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Stephen R. Hammock
Aspiring School Leader
Portfolio
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TABLE OF CONTENTS

TITLE PAGE

Cover Letter.......................................................................................................................3

Resume..............................................................................................................................4

Educational Philosophy.....................................................................................................6

Leadership Philosophy......................................................................................................8

Vision of Teaching and Learning......................................................................................10

Vision for Teachers...........................................................................................................11

Vision for School Improvement........................................................................................12

Vision for Organization.....................................................................................................13

Vision for Professional Growth........................................................................................14

Vision for Developing Professional Learning Community...............................................15

Belief Matrix.....................................................................................................................16

ARTIFACTS

Artifact 1 System Strategic Plan (SWOT & PESTLE).............................19

Artifact 2 Curriculum Alignment Audit (GPS US History)........................36

Artifact 3 Collaborative Team Assessment.............................................49

Artifact 4 Balanced Scorecard................................................................52

LETTERS OF RECOMMENDATION

Mr. Tracy Caldwell......................................................................................62

Mr. Joe Carpenter......................................................................................63

Coach Jamie Williams................................................................................64

Dr. Richard Gardiner..................................................................................65

References.......................................................................................................................67
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Stephen Ryan Hammock
stephenrhammock@yahoo.com
(706) 975-8898
Re: Assistant Principal Opportunity

I am writing to express my interest in the above-named position. I truly believe I have the skill-set and
ambition to succeed in this position. Yet, I realize that a school leadership position is not about me at all.
Leadership is about creating an environment in which others can perform at the highest possible level. As a
classroom teacher and athletics coach, I have spent my entire professional career trying to put others in a
position to succeed by exploiting the strengths of students and providing the appropriate supports to address
their needs. I have two priorities that influence every decision I make: 1) Student Safety 2) Student Learning.

Currently, I am employed at Gulf Shores High School as a special education teacher and athletics coach.
I am responsible for creating individualized education programs and ensuring full implementation. I frequently
review student discipline, attendance, and grades with parents, students, and teachers to ensure student needs
are being met and the provision of the most appropriate education. I first began teaching as a social studies
teacher in February 2012, and this school year will total five and a half years of teaching experience. I hold a
valid teaching certificate in Alabama and Georgia in the fields of administration, history, political science, and
special education.

Academically, I have the following degrees: Specialist in Education (Educational Leadership) from
Columbus State University, Masters of Sport Management from Georgia Southern University, Bachelors of
History and Secondary Education Columbus State University, Associates of Secondary Teacher Education
Gordon State College. Collectively, my professional and academic careers provide me clarity and assist in the
development of facts that I know are absolute truths. All people have needs (students, parents, teachers), and it
is imperative that the school community works in alignment with the schools mission, vision, values, and
beliefs to ensure student safety and meet the needs of teachers, parents, and students to maximize student
learning and achievement.

Best practices in teaching suggest that learning is an on-going, collaborative process involving a diverse
group of stakeholders. The engagement of stakeholders is paramount as the school is a community product.
Therefore, there must be a sense of trust and respect in the school building amongst administrators, faculty,
staff, and students as well as in the community with employers, parents, elected officials, the church and others.
Teachers must know that their administration supports them and strives to provide opportunities for learning
and professional growth. Students must know that their teachers care about their safety, their learning, and their
development as young adults. Parents should be included in their childs educational journey much more so
than a negative phone call home, and opportunities for community involvement support this goal.

Above all, I know for certain that education is the noblest of professions, and every bit of hard work,
data collection and analysis, collaborative planning, change initiatives, and etc. is worth it. Every day in
education is an opportunity to change someones life for the better by empowering every individual, every day
through equal access to the curriculum. I want to work hard, smart, and efficiently while bringing extraordinary
effort and optimism to your school. If you would have me, I would be delighted to further discuss my
candidacy in person. I may be reached by phone at (706) 975-8898 or by email at
stephenrhammock@yahoo.com. Thanks for your time and consideration

Best Regards,

Stephen R. Hammock
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Stephen R. Hammock
706-975-8898
stephenrhammock@yahoo.com
stephenrhammock.weebly.com
Teaching Experience
Gulf Shores High School, Gulf Shores, AL
Special Education (August 2015 - Present)

Upson-Lee High School, Thomaston, GA


Social Studies/Special Education Teacher- US History, World
History, American Government (August 2012 - May 2015)

Mundys Mill High School, Jonesboro, GA


Social Studies Teacher- US History, American Government
(February 2012 - August 2012)

Education
Columbus State University
Specialist in Educational Leadership (December 2016)

