifact 2: The Plan for Action Strategies

Dear Principal,

Students are more fully engaged when they recognize themselves and their culture in the curriculum.

For white students, this is a common experience. However, for students of color, this can be less common, and it impacts their learning. Hispanic students reported to me that they feel more engaged when they see part of their culture, language, and identity reflected in the curriculum. Similarly, our EL Program Coordinator reports English Learner (EL) students feeling confused and left behind, but when they see curriculum about their own culture, they feel proud and knowledgeable, which improves their confidence. This idea is supported by the data set from the 7th grade ELA MCAS test in which Hispanic/Latino students scored higher than the school average on questions that referenced a cultural context more similar to their own.

Additionally, Hispanic students, especially ELs and Formerly English Learners (FELs) benefit from content-specific vocabulary instruction. According to Margarita Calderon, professor and research scientist, "Educating the full range of ELs and low-achieving students in intellectually demanding programs will require education professionals to learn new ways of teaching, with a strong focus on reading in the content areas, not just second-language acquisition through simple oral drills." She goes on to explain that students must be given the opportunity to apply vocabulary and reading strategies in all subject areas, which requires a whole-school approach.

Overall Goal/Vision Statement: If our school can adjust instruction to focus on content-specific vocabulary as well as expand our curriculum to reflect inclusive practices and more substantially represent the identities and cultures of all students but especially our Hispanic/Latino population, we will see improvement in school culture and improvement in standardized testing scores and classroom-based assessment grades.

Evaluation Measures:

1. Spring 2020 8th grade MCAS scores for Hispanic students
2. GPA and HOWLS grade data
3. Teacher surveys
4. Student surveys
5. Tracked progress of a select group of 8th grade Hispanic students
6. Qualitative and quantitative data from classroom observations about student engagement and teacher shifts in curriculum

Theory of Action #1: If all teachers throughout our school consistently practice instruction and plan curriculum that is informed by anti-bias and anti-racist practices, then our Hispanic students across the school will be more engaged in their learning process and improve their performance on classroom assessments and MCAS.

Goals for Student Outcomes:

• Observable increase in Hispanic student engagement in curriculum measured by observations on learning walks and Instructional Coach classroom visits
• Academic Improvement measured by 30% or more of Hispanic/Latino students improving their GPAs and their HOWLS grades by June
• 50% of Hispanic students per grade will show an improvement on their 2020 ELA MCAS from one performance level to another.
• Student survey data will show 80% of students reporting that the curriculum does represent their cultural identity.

Theory of Action #2: If 8th grade humanities teachers consistently incorporate classroom instruction that is informed by evidence-based strategies for vocabulary instruction, then our current 8th grade Hispanic students will show increased academic improvement in their reading and writing skills as measured by classroom assessments, qualitative observations of student learning, and 2020 ELA MCAS scores.

Goals for Student Outcomes:

• 80% of 8th grade Hispanic students will demonstrate improvement in grades on reading assignments requiring content specific vocabulary.
• 75% of 8th Hispanic students will have SGPs at 40 or above.
• 50% of 8th grade Hispanic students will show an improvement on their 2020 ELA MCAS, moving from one performance level to another.
• Using student survey data, 75% of students will report that vocabulary instruction is a routine part of Humanities lessons.

In order to meet these goals, we will employ two intertwined strategies: improve vocabulary instruction and revise the Humanities curriculum to reflect and represent the diversity of all students.

August–September

I will initiate and lead:

• Collaborate with Principal and Director of Curriculum to schedule between 3 and 5 of our weekly full-faculty Professional Development sessions to be dedicated to anti-racism work, including work specific to diversifying curricular materials to ensure that they are representative of our student population.
• Recruit volunteer teachers for two Professional Learning Communities: the first to focus on school wide anti-racism initiatives (Anti-Racism PLC) and the second to focus specifically on 8th grade curriculum and instruction (8th grade Humanities PLC).
• Select two volunteers from the Humanities PLC to take the online Keys to Literacy course, "Keys to Comprehension & Vocabulary for SEI and English as a Second Language." These members (Teacher A and Teacher B) will share instructional practices with the PLC. The Director of Curriculum has offered to pay for the course from the existing Humanities budget. The principal will provide time to complete the course work by removing all duties and responsibilities for these teachers as well as providing two full days of sub coverage.
• Survey student body about their perceptions of their own cultures and backgrounds being represented in their daily learning/curriculum.
• Survey 8th grade Hispanic/Latino students about home language, history of receiving EL services, and their self-perception in accessing curriculum through reading and writing.

