Final Vision Project

Download as pptx, pdf, or txt
Download as pptx, pdf, or txt
You are on page 1of 34

VISION PROJECT

JAY LIEDEL
EDAD 6/76526
FUNDAMENTALS OF EDUCATIONAL ADMINISTRATION
FALL 2014

SCHOOL VISION/MISSION

The school community being analyzed does not currently have


a vision or mission statement. The school community is a
grouping of 4 classrooms that are part of a county entity that
provides services for students from around the county in need
of a separate facility school environment. All students served
have been labeled with emotional disturbance.

VISION TEAM

Intervention Specialist K-3 Separate Facility

7 yrs experience working in day treatment and separate facility


environments.

Intervention Specialist 3-5 Separate Facility

8 yrs experience working in day treatment and separate facility


environments.

Intervention Specialist 6-8 Separate Facility

25 yrs experience working in day treatment and separate facility


environments.

Intervention Specialist 9-12 Separate Facility

25 yrs experience working in day treatment and separate facility


environments.

Program Administrator ED Program County ESC

VISION TEAM

The team was chosen to reflect leaders within the school


community. Specifically, the teachers and administrator of the
program were chosen because they have been a stable force
within the school community as opposed to other stake-holders
(para-professionals, etc.) There has been high level of turnover
in the previous year, so members were chosen who have been
involved and/or have a sense of, or an openness to, the idea
that this school community is implemented approaches that are
not typically traditional.

VISION TEAM

Each member of the team has an understanding that in the


setting we exist, and with the population we serve, we need to
be open to methods that may look very different than a
traditional school setting. This does not mean that all members
of the school community understand this and/or agree with this.
These individuals were not chosen for the team.

COMMON BELIEFS
SURVEY
JAY LIEDEL

1. I DONT THINK OF MY STUDENTS IN TERMS OF THEIR


RACE OR ETHNICITY; I AM COLOR BLIND WHEN IT
COMES TO MY TEACHING.

Agree Strongly
Neither Agree Nor Disagree
Disagree Strongly
70%

Agree
Disagree

60%

60%
50%
40%
30%
20%

20%

20%

10%
0%

2. THE GAP IN THE ACHIEVEMENT AMONG STUDENTS


OF DIFFERENT RACES IS ABOUT POVERTY, NOT RACE.

Agree Strongly
Neither Agree Nor Disagree
Disagree Strongly
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0

Agree
Disagree

80%

20%

3. TEACHERS SHOULD ADAPT THEIR INSTRUCTIONAL


PRACTICE TO THE DISTINCTIVE CULTURES OF AFRICAN
AMERICAN, LATINO, ASIAN & NATIVE AMERICAN
STUDENTS.
Agree Strongly
Neither Agree Nor Disagree
Disagree Strongly
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Agree
Disagree

80%

20%

0%

0%

0%

4. IN SOME CULTURES, STUDENTS ARE EMBARRASSED


TO SPEAK IN FRONT OF OTHERS SO I TAKE THIS INTO
ACCOUNT & DONT CALL ON THESE STUDENTS IN
CLASS.
Agree Strongly
Neither Agree Nor Disagree
Disagree Strongly
70%

Agree
Disagree

60%

60%
50%
40%
30%

20%

20%

20%

10%
0%

0%

0%

5. BEFORE STUDENTS ARE ASKED TO ENGAGE IN


COMPLEX LEARNING TASKS, THEY NEED TO HAVE A
SOLID GRASP OF BASIC SKILLS.

Agree Strongly
Neither Agree Nor Disagree
Disagree Strongly
70%

Agree
Disagree

66%

60%
50%
40%

33%

30%
20%
10%
0%

0%

0%

0%

6. WITH ALL THE PRESSURES TO RAISE STUDENT ACHIEVEMENT,


FINDING & USING EXAMPLES FOR THE CULTURAL, HISTORIC &
EVERYDAY LIVED EXPERIENCES OF MY STUDENTS TAKES AWAY
VALUABLE TIME FROM TEACHING & LEARNING.