Georgia Southern University


Master of Science in Sport Management (December
2014)

Columbus State University


Bachelor of Arts in History and Secondary
Education (December 2011)

Gordon State College


Associate of Arts in Secondary Teacher
Education (May 2009)

Certification
Georgia Teaching Certificate #1151759
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Alabama Teaching Certificate #SRH-0109-1782

Software Experience: Data Director, PowerTeacher, Activ


Software, Microsoft Office, Intergrade Pro, Infinite Campus
Sport Management Experience: As a requirement of my
Masters of Sport Management coursework at Georgia
Southern University, I have conducted case studies in
marketing, sponsorship, facilities management, finance,
human resourcing, research and analysis, trends in sport
administration, sport law and risk management, revenue
generation, social and ethical issues, and consumer
behavior.
Additionally, I have served in the position of Sport
Supervisor since 2012 for the Thomaston-Upson County
Recreation Department assisting the Athletic
Superintendent in the day-to-day operation of youth
athletic programs.
Hardware Experience: Windows Platforms, Apple
Platforms, Smart Phones, Digital Cameras, Promethean
Boards, SMART boards, iPods, printers, copiers, projectors
Management Experience: Networking, Communication
and Collaboration, Project Planning, Management and
Implementation, Technical Training, Coaching and Support

Coaching Experience
Upson-Lee High School, Thomaston, GA
Baseball, Head JV Coach (2013-2014) Assistant Varsity
Baseball Coach (2013-2015);
2013 (10-16)
2014 (15-11)
2015 (17-11) Sweet Sixteen
Softball, Head Varsity Softball Coach (2014-2015)
2014 (12-15) Region Playoffs
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Mundys Mill High School, Jonesboro, GA
Baseball, Assistant Varsity Baseball (2012)
2012 (22-9) Sweet Sixteen

Educational Philosophy

My philosophy of education revolves around one simple premise, do right by the student. Doing right
by the student entails preparing them to be competent members of a modern workforce and contributing
members of an evolving society. Certainly, we will all make a difference in a students life, but that difference
can be either positive or negative. We need and are commanded by our preparation and our community to do
right by the student, and to shape their lives for the better. In accomplishing our goal of preparing students to be
competent members of a modern workforce and contributing members of an evolving society, there are several
areas of focus that I find very vital: Equal Access, Academic Rigor, Extracurricular Diversity, Pride.

We want to provide a quality educational experience to every student, every day. Every individual
student ages 3 to 21 are who we have in mind as we strive to do right by every student. Regardless of
socioeconomic status, race, ability, sex, religious affiliation, sexual preference, I truly believe every student
should be encouraged to fully immerse themselves in a rigorous classroom and in any number of clubs and
athletic teams. Nothing sums up our focus here more than, every student, every day.

Academic rigor encompasses a number of components in itself, but has several characteristics which
make our students employ a number of skills to master our curriculum. Teachers should employ student-
centered activities and minimize the amount of time that we stand in front of the class providing teacher-led
instruction. Rather than students taking notes and being assessed on quizzes and tests, students should use
classroom information to produce student work. Teachers should maximize instruction time, with quick
transition periods. Class time should consist of the following periods: Warm-up, Introduction, Teacher
Instruction, Student Work Period, Closing. Lesson planning should incorporate technology when possible, and
assessments should be focused on problem solving. Teachers should have collaborative planning periods as
well as common assessments. Student achievement and data drives classroom instruction and dictates the time
allotted to certain standards. Warm-ups often encompass scaffolding and are used to revisit skills that students
failed to master on previous exams. Sometimes, warm-ups are used to lead into the days material. Scaffolding
is also used to revisit material that was covered earlier in the school year. Differentiated instruction is key to
student engagement. Students should be given choice as often as possible with regards to which assignments
they want to complete for a given standard/skill. Choice on assignments allow students of different abilities to
complete less rigorous assignments while students at higher levels are allowed to complete more rigorous
assignments. Choice boards are an excellent tool which allow students to complete any combination of
assignments as long as a defined number of assignments are completed.

Data is vital to measuring student achievement, revising instructional practices, and ensuring that every
student receives an appropriate education. Benchmark testing is vital to ensuring students are on track and to
providing feedback for teachers to lessons. Data allows educators to identify at-risk students in order to better
meet their needs. Data collection and analysis takes place on a daily basis in every classroom, whether
formative or summative. Collaborative, content teams should routinely review data and amend practices as
appropriate. Data is the engine that drives instruction, policies, and procedures throughout the school building
and in every classroom.