Outcomes for August–September: Schedule PD sessions, form PLCs, and gather initial data about student perceptions of their learning experience.

October–November

I will initiate and Lead:

• Facilitate first 8th grade Humanities PLC meeting. Team examines relevant data using the ATLAS Protocol.
• Convene Anti-Racism PLC for first meeting in order to frame goals for the year.
• Read Margarita Calderon's book Breaking Through: Effective Instruction and Assessment for Reaching English Learners.

I will collaborate with others on:

• Collaborate with EL Program Coordinator about effective ways to instruct vocabulary and reading and to get feedback on our existing curriculum and instruction and where we may not be best serving our EL and Hispanic/Latino students.

I will task out and provide support, if necessary:

• Anti-Racism PLC creates survey for faculty to analyze their self-perceptions of representing multiple cultures and experiences in curriculum.
• Anti-Racism PLC selects a sample set of 5 to 7 Hispanic students in each grade to survey and interview about their engagement with various curriculum material throughout the rest of the year. This sample set is communicated to Instructional Coaches so they can observe these students during classes.

Outcomes for October–November: Establish Anti-Racism PLC work for the year, obtain information from EL experts, select and communicate focus group of Hispanic students.

December

I will initiate and Lead:

• Hold second PLC meeting of 8th grade Humanities Team. Goal of meeting is to read together the chapter titled "Why We Need a New Way of Schooling Language-Minority Children" from Margarita Calderon's book and learn about her concrete approach to incorporating more language instruction into daily lesson plans.
• Anti-Racism PLC uses the ATLAS Protocol to examine data from faculty and student surveys about perceptions of diversity in curriculum.

I will collaborate with others on:

• With Anti-Racism PLC, plan anti-racism faculty meeting defining culturally responsive curriculum and looking at data on the importance and positive effects for all students.
• Teachers A and B from the Humanities PLC, as well as the EL Coordinator, will share new instructional practices with the PLC.

Outcomes for December: Team gathers expertise on topic, collects data on faculty and students, and plans faculty meeting. Teachers implement new vocabulary instructional practices in their classrooms.

January–February

I will initiate and Lead:

• Hold third PLC Humanities team meeting. Goals: 1) to identify goals for improving instruction of vocabulary and reading, and to identify measurements for success other than the 2020 ELA MCAS scores. 2) Create an action plan.

I will collaborate with others on:

• Anti-Racism PLC leads a full-faculty meeting defining culturally responsive curriculum and its positive benefits to Hispanic students and sharing faculty and student survey data about diversity in our curriculum.

I will task out and provide support, if necessary:

• Instructional Leadership team led by the Director of Curriculum designs a schoolwide Learning Walk to examine representation of diverse backgrounds and identities in our curriculum as well as to track engagement of Hispanic sample set in each grade.
• Teachers A and B from the Humanities PLC will share new instructional practices with the PLC. All PLC members will research and utilize a new instructional strategy to share at the next PLC meeting.

Outcomes for January–February: Establish goals for student improvement in 8th grade Humanities; hold full-faculty meeting. Teachers implement new vocabulary instructional practices in their classrooms. Teachers schoolwide increase their focus on culturally responsive lesson plans and start to develop them where possible.

March–April

I will initiate and lead/be responsible for:

• 8th grade Humanities PLC meets for their fourth meeting to:
  1. Examine internal grade data for select Hispanic/Latino students.
  2. Follow up on implementation, sharing best practices by all members and presentations as well as share-outs from Teachers A and B.

I will task out and provide support, if necessary:

• Department planning teams continue to plan and implement curriculum that includes cultures represented by our student body, especially from Brazil and Latin America. Specific text samples that reflect Hispanic culture will be selected by the Humanities PLC and Anti-Racism PLC to be incorporated into the 8th grade Humanities curriculum. People responsible: Department heads (Instructional Coaches), teachers

Outcomes for March–April: Student engagement increases, measured by observations of daily lessons as well as increase in grades in assessments requiring content-specific vocabulary and Habits of Work and Learning.