Agree Strongly
Neither Agree Nor Disagree
Disagree Strongly
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Agree
Disagree

80%

20%

0%

0%

0%

7. TALKING ABOUT RACE WITH MY COLLEAGUES COULD OPEN UP


A CAN OF WORMS; LITTLE GOOD IS LIKELY TO COME FROM IT.

Agree Strongly
Neither Agree Nor Disagree
Disagree Strongly
70%

60%

60%
50%

40%

40%
30%
20%
10%
0%

Agree
Disagree

0%

0%

0%

SURVEY INFORMATION
This survey was distributed to 4 teachers & 1 administrator (vision team).
This report reflects results of all the respondents.

Analysis
The survey consisted of low sample size thus generalizations are difficult to support. The data will be useful to
inform discussion when the vision team convenes.

The following serves to analyze/interpret the data on a question by question basis.


Question 1: The team responded to this question surrounding whether or not you are color blind when teaching in
a disparate manner. Two respondents agreed that they were color blind when thinking about students (answering
with a 1 and 2 respectively). The other three respondents disagreed with the statement (all answering with a 4).
The implications for the team are large as this question is vital as to vision with regard to serving students.
Questions for the team will include discussion as to the appropriateness of being color blind with the
understanding of the history and context of students belonging to groups that have been marginalized. The team
will need to come to an agreement about attitudes and vision regarding serving minority students.
Question 2: The team was dominated by the idea that the achievement gap is more about poverty than race (80%
answering 2). It is noted that the way the question is written is easily interpreted to mean that the respondent
should choose one of the two factors as the cause of the achievement gap. All respondents related verbally that
they understood the gap to be correlated to both race and poverty and felt they would like this understanding to be
acknowledged. The person who responded 4 and felt that the gap was more about race elaborated that it was not
due to innate deficiencies with minorities, but issues such as systemic racism that were the factor contributing to
the gap. All respondents understood poverty to be a large factor in general with regard to students
underperformance in schools.
Question 3: All respondents agreed (answering 1 or 2) that teachers should adapt instructional practices to distinct
minority cultures. It is noted that all of the respondents are white and not part of a minority culture. Implications for
vision and mission statements include the idea that this team supports this notion.

SURVEY INFORMATION
This survey was distributed to 4 teachers & 1 administrator (vision team).
This report reflects results of all the respondents.

Analysis

The survey consisted of low sample size thus generalizations are difficult to support. The data will be useful to
inform discussion when the vision team convenes.

The following serves to analyze/interpret the data on a question by question basis.


Question 4: The data (and subsequent discussion) indicates that the respondents were not clear about this question
and related that they did not have experience with students whose culture may be related to embarrassment in
speaking in front of others. All of the respondents indicated that if they had a student in this situation and was
aware of it, they would make accommodations to their classroom instructional strategies to meet the needs of the
student.
Question 5: All respondents agreed (answering 1 or 2) that before students are asked to engage in complex tasks,
they need solid basic skills. Implications for vision and mission statements include supporting this idea.
Question 6: This question was the most divisive as one individual related that she strongly agreed that finding and
using examples of historic and lived experiences took away from instructional time and all of the other respondents
disagreed strongly with the statement. This question will be specifically addressed during the vision and mission
statement discussions as it provoked strong feelings on both ends of the question.
Question 7: It is noted that all respondents disagreed with this statement (all answering either 4 or 5). Implications
include recognizing that this team does not feel that discussions about race are a problem (or potential problem)
and that they felt that there is benefit in discussing race with relation to school issues. Specifically, several
respondents related that they would like to engage in a dialogue about race and felt that it would not be productive
to engage in mission and/or vision planning with specifically discussing race in the context of history, and modern
American culture

VISION DISCUSSION
OVERVIEW/ANALYSIS
JAY LIEDEL

BACKGROUND

The community relating to this project is a group of 4


classrooms housed in a separate facility serving students from
multiple districts and administered directly by one
administrator. The administrator is on-site two days a week.
All students served in the community have been labelled as
emotionally disturbed (with various mental health diagnoses)
and have not been successful in traditional school settings.
Students are accessing services in a separate facility due to
disruptive behaviors ranging across safety domains (physical,
social, moral, psychological)

BACKGROUND

(CONT.)