Extracurricular diversity describes the extent to which students have opportunity to participate on any
number of athletic and civic clubs. As much as we want to produce competent workers and contributing
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members of society, we also want to produce well-rounded individuals who through participating in sport or
other extracurricular opportunities develop social skills as well as a number of other intangible qualities that
reflect a well-rounded individual. Participants on athletic teams and in civic clubs learn qualities of teamwork,
cooperation, hard work, service, communication, adversity, and a number of other characteristics, which they
will benefit from as they move throughout life.

Finally, my educational philosophy involves instilling in every student a sense of pride in themselves,
their families, their school, and their community. Students who embody pride are going to do their best at
whatever they are doing, in school, and in life. Prideful students will respect themselves, their school, and
others. Yet, pride must be nurtured in an environment that encourages students to value things such as
extraordinary effort, focus, and attention to detail. The call to raise a child is as important as teaching the
standards, and prideful students are equipped to persevere, thrive, and become productive members of society.

In closing, my academic philosophy involves every student working to progress through a rigorous
curriculum while participating in a number of extracurricular activities and exuding a sense of pride all the
while. Students should be active members of the school environment, and should be working every bit as hard
as the classroom teacher. Together we can change the world. We can make a positive difference in young
people's lives by instilling the value of pursuing and obtaining a world-class education. We can destroy the
cycles of generational poverty. We can create a school culture in which students want to come to school.
Teachers want to teach, and parents want to send their children.
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Leadership Philosophy

The primary function of a school leader is to create an environment in which others can succeed and grow as
students and professionals. The school leader creates the framework that supports on-going learning opportunities for
teachers and students. The school leader encourages an environment of openness, trust, and respect that supports input,
feedback, and engagement. The school leader is reflective, not reactive, and considers the perspective of all
stakeholders. The school leader promotes the schools accomplishments and supports change initiatives to improve
building processes, procedures, and policies to improve student safety and student learning. Most of all, the school
leader embraces education as the noblest of professions and forsakes not the daily opportunity to change a life for the
better.

Leadership involves promoting the institution of learning amongst students and teachers. Professional learning
communities, professional development, and a focus on data collection and analysis are directly correlated to student
learning. The school leader must clearly communicate the schools mission, vision, values and beliefs while
identifying alignment as a key priority of the school building. The professional learning community is a facilitator of
professional growth and learning to improve classroom practices. Additionally, the professional learning community
supports the ideal of collaboration. It is vital that all employees work together and in alignment to provide the
consistency that is proven to increase student achievement. When all teachers have high expectations and work in
alignment, student-learning increases, as does morale. The school leader is responsible for creating unity over division,
setting priorities, and involving teachers in the process by inviting their feedback and increasing ownership.

Openness, trust, and respect are essential elements of a school community (parents, teachers, students,
stakeholders) that works together towards meeting the common goal of improving student safety and student learning.
Improving openness, trust, respect must be a priority and these elements deserve as much focus, time, effort as any
other initiative. All stakeholders must truly believe they are valued, supported, and respected or else support for the
institution, its initiatives, and its purpose dwindles. Stakeholders must feel they are able to contribute, give feedback,
and participate in the educational process. Amongst the faculty, teambuilding exercises are crucial to the development
of a positive, open, respectful, and trusting collaborative environment. Opportunities for community stakeholders to
engage in the process create a sense of value and respect. Top-down leadership alone often alienates teachers and other
stakeholders, and I personally cannot understand how an institution can make appropriate decisions regarding teachers,
students, parents, and others without first taking time to learn more about the people who are sure to be most affected
by those decisions. Every change initiative is a learning opportunity, for all parties. When collaborative efforts commit
to identifying and adopting an acceptable solution that can be taken back to all stakeholders, trust and respect is
fostered.