May

I will initiate and lead:

• Survey 8th grade Hispanic students about effectiveness with vocabulary and reading instructional strategies.
• Survey faculty about their progress with culturally responsive curriculum and observations about student engagement.
• Give student body the same survey from September about seeing their own cultures and backgrounds in the curriculum. People responsible: Me, Principal

I will collaborate with others on:

• Final Humanities PLC meeting, assessing our effectiveness in improving vocabulary curriculum by examining Hispanic grade changes from the beginning of the year and identifying next steps.
• Collaborate with Humanities department head to report our findings and strategies to 6th and 7th grade Humanities teams. People responsible: Me, Humanities Instructional Coach, and PLC team
• Anti-Racism PLC members interview and collect qualitative data from selected Hispanic students on their experiences with the curriculum

Outcomes for May: Hispanic students schoolwide perceive more of themselves in the curriculum and as a result are more invested and engaged. Grades on vocabulary assignments in 8th grade Humanities classes are improving by 30–35%.

June

I will collaborate with others on:

• Anti-Racism PLC collates data from faculty and student surveys as well as reflections from Hispanic student groups. People responsible: Me, Anti-Racism PLC
• Anti-Racism PLC plans a full-faculty meeting to present findings from data on results of modifying our curriculum and instruction throughout the year. People responsible: Me, Anti-Racism PLC

I will task out and provide support on, if necessary:

• Departments start to plan out curriculum changes for the following school year. People responsible: Department heads (Instructional Coaches), teachers

Outcomes for June: Data collection of our progress throughout the year. Reflections on what went well and next steps.

Summer 2020:

• Together with school leadership team and Humanities department, we will analyze data on 8th grade Hispanic student performance on 2020 ELA MCAS, as well as increases in SGP from previous year. Our goal is for 50% of students to move into a higher achievement category compared to the previous year.

References

Byrd, Christy M. "Does Culturally Relevant Teaching Work? An Examination From Student Perspectives." SAGE Open, vol. 6, no. 3, 25 July 2016.

Calderon, Margarita. "A Whole School Approach to English Learners." Educational Leadership, Feb. 2016.

"Why We Need a New Way of Schooling Language Minority Children." Breaking through: Effective Instruction & Assessment for Reaching English Learners, by Calderón, Margarita, Solution Tree Press, 2012, pp. 7–25.

Davila, Silvia Alvarez de, and Cari Michaels. "Falling Behind: The Challenges Facing Latino Education in the U.S." CEHD Vision 2020, Improving Lives CEHD Vision 2020 Blog, 29 Apr. 2016.

Rationale

Artifact 2 – The Plan for Action Strategies

The candidate presented a compelling vision and two clear, detailed action strategies to improve learning in the priority area for the target student group. The plan included measurable goals and objectives, a timeline, resources required, a description of roles and lines of responsibility, and processes to monitor progress. Most importantly, the candidate articulated a theory of action that incorporated strategic input from stakeholders and designed strategies that aligned with the school's context and culture. The candidate explained how the plan will support the target student group by addressing the need for a more culturally responsive curriculum, and specific vocabulary instructional practices to support all students including EL students by utilizing a strength of the school: its embrace of collaborative professional development and professional learning communities (PLCs). Finally, the candidate demonstrated the feasibility of the plan noting that all coursework expenses will be paid from the existing Humanities budget while the principal will fund sub coverage to provide time for teachers to complete coursework.

Findings and Feedback

Throughout the process of identifying a target student group and developing a solid plan of action to support them in the priority academic area, I sought feedback from the following colleagues: my principal, the Director of Curriculum, the Math Instructional Coach, the EL Program Coordinator, the Director of Special Education, my Humanities Instructional Coach, students, and two of my fellow Humanities teachers.

I heavily relied on continuous feedback from school leaders on the data I collected and the "stories" I found throughout it. The Math Instructional Coach guided me through Edwin Analytics Data and how to organize my data tables to more accurately show percentages of students who were underperforming on the ELA MCAS.

Our school EL Program Coordinator gave me feedback about how to improve instruction for EL students and how to apply these improvements to the broader student population. I would often bring her curriculum and instruction plans from which she would select tier 2 and 3 vocabulary that our EL students would need support on as well as the best instructional models to support them. She invited me into her EL classroom to gather feedback from the EL students themselves. They requested vocabulary lists with images as well as definitions, and they requested texts that reflect their cultures and traditions.

