ASSIGNMENT 4
Management of the Organization, Operations, Resources, and School-Level Governance (NELP #7)
In this assignment you will demonstrate the ability to evaluate, cultivate and advocate for the equitable implementation and management of the school organization, systems operation, and resources for an English Language Learner (ELL) population. You will interview a principal or assistant principal and a director or coordinator of ELL programs from your school and/or district and collect relevant data. Based upon your interview and data gathered (e.g., record/file reviews, enrollment data, grievances/complaints, observations, performance on standardized achievement tests, standardized language proficiency tests, etc.) your analysis will address the following sections listed. Support your narrative with at least five (5) references. Use APA 7th edition guidelines to format this assignment.
Data Collection (NELP 6.1, 6.2, 6.3)
Administrator Interview: You are to interview an administrator (Principal or Assistant Principal) from your school or district. Questions and data sources focus first on the overall school management and operational systems and data sources and then focus on ELL programs, services, program implementation information including staffing, professional learning, and student performance. Questions and data sources discussed with the school Principal or AP in this section should include but not be limited to those listed in Appendix A. Using the table of data sources as a guide, collect and analyze the data.
ELL Director/coordinator Interview: You are to interview an ELL Director or Coordinator from your school or district. Questions and data sources focus on the ELL school management and operational systems and data sources, programs, services, and program implementation information including staffing, professional learning, and student performance. Questions and data sources discussed with the ELL Director or Coordinator in this section should include but not be limited to the questions listed in Appendix B. Using the table of data sources as a guide, collect and analyze the data.
The written portion of the assignment must contain the specific requirements of each section: Your analysis will be organized in written format as follows:
Title Page
Management of the Organization, Operations, Resources, and School-Level Governance
Analysis of Programs and Services for English Language Learners (ELL)
Introduction
This section will consist of a brief overview of the components of your assignment including a description of your school, demographics, and funding allocations.
I. Equity of School Processes and Operations (NELP 6.1)
This section will include a synthesis of the responses to your interview questions and an analysis of data collected to evaluate the management, communication, technology, school-level governance, and operations systems that support each student’s learning needs and promote the mission and vision of the school. Be sure to include in the analysis:
1. A detailed description of data sources focusing on the overall school management and operational systems.
2. Findings regarding school management and operational systems, programs, services, and program implementation information including staffing, professional learning, and student performance.
3. An audit of the equity of school processes and operations with regard to ELL programs, services, and their impact on resource allocation, personnel decisions, and students’ experiences and outcomes. Be sure to include in your analysis:
· Methods and procedures for managing school resources, including the strategic management of human capital, school operations, and school facilities.
· Alignment of resources to building priorities and forecasted resource requirements for the school.
· Technology and management systems.
4. Strategic and tactical challenges for the school’s systems, which were identified through your analysis of the data and review of available research. Describe challenges impacting ELL programming and practices.
Based on the results of your analysis and identification of strategic and tactical challenges, provide 3 recommendations to improve management, communication, assessment, technology, school level governance and operation systems as they relate to ELL programming and practices (NELP 6.1). Provide a brief rationale based on evidence from research on the topic for each recommendation.
II. Data-Informed and Equitable Resourcing (NELP 3.2, 6.2)
This section will demonstrate your capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development. Based on your analysis of the data, examine the academic and non-academic resources that are available at the school for the ELL population, and identify the resource needs (NELP 6.2). This includes your findings from file/record reviews, interviews, enrollment data in advanced, gifted, and special education courses, choice programs, extracurricular activities, and any known grievances or complaints made to the school or district regarding program implementation service delivery, or access to programs.
Identify and evaluate possible sources of inequality and bias in the allocation of educational resources and opportunities for the ELL population (NELP 3.2). Based on your findings, develop a multi-year school resourcing plan aligned to the school’s goals and priorities. Explain how you used data ethically and equitably to guide this process. Describe your plan for advocating for resources in support of needs (NELP 6.2), including for equitable access to educational resources and opportunities that support the educational success and well-being for ELL students (NELP 3.2). Explain how you will cultivate the equitable use of educational resources and opportunities for the ELL population through procedures, guidelines, norms, and values.