A school leader should remain calm and utilize the properties of the prefrontal cortex of the brain, otherwise
known as the reflective brain, as opposed to making decisions based on emotion and reaction. Merely inviting
feedback from a variety of stakeholders is a hollow venture unless diligent and thorough analysis is given to the input
and decisions are made relative to the information. Otherwise, stakeholders will question the sincerity of the request,
and the school leader loses the respect and trust of those from which he most needs the support. One area of particular
importance in which feedback is vital is professional learning. Appropriate professional learning is a powerful ally of
progress and professional growth. Teachers lose respect and value for professional learning that fails to address their
needs. All people have needs, certainly students, teachers and administrators. The best way those needs are met for
teachers and administrators is through providing appropriate professional development. It is very necessary to conduct
a needs analysis amongst the staff to identify areas for improvement. Many teachers need professional development
regarding interventions for struggling students, strategies for integrating technology, and proper implementation of
individualized education programs. However, it would be a grave mistake to assume these things without first
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consulting teachers. Communication is so important in all aspects of life, and certainly in education. There is
nothing worse than valuable time being taken from a teacher to attend a professional learning session that he/she
neither is interested in nor needs. A reflective school leader processes information relative to student achievement,
teacher needs, community values, and rarely makes a decision, alone.
A school leader sets high expectations for students, faculty, and staff, and creates an environment that exploits
the strengths of others while providing the appropriate supports and interventions to address individual needs. Pride
and morale are important elements of the education process. The school leader should strive for an environment in
which students want to come to school, teachers want to teach, and parents want to send their children. The
opportunity to teach, support learning, and help others succeed is truly a blessing. Leadership should be a shared
characteristic throughout the building as the school leader provides the support and the context to identify and nurture
teacher leaders throughout the building. Likewise, student-leaders are of ample importance as the young people of our
community represent their families and their school in the classroom, on the courts and fields, and throughout the rest
of their lives, for better or worse. A school leader embraces his/her role in the process, and the role of servitude to
others, as leadership isnt about the leader at all, but those who he/she can positively influence to be better.

Studies suggest that it takes about three years for significant culture change to take place. Likewise, the school
leader should focus on improvement and promote a continual process of evaluating methods to ensure the best
practices are being used to serve the current student population. As students, technology, and curricula change, it is
imperative to regularly look in the mirror to ensure the image is appropriate, and in the best interest of students, parents,
teachers, and other stakeholders. Likewise, change is a gradual process, and the school leader must be accepting of this
reality and seeking of positive change in the building, and in the community.
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Vision of Teaching and Learning

Learning is perhaps the most natural, ornate, and fulfilling element of life and serves as the vehicle for
our reality. Teachers are responsible for engaging students through an appeal to prior knowledge, student
interests, and relevance. The way students learn is evolving, and it is imperative that teachers continually refine
practice to ensure provision of an appropriate, world-famous education. Once, it was unthinkable that students
could study and learn with music blaring through ear-buds. Yet, students today tell us they learn best in their
own comfortable surroundings, and are able to multi-task more successfully than perhaps ever before. It is vital
that teaching in the twenty-first century integrates technology literacy with the teaching of standards. Our
students deserve an opportunity to do more, create great things, and demonstrate mastery in ways other than
matching, fill-in-the blank, multiple choice, and true/false. Lastly, I must emphasize that we strive to teach all
students regardless of intellectual ability, race, gender, sexual preference, etc. The empowerment of every
individual, everyday through equal access to the curriculum is one of the most amazing and beautiful facets of
American society.
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Vision for Teachers

Classroom teachers are members of a noble profession and truly are saints of servitude filling one of the
most consequential roles in society. Today more than ever, teachers are asked to do more, to go beyond the
mere teaching of content. In many instances, a childs teacher is the only caring adult in the childs life.
Teachers must develop a healthy, positive relationship with their students while projecting a sincere interest in
the childs well-being and development as a well-rounded, competent member of a modern workforce and
higher education student body. Teachers should exploit student strengths and address student needs to support
progress through the curriculum and academic achievement. All students have needs, those with and without
individualized education programs. All students need to be engaged and identify relevance in teacher lessons.
It is vital that teachers plan collaboratively within their content teams to analyze data and create lesson plans
that address relevance, differentiation, technology use, literacy, and rigor. Teachers must routinely examine
classroom practices to ensure appropriate education that best fits the individual learners in the room. Successful
teachers gather data through formative and summative assessments and use the results to drive instruction.
Struggling learners should have opportunities for remediation and scaffolding while more advanced learners
should have opportunity for enrichment. Content teams should use common assessments to compare data and
identify mastery as well as lack of understanding. Likewise, teachers should engage in on-going content
specific professional development to address the needs of teachers and to increase quality of instruction as well
as student achievement. Literacy is comprised of five components (listening, viewing, writing, reading,
speaking) and spans all disciplines. Likewise, teachers should incorporate no less than ten minutes of direct
literacy instruction and activities in every lesson, every day. Best practices in teaching suggest that teachers
implement standards-based classrooms. Teachers should focus on specific elements of the standard, and ensure
students have an understanding of what they should be learning. Essential questions are effective ways of
communicating to students higher order thinking questions that should engage students in the content and
provide focus. A student-made word-wall is essential to forming a foundation for vocabulary and bridging the
gap from lower-level thinking questions to higher order thinking. A posted agenda helps students understand
where the lesson is going, and minimized transition time. Student work with rubrics and commentary is a
celebration of student achievement, and requires that students create artifacts to demonstrate mastery.
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Vision for School Improvement

