Lisa Patterson Candidate for Educational Leadership
Summer ’07 Cohort EOCS 7450: Practicum in Leadership
Case Study 4
ISLLC Standard 4: 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.
Name of Case Study: Utilizing Community and Parental Resources
Essential Questions of Case Study:
1. Does the leadership style demonstrate knowledge and understanding of forming partnerships and utilizing diverse community resources?
2. Does the leadership style demonstrate a belief in, value of and commitment to families and other stakeholders in school decision-making processes?
3. Does the leadership style facilitate processes and engage in activities that involve students, parents, and community services to support school goals?
Description of the Situation
In the third through sixth grade school in which I work, we have a new principal that began working on July 1, 2007. The students in our school of 750 are identified as 82% white, 16% Hispanic, and 2% multi-racial. We are a Title One school with 65% of students on free or reduced meals. Because survey results showed a deficit in the area of parent and community involvement, the principal (Mrs. P.) wanted to improve school / home / community communication in order to build stronger relationships between these stakeholders. She also wanted to recognize these partnerships and increase parental / community involvement and decision making within the school. As a new principal to our school, Mrs. P. solicited assistance from many stakeholders in order to plan for improvement.
Knowledge
Our principal possesses knowledge and understanding of emerging issues & trends that potentially impact the school; the conditions and dynamics of the school diversity; community resources; community relations & marketing strategies; and, successful models of partnerships among various stake-holders. Mrs. P. met with various teams which included the school council, instructional leadership, school culture, and the community / family involvement teams to plan strategies to improve school and community partnerships. The teams used data attained from student, parent, teacher, and community surveys completed in May of 2007. Survey results revealed the areas of needed improvement related to this standard.
Dispositions
Mrs. P. believes in, values, and is committed to the eight elements listed under Standard 4 – Dispositions. By collaborating with various stakeholders, she facilitated a strategic plan which targets improvement in communication with community members and parents. The specific activities are described in the “Performances” section.
Performances
Mrs. P. facilitates processes and engages in the following activities ensuring that:
a. high visibility, active involvement, and communication with the larger community is a priority (Christmas parade float; Partners in Education program – monthly newsletter to all Partners in Ed. for ongoing communication and to highlight programs sponsored by Partners in Ed.; United Community School Bank – facilitated by UCB staff & run by students; school articles in the local newspaper; school announcements on local radio stations; road marquis posting upcoming school events; school events on the local school television station)
b. relationships with community leaders are identified and nurtured (community leaders serve on the school council; mentoring program for at-risk students; Partners in Education program; community leaders invited to present expertise in various classrooms)
c. information about family and community concerns, expectations, and needs is used regularly (most recently found in parent, student, and community surveys – committees formed to address concerns; regular parent conferences – in person, phone, written; two-way communication through student agendas)
d. there is outreach to different business, religious, political, and service agencies and organizations (partnerships with Department of Social Services; Community Partnership; Partners in Education; Family Art Therapy; Ninth District; System Social Worker; available leasing of school facility to approved community persons / organizations; school facility is used by other schools in the system for performances)
e. credence is given to individuals and groups whose values and opinions may conflict (handled on a one-to-one basis)
f. the school and community serve one another as resources (school hosts community job fair, county wide professional learning classes, school system luncheons, dances, fund-raisers, practice for various sports, etc.)
g. available community resources are secured to help the school solve problems and achieve goals (Accelerated Reader awards purchased by local banks, PTO fund-raisers currently fund improvements to the school playground)
h. partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals (partnerships with Pioneer RESA to support our school in implementing the GPS, partnership with RESA and North Georgia College & University to provide math and science classes to teachers, Graduation Coach Grades 4-8, Community Graduation Coach)
i. community youth family services are integrated with school programs
j. community stakeholders are treated equitable (all parents are invited to participate in school functions, all communication is translated into Spanish for Spanish speaking families)
k. diversity is recognized and valued (all communication is translated into Spanish for Spanish speaking families; a bi-lingual faculty member is present at all parent conferences to translate for Spanish speaking parents
l. effective media relations are developed and maintained (school events reported by the local radio stations, T.V. channel, and newspaper)
n. public resource and funds are used appropriately and wisely
At this time, the following elements have not been addressed:
m. a comprehensive program of community relations is established
o. community collaboration is modeled for staff
p. opportunities for staff to develop collaborative skills with community members are provide
Answers to the Questions
1. Yes, the leadership style demonstrates Accomplished knowledge and understanding of forming partnerships and utilizing diverse community resources.
2. Yes, the leadership style demonstrates an Accomplished belief in, value of and commitment to families and other stakeholders in school decision-making processes.
3. Yes, the leadership style facilitates processes and engage in activities that involve students, parents, and community services to support school goals at the Proficient level. In order for the leader to perform at the Accomplished level of leadership, she must collaborate with staff and community to develop a comprehensive program of community relations, model community collaboration for staff, and provide staff with opportunities to develop collaborative skills with community members.