III. Equitable Application of Laws and Policies (NELP 2.3, 6.3)
This section will demonstrate your capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being (NELP 6.3). Reflectively evaluate your school’s policies and practices with regard to legal, ethical, and equity issues pertaining to ELL learners, teachers, and staff. Based on your findings, explain and provide examples of the extent to which law and policy are applied consistently, fairly, equitably, and ethically within the school as they apply to ELL programming and practices (NELP 6.3). To demonstrate your ability to communicate policies, laws, regulations, and procedures to appropriate school stakeholders, prepare a presentation (using a multimedia presentation tool) to stakeholders on the results of your analysis and recommendations to improve consistent, fair, equitable and ethical application of laws and policies within the school as they apply to ELL programming and practices. Include your recommendations for monitoring and ensuring adherence to laws, rights, policies, and regulations (NELP 6.3). Explain your strategies for modeling ethical behavior in your own conduct and relationships within the school, as well as your strategies for cultivating ethical behavior in others. Provide examples to support your explanation (NELP 2.3).
References: Minimum of five (5) scholarly references.
Appendix
Principal Interview Notes
ELL Director/Coordinator Interview Notes
Rubric – Management of the Organization, Operations, Resources, and School-Level Governance
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CRITERIA |
EXCEEDS |
MEETS |
APPROACHING |
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Candidate demonstrates the capacity to evaluate, develop and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school. (NELP 6.1) |
Candidate conducts an audit of the equity of school processes and operations with regard to ELL programs and services, and their impact on resource allocation, personnel decisions and students’ experiences and outcomes. Candidate uses research, analyzes interview and other data collected and synthesizes findings to identify and describe strategic and tactical challenges for the school’s systems, including challenges impacting ELL programming and practices. As a result of data analysis and in response to the identified challenges, candidate identifies and provides a rationale for 3 relevant recommendations to improve management, communication, assessment, technology, school level governance and operation systems as they relate to ELL programming and practices. |
Candidate conducts an audit of the equity of school processes and operations with regard to ELL programs and services, and their impact on resource allocation, personnel decisions and students’ experiences and outcomes. Candidate uses research and analyzes data to identify strategic and tactical challenges for the school’s systems, including challenges impacting ELL programming and practices. In response to the identified challenges, candidate identifies 3 relevant recommendations to improve management, communication, assessment, technology, school level governance and operation systems as they relate to ELL programming and practices. |
Candidate conducts an audit of the equity of school processes and operations with regard to ELL programs and services; however, is lacking identification of their impact on resource allocation, personnel decisions and/or students’ experiences and outcomes. Candidate identifies strategic and tactical challenges for the school’s systems, including challenges impacting ELL programming and practices; however, the process is not guided by research or data. C andidate fails to identify 3 relevant recommendations to improve management, communication, assessment, technology, school level governance and operation systems as they relate to ELL program |
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Candidate demonstrates the capacity to evaluate, develop and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development. (NELP 6.2) |
Candidate evaluates resource needs by analyzing and synthesizing data to examine academic and non-academic resources that are available at the school for the ELL population. Candidate explains a multi-year resourcing plan for ELL programming and practices, which is fully aligned to the school’s goals and priorities. Data was used ethically and equitably to guide the process. Based on the results of the evaluation of resource needs, candidate explains and exemplifies plan for advocating for resources in support of needs. |
Candidate evaluates resource needs by analyzing data to examine academic and non-academic resources that are available at the school for the ELL population. Candidate describes a multi-year resourcing plan for ELL programming and practices, which is partially aligned to the school’s goals and priorities. Data was used ethically and equitably to guide the process. Based on the results of the evaluation of resource needs, candidate outlines a plan for advocating for resources in support of needs. |
Candidate evaluates resource needs to examine academic and non-academic resources that are available at the school for the ELL population’ however, there is no evidence the candidate analyzed data to guide their conclusions. Candidate describes an incomplete multi-year resourcing plan for ELL programming and practices, and/or the plan is not aligned to the school’s goals and priorities. Ethical and equitable data use to guide the process was not apparent. Candidate outlines a plan for advocating for resources in support of needs; however, the plan is not based on the results of the evaluation of resource needs. |
