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Case Study-Developing Professional Capacity-Meda

This case study analyzes a principal's efforts to develop the professional capacity of teachers at their K-8 school. After implementing a new teacher observation tool, the principal noticed negative trends in teacher scores in certain areas. To address this, the principal chose several solutions: 1) Reviewing the observation tool with an instructional coach, 2) Analyzing curriculum and resources, 3) Providing professional development for teachers through professional learning communities and programs, and 4) Supporting school culture through extracurricular activities. An action plan was created to implement these solutions over time using grant funds, with the goals of improving instruction and student outcomes.

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322 views6 pages

Case Study-Developing Professional Capacity-Meda

This case study analyzes a principal's efforts to develop the professional capacity of teachers at their K-8 school. After implementing a new teacher observation tool, the principal noticed negative trends in teacher scores in certain areas. To address this, the principal chose several solutions: 1) Reviewing the observation tool with an instructional coach, 2) Analyzing curriculum and resources, 3) Providing professional development for teachers through professional learning communities and programs, and 4) Supporting school culture through extracurricular activities. An action plan was created to implement these solutions over time using grant funds, with the goals of improving instruction and student outcomes.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Running Head: CASE STUDY- DEVELOPING PROFESSIONAL CAPACITY 1

Case Study: Developing Professional Capacity

Donna Meda

Grand Canyon University: EAD 529

May 20th, 2021


Running Head: CASE STUDY- DEVELOPING PROFESSIONAL CAPACITY 2

Part 1: Case Analysis


1. Brief summary of the case
I am a continuing principal of a K-8 school. This is my 3rd year as the principal
with over 1,400 diverse students and over 100 certified and classified staff
members. Last year, we received a grant to reform the teacher observation
process. We created an observation tool to be used when observing our teachers
meeting expectations for instruction and professional behavior.
2. Identify the issues to be resolved
After using our new observation tool for a while now, my assistant principals and
I have noticed negative trends in our staff scores in certain areas. As a principal, I
know that my teachers need professional development support to build their
professional capacity on instructional methods.
3. Stakeholders involved in the issues
Principal
Assistant Principals
Instructional Coach (This could be one of the assistant principals.)
Staff-Teachers
District Administration
4. One or two existing laws or court rulings that relate to the issues
School Improvement Fund under Section 1003 (g) -Instructional Improvement

5. District policies that relate to the issues


I couldn’t find any district policies on this topic, but my principal and I discussed
how funds such as grants must be used for its original purpose. In this case, the
grant must be used to improve the teacher observation process. This grant may be
used to ameliorate the observation tool, process, and professional development for
staff.
6. Possible solutions to the issues
 Instructional Coach- Review of the New Observation Tool
 Analyze the Curriculum and Other Instructional Resources
 Professional Development for Staff Members (PLCs)
 Professional Development Program
 Extracurricular Activities and Clubs for Students-School Culture
 Continue using the new observation tool and see what happens
 Hire new teachers
Running Head: CASE STUDY- DEVELOPING PROFESSIONAL CAPACITY 3

7. The solutions chosen to resolve the issues


 Instructional Coach- Review of the New Observation Tool
 Analyze the Curriculum and Other Instructional Resources
 Professional Development for Staff Members (PLCs)
 Professional Development Program
 Extracurricular Activities and Clubs for Students-School Culture
8. Action steps (2-5) for implementing each solution, including a timeline for each step
1. Instructional coach and principals meet to review the new observation tool and
compare it with existing ones such as the Charlotte Danielson Framework and
others to confirm effectiveness.
2. To help teachers, the team analyzes the effectiveness of the curriculum and how it
promotes diversity, and other instructional resources such as necessary
manipulatives available and library books. (grant use)
3. Teachers must be divided into smaller groups to create PLCs depending on grade-
levels or department.
4. Using the grant, professional development is scheduled through the PD program
to develop and build professional capacity.
5. Other programs must be looked at in order to help with instruction such as
extracurricular activities and clubs about learning topics. This also promotes
diversity in the school.