Students are referred to the community by different districts which


have varying policies/protocols for referral.
The classrooms range from k-12 with the breakdown being K-3,
3-5, 6-8, 9-12
This report reviews the results of interviews with 3 members of the
vision team (the 3 youngest classroom teachers). The interviewer
is the teacher of the 9-12 room and is also a member of the vision
team (me). My input was included in the culmination of this report.
Three of the interviews can be found here: https://
www.youtube.com/channel/UCCCqDEI-7FBUd3Ma49xWk7g

BACKGROUND

(CONT.)

The 4 teachers serving this community have a high


degrees of experience in many different settings, yet the
team has been working together in this setting for a short
time (2nd year together for 3 teachers with 1 new this
year). The administrator has many years experience
overseeing ED programs throughout a large geographic
area(county) and in different settings (public school,
vocational school, and separate facility).
The vision team is motivated and encouraged to be
working towards defining in theory and practice what it is
we value. The team feels in general that we are
operating on the fringe of the public school domain and
a clear vision/mission or our values has not been
effectively established or communicated within our own
governing body (county ESC), to the districts we serve, or
the community at large (including all stakeholders).

VISION
& MISSION
Respondents
indicated that they were unaware of
vision and mission statements for our unit(s). It is
noted that the ESC does have them, yet teachers
were unaware of them and we felt as a team that
there is a clear need to define what we value and
what our mission is in the context of our small unit.
Teachers identified several components they thought
should be included in new vision and mission
statements and all agreed that the conversations
were imperative to the success of the program(s).
Common themes are as follows: Promoting success
across domains (behavioral and academic), student
engagement, including the community at large,
teaching self-regulation, and recognizing students
needs.

VALUES
Teachers identified specific values we hold as a unit as:
A premium on relationship building
Safety across all domains
Respect for others needs/differences
Effective communication
Teaching self-control
Bolstering self-esteem
A positive approach to discipline
Flexibility
Allowing students input into their education

CULTURAL ELEMENTS IN THE CLASSROOM?

Several respondents indicated that they attempt to


directly address cultural differences within the class
setting and were aware of differences within their own
class. Specifically, examples were given including
making an effort to use positive African-American role
models during social studies experiences, and having
open dialogue in class about cultural differences in
students lived experiences. One teacher relating the use
of data to point out cultural biases within our legal
system and communities at large.
One respondent self-identified needing to be more aware
of students cultural backgrounds.
All respondents agreed that there were many more
minorities in the older classrooms and this is something
that could be explored as to any correlation with policy
issues.

STUDENT/PARENT/COMMUNITY INPUT
INTO THE SCHOOL EXPERIENCE

Respondents identified a common theme that may be


unique to the population being served in the unit. All
respondents agreed that it has been their experience that
parents are reluctant to be involved in communicating
with school staff due to what is characterized as
burnout relating to their childs school experience being
overwhelmingly negative. Many parents have expressed
relief and a sense of gratitude toward staff as they are not
receiving calls from school regarding discipline. It is
interesting to note that several parents related to staff
that they attach negative feelings to calls home, even
when staff calls to report positive performances.

STAFF ABILITY TO EXPRESS THEIR THOUGHTS


Respondents had varying thoughts about their ability to share
ideas. In general, they felt their ideas were heard, yet not
always valued. The level of being comfortable and confident
relating their opinions seemed in direct correlation to the time
they have been involved with this specific program. Several
respondents felt that as they became more comfortable with
the setting and the administration, their ability to express
themselves effectively would increase and felt that when they
did so, they were heard and valued.
All respondents felt that at the onset of this school year, there
was a marked difference in the level of communication and
collaboration with and amongst staff and administration and
directly identified the administrator fostering this
communication as essential. A clear understanding that the
front line staff will ultimately have a better sense of the needs
of the unit was communicated with great effect.

