Project 1

ASSIGNMENT #1 PRESENTED IN CLASS VIRTUALLY ON JUNE 3RD AT 3:00 PM: Instructional Leadership Vision Project INSTRUCTIONAL LEADERSHIP VISION PROJECT Presented virtually to an assigned peer, shared in an all-class virtual discusion, and posted on Blackboard (15 points) Candidates will utilize virtual field excursions as opportunities to deepen and broaden their understanding of what it means to be an instructional leader in diverse contexts. This understanding is aligned with the national leadership standards. Candidates will virtually visit instructional leaders across several counties (i.e., suburban, rural, and urban) from diverse contexts. Candidates will seek responses to the following questions: • What is your vision as an instructional leader? What do you value? To what extent do your values align with the work you do as an instructional leader? How do you demonstrate this understanding? How would you describe yourself as an instructional leader? What do you look for in other instructional leaders? Why is this important to you? What are the instructional leadership strategies you implement to support student learning? How are these decisions made? • How are decisions made regarding curriculum and instruction? To what extent is data used to make decisions? What is data? How is it utilized to inform decisions regarding instruction? Please provide an example. • Who is involved in deciding what is taught, how it is taught, and how student learning is assessed? How do you know decisions made are benefiting students? • How do you understand the needs of those you serve? How do you assess these needs of the school community? To what extent, if any, do you share these needs with those you serve? Why or why not? • To what extent does context play in making decisions as an instructional leader? To what extent is the culture of the students, their families, and the community-at-large incorporated into what you do as instructional leaders? • What should our aspiring school leaders to understand regarding instructional leadership? What advice would you give to them? • What are your strengths as an instructional leader? • What challenges do you face as an instructional leader? How do you overcome those challenges? • How do you foster student growth as the school leader? How do you know you are effective? What does instructional coaching mean to you? • What is student learning to you? How did you come to this understanding? To what extent, if any, has this understanding changed over the years? • Who do you read? What are you currently reading? • How do you learn best? How do the teachers learn best? How do the students you serve learn best? How do we know this is accurate? • To what extent, if any, are families involved in student learning? If yes, how so? To what extent, if any, is the community-at-large involved in student learning? If yes, how so? • To what extent, if any, are there spaces for school leaders to work with each other to improve instruction? Why or why not? • What spaces do you afford yourself and teachers to discuss instructional approaches? How do you know these spaces are meaningful? What type of follow-up is implemented to support teachers throughout this process? Candidates will be asked to complete the following after engaging with instructional leaders during the virtual field excursions: 1. (4 points) Each school and instructional leader will be showcased in your project. How did each school leader understand what was meant by instructional leadership? Be specific. What did you learn? Be specific. What research supports claims made. Identify at least two scholarly references for each instructional leader you met in your project. 2. (1 point) What is your vision as an instructional leader? 3. (1 point) To what extent does your vision align with national leadership standards? Be specific. 4. (2 points) What research supports your vision? How do you understand your responsibility as an instructional leader? What challenges may you face? Use APA 6th edition formatting to support all claims made. A complete list of scholarly references will be presented at the end of the project. 5. (1 point) How did you understand the vision of each instructional leader you met? How did each instructional leader understand her/his responsibility to serve the school community as an instructional leader? What challenges do each of them face? To what extent, if any, is this aligned with research? Support all claims made with at least one scholarly reference using 6th edition APA formatting. 6. (2 points) When comparing your vision and understanding of what it means to be an instructional leader, how does this compare with those you met in the field? Be specific. 7. (1 point) Take photographs that represent the values and work of each instructional leader. Discuss the symbolism behind each photograph you take. These are original photos. You should have no less than four photographs for each school leader you meet. For example, when meeting with an instructional leader from the inner-city public school might note, “We believe in engaging with the mind, body, and spirit when working with children. We believe every child is a scholar and it is our responsibility to support a child throughout her critical inquiry to make a difference in the lives of those within her community.” What photos capture what this instructional leader means by “mind, body, and spirit”? What photos signify what is meant by a “scholar”, “critical inquiry”, “making a difference”, and/or “community”? 8. (1 point) Take photographs that represent your values as an aspiring instructional leader. Discuss the symbolism behind each photograph. You should have no less than four photographs for yourself. 9. (2 points) Write a poem reflecting your new understanding of your vision as an instructional leader and integrate photographs in your poem/artmaking. Share how your poem is aligned with your vision as an instructional leader. Please see the example below from an aspiring instructional leader who grew up in an impoverished urban area and committed himself to serving as an educator who wanted to empower Communities of Color: (Photos cannot be inserted into the Discussion Board. Please see your email as well as the syllabus for examples.) I grew up in the projects. I was told I was a throwaway. I lived in poverty. I was told I was a throwaway. Society didn’t pay any attention to what happened to us in my neighborhood. I was told I was a throwaway. I lived apartheid education. I was told I was a throwaway. My family and friends came to my rescue. I was told I was a throwawa My community looked out for one another despite what the media said. I was told I was a throwaw Some of my teachers made sure I didn’t fail. I was told I was a throwa I depended on sports to make it through school. I was told I was a throw I learned what it meant to be a man from my father. I was told I was a thro I was a statistic, because I was a statistic the media never covered. I was told I was a thr I graduated from middle school. I was told I was a th I graduated from high school with honors. I was told I was a t I went to a four-year university on a full athletic scholarship. I was told I was a I earned two degrees: teaching and economics. I was told I was I believe in all children. I was told I wa I know my children and how they learn best. I was told I w I teach youth how to navigate these dangerous waters. I was told I I am committed to children from my neighborhood. I was told I am a facilitator, a coach, a friend, a parent, someone who cares, and gives of myself to those I serve. I was tol Children are critical thinkers under my watch. I was to I did not become what others said I was. I was t And nor will they. I was I made my way out and I am free. I wa I dwell in possibility. I w I am. I And we matter. 10. Virtually present this Instructional Leadership Vision Project in a PowerPoint, Prezi, website, or short film to an assigned peer BEFORE our last class. 11. We will all meet virtually as a class and each of you will provide an overview of what you learned from your assigned partner.