9. Potential moral and legal consequences of each solution


The grant might not be used for one of the solutions.
The grant is used for other reasons/improvements around the school.
The solutions might require more money to be accomplished.
Proof must be ready to be shown on how the grant is used.
Running Head: CASE STUDY- DEVELOPING PROFESSIONAL CAPACITY 4

Part 2: Rationale

I’m a continuing principal at a K-8th grade school with over 1,400 diverse students and

over 100 staff members. During my second year at this school, our school received a grant to

reform the teacher observation process. That same year, we created an observation tool to be

used when communicating with teachers on their expectation accomplishments from instruction

to professional behavior. After a full year of our observation tool implementation, my two

assistant principals and I have been noticing some negative trends in staff scores in certain areas.

First, I would review the observation tool and ensure it’s still a useful tool to continue to

use with staff. At my current school, we use the Charlotte Danielson Framework when observing

teachers’ instruction, so I would use it to compare it to our new framework at school. “The

framework was developed using practice wisdom and research, then field tested and researched

prior to its release. Danielson's intention was that it be used for self-assessment, teacher

preparation, recruitment and hiring, mentoring, peer coaching, supervision, and evaluation”

(Alvarez & Anderson-Ketchmark, 2011). Next, I would review our student assessment data and

our current curriculum to see where the gap is. If students aren’t succeeding in a certain areas

like geometry in math, then I would look at our curriculum and see if the disconnection is

because of the curriculum. If the curriculum has just been updated or the curriculum is not the

main problem, then I would look into offering teachers more training on the curriculum in that

specific area and provide necessary supplemental resources. Grants must be used according to

their original purpose, so the grant would be used for this training and resources. I would make

sure to communicate with our district administration to get these resources and PD approved. I

would ensure that we follow our professional development program when scheduling PD

sessions and that we divide our teachers into teams according to their grade-level or department.
Running Head: CASE STUDY- DEVELOPING PROFESSIONAL CAPACITY 5

This creates a better environment for teachers to build relationships with the principals and with

other teachers as they collaborate. Smaller groups also helps with building an effective learning

structure for teachers. “According to Walker (2007), a positive teacher learning culture depends

on the presence and alignment of three components: structures, values, and relationships. In

addition, leaders must take on the role of ensuring that proper learning conditions are in place at

the school in order to create a culture of learning” (Walker, 2007 as cited in Postholm, 2018).

During professional development sessions, we would also ensure diversity is promoted through

instruction providing knowledge on methods to be used such as visuals, vocabulary, dictionaries,

partner work, etc. During the implementation process, we must ensure that our observation tool

is still a useful tool for the specific situation we are observing. Then, I will provide and ask for

feedback to ensure teachers are prepared or if additional training must be provided. Along with

providing help with curriculum and other methods, offering students extracurricular activities or

clubs on topics that will help them succeed in class like a reading club, Math +A club, tutoring,

or STEM club which goes along with our school’s vision and mission, will ensure that our

students are receiving the instructional help they need. The grant money must be used according

to its purpose to promote integrity and fairness with all stakeholders. After all, according to our

vision and mission statements, our school must be ensuring that our teachers are fully prepared to

instruct all students for their academic success.


Running Head: CASE STUDY- DEVELOPING PROFESSIONAL CAPACITY 6

References:
Alvarez, M. and Anderson-Ketchmark, C. (2011). Danielson’s Framework for Teaching: Trends

and resources. p (61). https://www.researchgate.net/publication/

275164103_Danielson's_Framework_for_Teaching

Postholm, M. (2018). Teachers’ Professional Development in School: A Review Study: Teacher

education and development. p (2). https://www.tandfonline.com/doi/pdf/

10.1080/2331186X.2018.1522781?needAccess=true

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