Data analysis showed that there is a significant performance gap for two student groups: students who identify as Hispanic and students with disabilities. The Director of Special Education provided information on the existing support structures in place for our students with disabilities, which far outweigh the supports available for EL students. After examining this information and gaining input from my principal, we came to the collective conclusion that our target student group would be our Hispanic population.

Once I had developed a Plan for Action, I presented it in person to each of the key adult stakeholders listed above. I also did a group presentation of the plan to the Instructional Leadership Team. Using a modified Consultancy Protocol process, stakeholders asked me questions and provided feedback on feasibility, comprehensiveness, and alignment to school priorities and student focus group needs. Finally, they provided me with suggestions about changes and next steps. After presenting my plan in person, I followed up with a Google form survey. Below is the feedback that I received in each category.

Plan comprehensiveness (focus, theories of action, and proposed strategies)

The two teachers both said the steps were clearly laid out and were easy to understand. One of the teachers needed further clarification on who was responsible for each action step, so as I revised, I made sure to explicitly state that information. The teachers also suggested that time and funds be set aside for two teachers to complete the online Keys to Literacy course, "Keys to Comprehension & Vocabulary for SEI and English as a Second Language." These members offered to take the course and share instructional practices with the PLC in a train-the-trainer model. The Director of Curriculum offered to pay for the course from the existing Humanities budget. My principal offered to provide time for the teachers to complete the course work by removing all their duties as well as providing each teacher two full days of sub coverage.

My Director of Curriculum thought that the focus was too broad. She encouraged me to narrow my focus from whole-school improvement based on directed vocabulary instruction to just starting with 8th grade Humanities classes, as it would be easier to track and measure. The EL program coordinator also reported that Theory 1 was especially chronological and followed logically from work we had already started as a faculty. My Humanities Instructional Coach gave me the feedback that the proposed strategies specifically for the Humanities PLC looking at vocabulary instruction were clear, well thought out, and plausible given our current common planning time and department goals. I received additional feedback from ELA teachers that our plan to diversify the curriculum would benefit all students because they will be able to see themselves and their unique experiences reflected in the curriculum.

Relevance of Proposed Strategies

Across the board, I received feedback that my plan and proposed strategies were closely linked to the school's annual work plan linking student engagement and increased learning, as well as the five-year improvement plan, which has a specific category, "Cultivating a Community Welcoming for All," that encapsulates the goals outlined in my plan. Additionally, teachers and the EL coordinator reported a strong need for us to better tend to the challenges faced currently by many of our ELs and Hispanic students and have also heard from our students about their need/desire for both culturally responsive curriculum and stronger vocabulary instruction. Our EL program coordinator as well as my principal noted that with the increase in the diversity of our community, this work will become even more relevant than it already is.

Feasibility

All of the school leaders I shared my plan with encouraged me to narrow the focus in some way. My principal encouraged me to really narrow the anti-racism work to focus specifically on culturally responsive curriculum. Prior to revisions, I had included other steps that I am currently implementing but that do not connect directly to my Theory of Action. She suggested that I remove some of the big-picture planning I had scheduled out for September so that I could focus my plan of action on one thread. The Math Instructional Coach noted that some of my goal percentages for student outcomes were too high and would be difficult to reach and disheartening if we fell notably short. She helped me shift some of my numbers; for example, instead of an initial goal of 80% of Hispanic students showing an improvement from one scoring level to another on the 2020 ELA MCAS, she suggested 50% for this goal but thought that the goal of "75% of 8th grade Hispanic students will have SGPs at 40 or above" was feasible. One of the teachers I surveyed suggested that one challenge to feasibility could be the risk of other meetings or school initiatives taking priority and causing scheduling conflicts. This is always an important possibility to foresee; I think careful planning ahead and setting clear intentions for my plans as well as laying the groundwork to get people intellectually and emotionally invested in these priorities is the best way to combat those challenges when they arise. The instructional leadership team voted to approve the plan and noted that the only cost associated with the plan was the cost of the literacy course for two teachers and the cost of four sub days and noted that these funds are available in the current school and Humanities budgets.

Revisions

After listening to and reading through the feedback I got from stakeholders, I made the following revisions.