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Candidate demonstrates the ability to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. (NELP 3.2) |
Candidate evaluates the sources of inequality and bias in the allocation of educational resources and opportunities for the ELL population. Based on the results, candidate describes a plan to advocate for resources in support of needs, including equitable access to educational resources and opportunities that support the educational success and well-being for ELL students. Candidate explains and provides examples for how they will cultivate the equitable use of educational resources and opportunities for the ELL population through procedures, guidelines, norms, and values. |
Candidate evaluates the sources of inequality and bias in the allocation of educational resources and opportunities for the ELL population. Candidate outlines a plan to advocate for resources in support of needs, including equitable access to educational resources and opportunities that support the educational success and well-being for ELL students. Candidate describes how they will cultivate the equitable use of educational resources and opportunities for the ELL population through procedures, guidelines, norms, and values. |
Candidate neglects to evaluate the sources of inequality and bias in the allocation of educational resources and opportunities for the ELL population. Candidate outlines an irrelevant or incomplete plan to advocate for resources in support of needs, including equitable access to educational resources and opportunities that support the educational success and well-being for ELL students. Candidate provides an irrelevant or incomplete description of how they will cultivate the equitable use of educational resources and opportunities for the ELL population through procedures, guidelines, norms, and values. |
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Candidate demonstrates the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others (NELP 2.3) |
Candidate explains and provides examples of strategies utilized for modeling ethical behavior in their own conduct and relationships within the school, as well as strategies for cultivating ethical behavior in others |
Candidate describes their approach for modeling ethical behavior in their own conduct and relationships within the school, as well as describes strategies for cultivating ethical behavior in others. |
Candidate includes a description of their approach which does not reflect the capacity to model ethical behavior in their own conduct and relationships within the school. Strategies for cultivating ethical behavior in others are omitted or irrelevant |
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Candidate demonstrates the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being (NELP 6.3) |
Candidate independently conducts a comprehensive reflective evaluation of the school’s policies and practices with regard to legal, ethical, and equity issues pertaining to ELL learners, teachers, and staff. Based on the results, candidate explains and provides examples of the extent to which law and policy are applied consistently, fairly, equitably, and ethically within the school as they apply to ELL programming and practices. Candidate clearly and effectively communicates policies, laws, regulations, and procedures to appropriate school stakeholders, via the preparation of a presentation (using a multimedia presentation tool) to stakeholders on the results of their analysis and recommendations to improve consistent, fair, equitable and ethical application of laws and policies within the school as they apply to ELL programming and practices. Candidate provides relevant and feasible recommendations for monitoring and ensuring adherence to laws, rights, policies, and regulations |
Candidate conducts a reflective evaluation of the school’s policies and practices with regard to legal, ethical, and equity issues pertaining to ELL learners, teachers, and staff. Candidate describes the extent to which law and policy are applied consistently, fairly, equitably, and ethically within the school as they apply to ELL programming and practices. Candidate communicates policies, laws, regulations, and procedures to appropriate school stakeholders, via the preparation of a presentation (using a multimedia presentation tool) to stakeholders on the results of their analysis and recommendations to improve consistent, fair, equitable and ethical application of laws and policies within the school as they apply to ELL programming and practices. Candidate provides recommendations for monitoring and ensuring adherence to laws, rights, policies, and regulations |
Candidate fails to conduct a reflective evaluation of the school’s policies and practices with regard to legal, ethical, and equity issues pertaining to ELL learners, teachers, and staff. Candidate attempts to describe the extent to which law and policy are applied consistently, fairly, equitably, and ethically within the school as they apply to ELL programming and practices; however, the description is lacking in specificity and relevancy. Candidate does not communicate policies, laws, regulations, and procedures to appropriate school stakeholders, via the preparation of a presentation (using a multimedia presentation tool) to stakeholders on the results of their analysis and recommendations to improve consistent, fair, equitable and ethical application of laws and policies within the school as they apply to ELL programming and practices. Candidate provides irrelevant or incomplete recommendations for monitoring and ensuring adherence to laws, rights, policies, and regulations |
