Educational Leadership Internship

 

Case Study Four

Page history last edited by Terri Dudley 1 yr ago

Standard Four

A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

 

Title:  Clicking with the Community

 

 Questions:

 1.   What are some of the ways that an administrator gains understanding about needs within the community?

 2. What are some ways that an administator finds to encourage parental involvement in school organizations?

 3. What are some ways that administrators share information about achievement scores and school initiatives to improve scores?

 

THE ADMINISTRATOR FACILITATES PROCESSES AND ENGAGES IN ACTIVITIES THAT:

 

• high visibility, active involvement, and communication with the larger community is a priority

• relationships with community leaders are identified and nurtured

• information about family and community concerns, expectations, and needs is used regularly

• there is outreach to different business, religious, political, and service agencies and organizations

• credence is given to individuals and groups whose values and opinions may conflict

• the school and community serve one another as resources

• available community resources are secured to help the school solve problems and achieve goals

• partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals

• community youth family services are integrated with school programs

• community stakeholders are treated equitably

• diversity is recognized and valued

• effective media relations are developed and maintained

• a comprehensive program of community relations is established

• public resources and funds are used appropriately and wisely

• community collaboration is modeled for staff

• opportunities for staff to develop collaborative skills are provided

 

Description of the case:
     The school system that is the focus of the case study is one of the smallest in the state and serves approximately 635 students per year from grades PreK through 12. A small, rural school can be a great challenge because the school plays a huge role in the lives of those in the community. The community is slow to change and highly appreciates the "way things have always been". Because it is small, there is a personal touch that is offered by the administration, as well as the teachers. The administrator finds ways to take the school to the parents, if the parents will not come to the school. Some of these include the establishment of a school website and a school newsletter that is mailed to the home. The administrator is willing to talk with the media such as the local town newspaper or television media from the larger metropolitian area, which is located about 50 miles away.
     In the past, the community has actively supported school events such as PTO, Boosters Club, athletic events, and other school sponsored programs. However membership has been down in recent years in the PTO and Boosters Club. Mrs. Gogetter and the officers of the two clubs met and decided to join the two school parent organizations in the hopes of strengthening it to benefit the students of the school. Unfortunately, the newly joined club stated that there were only fifty members as of the November meeting.  
     In addition, the school has a school council of which one member is the administrator, Mrs. Gogetter.  The majority of the council must now be parents. Elections were held at the most recent PTO/Boosters' Meeting. At this meeting, Mrs. Gogetter shares testing informations, pass/fail reports, general information about the school, and allows the parents to ask questions or express concerns.  This gives parents not on the council a person to go to if they have a concern and do not feel comfortable going to the teacher or the school. The members of this council represent three different components: parents, community (or business partners), and faculty. This provides all parties involved with events going on in the Pre-K through 12 school, which can be quite diversified at times because of the age spread. Recent meeting topics also included information on the E-Math grant that provided technology to mathematics classrooms in grades 3-5.  Mrs. Gogetter lets the council know when test scores and important information will be mailed to homes.
     In addition to the events that are planned by the school, the community has a 21st Century Learning Center that sponsors after school programs and well as activities that are supported and attended by the administrator of the school. She has helped this program provide transportation by using school buses for field trips and taking the students home, as well.  She has an open door policy and does not turn parents or community members away that have questions, comments, or want to offer their support or criticism. She listens to all sides of issues before passing judgement on what her views are. She empathizes with all involved and tries to see things from other's perspectives. Mrs. Gogetter participates in parent conferences and SST meetings to offer advice and make suggestions. Also, Mrs. Gogetter attends most, if not all, school sponsored events including PTO, Boosters, School Council, and ballgames.
     Mrs. Gogetter has also worked with the local technical school to offer many dual enrollment programs and to establish cou rses within the basic curriculum that students can earn technical school credit for programs offered at the technical school if the student earns an 85 or better. This is done because of a community and school concern about ensuring post secondary options for graduates of the school. She is aware that in order to earn a better living and provide a better quality of life for the students, they must have skills, whether technical skills or college training. In order to support her beliefs and demonstrate collaboaration with the technical school, she provides time for teachers at the school to meet with instructors at the technical school to ensure that students complete work that meets the standards desired by the technical school.
 

Answers to the Questions

 

1.   What are some of the ways that an administrator gains understanding about needs within the community?
      Administrators can find a variety of ways to gain understanding about the needs of the community. In this case study the administrator 
utilized a question and answer session during the school council and was willing to talk with parents within this forum or on an individual
basis if they preferred. The administrator attends community functions, such as after-school program events and school functions where she
talks with parents and is aware of things going on in the community. She has taught for more than 15 years within the community and
taught numerous parents of current students. While all administrators might not have this luxury of having this extensive knowledge
of their parents, it has definitely been a benefit for Mrs. Gogetter. Knowing the community allows the administrator to
understand the expectations that the community has for the school.
2. What are some ways that an administator finds to encourage parental involvement in school organizations?
      In this case study, Mrs. Gogetter demonstrated her knowledge of the importance of parents. She does not wait for parents to come to her,
but often seeks out parents at events, makes phone calls, and sends emails. She has looked for innovative ways to encourage parental
support of organizations and programs within the school. She has ensured that there are ways that parents can find out what goes on at
school if they are unable to attend meetings. These additional ways are through the school website and newsletters that are mailed to homes.
3. What are some ways that administrators share information about achievement scores and school initiatives to improve scores?

     There are a variety of forums that administrators use in order to share information about the school and it's students with the community. First, the administrator is visible within the school community at school functions and extracurricular events. She ensures that test scoresf for individual students are mailed to homes. The administrator in this case study utilized a variety of parent meetings such as school council and PTO/Boosters to discuss. She was also willing to meet with parents individually. This administrator also sits in parent conferences to discuss what is best for individual children. In addition, the administrator believe in raising the bar and providing curriculum to high school students that will benefit both the student and the community. By encouraging and expecting more from our students, the administrator is sending a message to all involved that we do expect our students to continue their education. She is also keeping records that show the increase of students enrolled in post secondary work following their high school graduation.

 
Evaluation of Leadership Style
       The level of performance in this case study is proficient. There are several reasons that I feel that the level of performance demonstrates proficiency. First, the level of visibility and activity in school and community functions is high. A principal at the proficient level does not wait for someone to come to him or her, but rather seeks out things that are going on in the community that can affect the school and the way that it operates. Also, a proficient principal will be active with leaders in community and civic groups, lending their support and suggestions as it is warranted. Another reason that I feel that this case study is proficient is that the leadership style demonstrated is willing to listen to all sides of an issue and realize that there may be differing views.  The leadership provided also demonstrates a belief in being a lifelong learner and the partnership it has with institutions of higher learning. Time is provided for faculty to meet with members of the institutions of higher learning so that proper preparation is made for students to be successful with their post secondary options.The support shown in the 21st Century Learning Center and the after school program strengthens the student population and provides a service to many in the community who have to work and would otherwise have to find someone to care for their child. Support is given to ensure that the 21st Century Learning Center is a success.
 
 

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