1. Following a suggestion from my principal, I narrowed Theory of Action 1 so that it focused solely on professional development leading to culturally responsive curriculum as a way to affect student engagement and performance. I removed steps of the plan that involved bringing in outside experts to help the staff think about how to respond when we hear racist language or comments directed toward a student in our classrooms, and I recommended them as broader professional development opportunities for staff instead. I also narrowed the amount of responsibility that the Instructional Coaches would have, and I focused those on tasks that already fell into the realm of their work.
2. Addressing input from the Humanities teachers, I clarified roles and outcomes. To clarify roles and responsibilities, I broke the plan down by tasks I would initiate and lead, tasks I would collaborate with others on, and tasks that I would assign to others but provide support if necessary. I included, by role, each individual or group who would be involved. Initially I only had major outcomes for student performance growth at the end of my action plan, but due to feedback I got, I added in the specific outcome I hoped to achieve for each part of the step, even if it did not yet lead to direct student growth. This helped me make sure my steps were aligned with my mission and goal.
3. Upon suggestion from the Math Instructional Coach, I revised the student-learning goal downward from 80% to 50% of 8th grade Hispanic students will show an improvement on their 2020 ELA MCAS from one performance level to another. This is an initial goal that we will work to build on.
4. Following feedback from the Director of Curriculum, I narrowed the rollout of this plan to only include the 8th grade.
5. Taking the advice of the Humanities teachers, I added specific literacy training for two teachers who will lead the members of the Humanities PLC in adapting new instructional practices for vocabulary acquisition for ELs.

Rationale

Artifact 3 – Findings, Feedback, and Recommendations

The candidate gathered substantial input from students, teachers, as well as school and district administrators during the initial development phase of the plan. This feedback led directly to determining the two main plan goals and strategies: (1) Create two separate PLCs to develop culturally responsive curriculum and (2) improve instructional practices in developing content-specific vocabulary. Once the initial plan was created, the candidate gathered further feedback by conducting individual face-to-face meetings with teachers and multiple school and district-level administrators as well as presenting the plan to a meeting of the District Instructional Leadership Team. These meetings garnered strategic feedback on the quality, relevance, and feasibility of the plan to improve student performance in ELA, which the candidate described in detail and which led to specific plan revisions. Significantly, the candidate provided five detailed examples of feedback that was incorporated into the plan. The commitment of the candidate to gather, synthesize, and utilize an ongoing stream of feedback was crucial to creating a plan that met the needs of the target student group and aligned with the school's culture, context, and goals.

Category Documents

1. Student demographic and other relevant school context and student performance information—Provide data for all student subgroups investigated. Where possible, include 3–5 years of quantitative student academic performance data, which may include state as well as local school/district data. Provide data regarding school demographics, student engagement (e.g., attendance, retention, and program participation data), and student and school culture, which may be gathered from official school survey information and/or anecdotes gathered from interviewing faculty, staff, administration, students, and family/community members.
2. School's existing vision, mission, and school improvement plan—Include the most current documents that outline official school/district mission statements, strategic plans, improvement plans, and vision statements for improving student achievement and culture.
3. School and district priorities—Include specific information regarding priority areas for the school and/or district with attention to those priorities which relate directly to the selected priority academic area for Task 1.
4. Data collection forms—Include data collection forms (e.g., staff, student, or family surveys, interview guides/questions, meeting minutes) used to gather additional qualitative and quantitative data/information to clarify the selection of the priority academic area and target student population.
5. Forms (surveys or interview questions)—Provide all forms (surveys or interview questions) used to collect feedback from the leadership team and other stakeholders about the relevance, quality, comprehensiveness, and feasibility of the proposed plan. Specifically, gather information on how relevant the proposed strategies are for addressing the selected priority academic area; the identified needs of the target student subgroup; the school's culture, context, and climate; and the school/district's priorities. Include a summary description of the feedback collected.

COMMENTARY

Throughout the process of working on my PAL 1 task, I identified my use of and growth in many leadership skills. One in particular that helped me solicit and build support for my action plan was collaboration. I learned a long time ago that my teaching, and therefore my students' learning, will be better if many brains have worked to develop units, lesson plans, and instruction. Similarly, in my PAL work, I utilized this skill to call in many voices, listen to their observations, ideas, and feedback, and then make necessary changes based on the wisdom of others. One person who was especially helpful is our school EL program coordinator. She provided me with invaluable wisdom and she often invited me into her classroom so that I could speak to, work with, and solicit feedback from her EL students who I also teach.