SPECIFIC CHALLENGES

Throughout the course of the discussions, several themes


regarding challenges were identified
1. A major challenge is the fact that as a service provider, we
may have a vision/mission that is different than the school
districts we serve. Specifically, staff is concerned that our
mission of serving our students in the most effective manner is
at odds with considerations such as funding and resources.
2. It is clear that stakeholders throughout the county are
unaware of the service we provide.

SOLUTION 1

Develop a clear plan for developing a common mission and


vision statement to reflect our core values. Research indicates
that vision/mission statements do not always reflect local
values. (Shafft and Biddle 2013) Continue meeting with the
vision team to identify a meaningful way to incorporate
members thoughts into a meaningful mission and vision
statement. The team decided to incorporate vision/mission
discussion into their weekly meetings and set a goal to present
new mission/vision statements at the beginning of the 2015-16
school year.

SOLUTION 2

Explore ways to promote who we are, what we stand for, and


what we do to stakeholders throughout the county (disrticts,
parents, community) It became clear that our community
suffers from lack of awareness in the broader educational
community. The team will continue to strive towards increased
community awareness and collaboration as a way to serve
students more effectively. ( Hands 2010)

SOLUTION 3

Explore internal navigation with regard to our vision and


mission and how to meet the needs of the districts we serve
while advocating for our students. The process will hinge on
creating a clear, direct line of communication between our
community and the larger administrative entities. To begin, the
discussion will foster understanding as to administrative roles
within our learning community.

SELF-REFLECTION
JAY LIEDEL

THEMES
Video of Self-Reflection and digital short can be viewed here:
https://
www.youtube.com/channel/UCCCqDEI-7FBUd3Ma49xWk7g
Staff was open and honest with the process
Project served as a spark to initiate a larger process to include
a layer of core values over our meetings/decision making
Agreed to include discussion at all of our meetings
Project served to identify core values/beliefs/guiding principles
Project served to foster communication amongst staff

VISION
LEADERSHIP
EVALUATION
JAY LIEDEL

QUESTIONS FOR LEADERSHIP


EVALUATION
Respondents all gave written responses
To what extent did you feel I listened to you?
To what extent did you feel I cared about your thoughts/ideas?
To what extent did I follow through on the teams ideas?
To what extent did I share information with members of the
school?
To what extent did I support claims with scholarly references?
What do you think I value as a school leader? Why do you think
this?

THEMES / STRENGTHS / CHALLENGES


*Respondents indicated I engaged in many effective leadership
skills during the project. Specifically, feedback was given with
regard to active listening and a general affirming presence,
which fostered open communication. (Starratt 2004)
Respondents identified what they thought my values were to
include: positive interactions, giving choices, a supportive
environment and being proactive and not reactive. They also
understood my push for understanding social justice in the
context of special education. (Pazey and Cole 2012)
Self-reflection identified as a challenge the need for being
more assertive with those in administrative roles.

REFERENCES
Hands, C. M. (2010). Why collaborate? The differing reasons for
secondary school educators establishment of school-community
partnerships.School
Effectiveness & School Improvement,21(2),
189-207. doi:10.1080/09243450903553993
Pazey, B.L, & Cole, H.A, Educational Administration Quarterly, 20(10),
1-29, 2012.
SCHAFFT, K. A., & BIDDLE, C. (2013). Place and Purpose in Public
Education: School District Mission Statements and Educational (Dis)
Embeddedness.American Journal Of Education,120(1), 55-76.
Starratt, R.J., Ethical Leadership. San Francisco: Jossey-Bass, 2004.

You might also like