Dropbox for Six Domains PowerPoint Carbaugh, B.G., & Marzano, R.J. (2018). School leadership for results: A focused model (Second Edition). Learning Sciences International. Here, students will tak

Domain 1 and 2

What would you do to ensure that you make decisions based on your school's data to improve student achievement?

A school leader should apply the use of data in the most efficient manner in order to improve the student's performance. However, for the function to be effective in supporting leadership decisions, the leader must give attention to systemically collecting, analyzing, and interpreting data for the school. The first is to create a culture that recognizes the data collected as precious since it can help determine trends in academic performance, learners' progress, and subsequent remedies (Carbaugh & Marzano, 2018). Even assessments, attendance, and behavioral reports, when analyzed from time to time, could reveal areas of strength and areas of concern with both the students and the strategies used for teaching them. Data should be used correctly to create such vital goals as emphasized in Element 1, Domain 1, to promote student success. This includes setting quantifiable, time-bound objectives that aim to meet student's specific learning needs in relation to specific subject content knowledge or particular skills to be mastered. For example, if the data collected show low literacy levels, the principal may focus on improving reading outcomes, providing resources for reading activities, and defining learning targets.

Element 2 also focuses on the need to track the progress of each student in relation to the set goals and plans. The leader should organize the data collection and analysis process, ensuring that the data collected is regularly analyzed and the results are used to track students’ progress and make relevant changes. This includes developing a framework to where teachers coordinate to analyze data in PLCs, consult on student performance, and determine necessary interventions for low-performing students (Carbaugh & Marzano, 2018). They are in a position to monitor the student's progress and make corrections where necessary since there is a continuous feedback mechanism. Furthermore, Element 3 pertains to providing specific interventions and supportive measures. One theoretical perspective that could be applied to this situation is the Educational Resource Perspective, which states that a school leader should monitor and take action in order to offer educational resources to students who fail to meet achievement goals. This can involve the development of other specific intervention plans, provision of extra literacy and numeracy teaching, or use of learning support personnel like reading teachers or guidance counselors to meet specific learning or psychological needs. Through the proper implementation of research-backed interventions and assessment of overall impact over time, the leader can work towards providing tailor-made education to each student, thus increasing the chances of achieving the set goals.

As a leader, how does one ensure that each student receives a viable and guaranteed curriculum?

As a leader, making sure that every learner gets a viable and guaranteed curriculum is vital in offering equal educational opportunities. As highlighted in Element 1 of Domain 2, the school leader must write a plan on how instruction should be delivered in the school. This vision should be consistent with the school's mission and the district's strategic direction, with an emphasis on quality instruction that conforms to the standards. In order to promote and sustain this vision, the leader ought to liaise with teachers and offer them training that embraces high standards of teaching and curriculum delivery. It is crucial to analyze the governance of instructional practices employed in the school as called for in Element 2. The school leader should visit classrooms frequently, get feedback from teachers and students, and review current research literature. It enables the leader to point out instructional deficiencies, assist educators in improving their practices, and promote best practices that have been shown to influence students’ learning and motivation (Carbaugh & Marzano, 2018). Assuring State/District Framework: In accordance with Element 3, it is also necessary for the leader to review and recommend or approve the existing curriculum and assessments in the school. This entails making periodic curriculum checks to ensure that texts/assessments used in teaching/debugging meet the set criteria/are aligned with the required standards and what is expected of learners. The leader should coordinate with instructional coaches and other department heads to discuss and evaluate the proposed lesson plans and formative assessments to ensure that they reflect education initiatives. This alignment guarantees that students are being taught the requisite knowledge that will enable them to graduate and perform well on tests.

In addition, the curriculum refers to the student's learning experiences, which the leader should ensure is oriented towards the essential standards and can be delivered within the time allocated for learning, as mentioned in Element 4. This is quite a time-consuming process, and one has to liaise with the teachers in order to come up with a set of priorities that are aimed at leaving out irrelevant information within the course of a particular topic. In this way, the leader can guarantee that teachers have enough time to engage students with a deeper understanding of certain concepts important for their learning process (Carbaugh & Marzano, 2018). Moreover, the leader should attempt to minimize any factors and practices outside of instruction that could otherwise infringe on teaching and student time. Last but not least, Element 5 entails the provision of equal learning for the students. A school leader should tackle the needs of every student in the school by maintaining the teaching of heterogeneous learners and fairness in distributing resources. This could mean offering extra assistance to children learning English as an additional language (ELLs), children with disabilities, or from impoverished homes.

Reference

Carbaugh, B.G., & Marzano, R.J., (2018). School leadership for results: A focused model (Second Edition). Learning Sciences International.