One inherent strength I see in myself is my ability to articulate the passion I have for my work and inspire others to join me, focusing on equity, anti-racism, and actions we need to take to close achievement gaps within our student body. I have been told that I am able to clearly articulate why I believe what I believe and to help others understand why it matters and what their role can be in the solution.

Another set of leadership skills that I continued to develop are strong time management and organizational skills. Throughout the process, I kept track of deadlines and self-imposed goals and managed my time so that I was not completing tasks at the last minute. This allowed me to show up in my work with others fully prepared and able to give others advance notice about my interest in soliciting their feedback. This is a leadership skill I value in others because it lowers anxiety and provides the space and time to fully process ideas, dilemmas, and potential solutions.

I also witnessed the growth of skills that in my mind were initially weaknesses for me. The most notable one is my confidence and ability in collecting, collating, analyzing, and presenting data. I knew this would be my biggest challenge and I relied once again on collaboration by turning to those who have more skills and experience in this area to support me.

A specific adjustment I made to my leadership practice during this Task 1 work was to learn how to delegate and trust in the work of others. Once I stepped back and allowed the Math Instructional Coach to educate me as to the workings of Edwin Analytics, I found greater success. It took some time to come to the realization that I cannot do everything myself, and once I processed that fact I began to build a truly collaborative culture.

A major mindset shift that I witnessed in myself throughout this process was my willingness and even eagerness to get feedback from others. I have struggled in my career and in my life as a perfectionist, where getting feedback has often felt like evidence that I failed or was not good enough. I have been working on shifting my mindset in this area for years to more of a growth mindset, and I saw this develop in my PAL 1 work. I began to see feedback as crucial and valuable steps to improve my work, as opposed to signs that I had not done it well enough.

I solicited feedback on my leadership skills from my principal, the Humanities Coach, and the two teachers involved in the task. My principal praised my organizational skills and willingness to work hard and see a job to completion. She also offered one piece of advice: "listen to learn." Sometimes I am so intent on completing a task that I forget to hear from everyone in the group and process others' ideas. In the future, I will employ discussion and decision-making protocols from the School Reform Initiative, to ensure that all voices are heard and varying opinions considered.

The two teachers thanked me for the opportunity to be a part of planning a school initiative rather than having it forced upon them. This reinforces the importance of empowering teachers to help select and implement instructional changes and increases the chance that these changes are implemented with fidelity. One mistake I made was to limit this input to just two teachers. A change I will make in the future is to open up the process to all teachers that will be impacted in order to gain as much buy-in as possible.

The Humanities coach expressed appreciation for being a part of such important work and she reminded me that it takes several years to truly implement changes to curriculum and instruction. Her advice to me is to be patient with staff and offer continuing support until these new practices become ingrained in the culture. This is sound advice, and I will work on a year 2 and a year 3 phase for the plan.

As I look forward to a career in school leadership, I know that I need to continue strengthening my comfort and skill with data. I want to become a leader who is adept in using data to inform practices and solutions. Another thing I know about myself is that I get very focused on task and outcome. I am very hard on myself internally and often push myself to make improvements in my life and work without pausing to acknowledge and give space to the successes and accomplishments I have had. I know that this is sometimes replicated in my collaborative work with others. One thing I want to work on in the future is taking the time and space to acknowledge progress and perhaps even use data to share with my staff the successes we have achieved through our work, so that I can create not just a productive but also a positive and celebratory collaborative culture.

Rationale

Commentary

The candidate presented a personal analysis of their own learning and leadership development throughout this task beginning with a candid evaluation of the skills employed to create a vision and plan to support increased student achievement. The candidate identified several skills as strengths, such as the ability to encourage collaboration, inspiring and motivating others, as well as time-management and organizational skills. Of even greater significance was the candidate's analysis of what was self-identified as growth areas (data analysis and use of constructive feedback) and how, over time, the candidate embraced the importance of both leadership skills. The candidate presented additional examples to show how they adjusted their practice, such as the need to delegate and trust in the work of others. Feedback was solicited from stakeholders regarding the candidate's leadership practices and examples of lessons learned were described along with specific changes to be made based on this feedback. The candidate provided a clear picture of their journey as an educational leader and the important take-aways from the experience.