School improvement is the essence of self-assessment and looking inward to ensure progress and the
utilization of best practices. Data analysis is essential for examining student attendance, discipline, and
achievement to identify areas of improvement. The school improvement plan should use input from teachers,
students and community stakeholders and should be in alignment with the schools mission, vision, values, and
beliefs. Typically, school improvement plans have several common elements. Each smart goal is accompanied
by the following elements: Actions, Strategies, Interventions, Timeline, Funding Source, Persons Responsible,
Artifacts, and Evidence. As a school leader, I would vigorously pursue through collaborative efforts to achieve
the following goals:
1. Close Achievement Gaps Between Student Subgroups
2. 100% Student Technology Literacy Rate
3. Improve Literacy Scores as Indicated by Benchmark and Scholastic Reading Inventory
4. Standardized Testing Results Will be at or Above State Performance
5. Increase Graduation Rate
6. 100% of All Teachers Will Be Fully Operational On Each Component of the Standards-Based
Classroom
7. 100% of Teachers Evaluated Will Either Be Proficient Or Engaged In Rigorous Professional
Development
8. 100% of Teachers Will Participate in at least 30 Hours of In-House Professional Learning Focused on
Improving Student Learning.
9. Increase Stakeholder Communication
10. Increase Stakeholder Engagement
11. Improve Student Attendance Numbers
a. Decrease Tardiness
12. Reduce the Number of Discipline Referrals
13. Select, Maintain, and Retain Highly Qualified and Effective Educators to Prepare Students for College
and/or Career Readiness
14. Ensure Efficient and Effective Financial Processes that Mirror Educational Practices
15. Collaboratively Ensure that all Maintenance and Operation Processes Support the Learning Environment
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Vision for the Organization

Organization is paramount to the success of any institution, and school leadership is directly responsible
for ensuring open lines of communication and a clear operating structure throughout the institution.
Organization encompasses clarity of operations as well as clearly defined policy and procedure. In an effort to
support the professional learning community, teachers will be given a monthly calendar designating the
planning schedule as well as meeting times, topics, and professional development sessions. Utilizing shared
documents, teachers will have access to a message board to ask questions and receive timely answers to their
questions. Community functions such as social studies fairs and open house will be announced utilizing a
number of venues including social media and print. Information should be dispersed to the faculty through
department heads, email, and face-to-face interaction. There simply is no substitute for the fellowship
opportunities that are presented on a daily basis to discuss upcoming events and to simply express appreciation
for a job well done. I strongly support the committee structure as a method to improve collaboration, student
achievement, and faculty involvement. I advocate for the following committees: Data Analysis,
Assessment/Grading, School Culture, Attendance, Family and Community Engagement, RTI.

Vision for Professional Growth


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Self-Assessment is a significant element of my professional career. Looking in the mirror to examine


ones own qualities is paramount to progress and growth. Learning is a life-long venture, and I embrace
opportunities to learn more and apply new knowledge to problem solving and the progress of the school
building. I would like to learn more about technology integration into building practices. Teachers are
diligently striving to weave technology into their lessons, and I am anxious to look for opportunities for
streamlining building operations. Programs that allow for digital creation and housing of discipline referrals as
well as transparent software that allows administrators to know which students are out of class in the hallways
and why are two examples of technology integration that I would to learn more about. Many teachers are
already processing restroom passes using digital resources, and I would like to utilize this information to
provide more accurate data and increase student safety in our school. Additionally, there are many opportunities
to align classroom instruction and curriculum with community entities such as businesses and government. I
am very interested in learning more about opportunities to enhance the curricula, better engage students, and
promote the creation of better lessons. Likewise, there are several examples of interdisciplinary units in which
teachers across contents are able to link lessons through collaborative planning. I am interested in further
exploring similar common lessons.

Vision for Developing Professional Learning Community


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The professional learning community is an essential element of a twenty-first century educational
institution. It is important that learning take place amongst administrators and teachers, and professional
development must be a priority for school leaders. The instructional day must include opportunities for teachers
and administrators to foster discussions relative to best practices in safety, pedagogy, and in ultimately crafting a
rigorous, appropriate course of study for students. Every education institution is a professional learning
community, albeit many lack focus and efficacy. The collaboration that takes place within the professional
learning community supports the need for faculty to work in alignment with the schools mission, vision,
values, and goals. The school leader should emphasize openness, trust, respect, and learning in this
environment. Trust and respect is earned by soliciting feedback from the staff and conducting a needs analysis
to identify appropriate professional development. When everyone is encouraged to engage in the process and
people feel ownership, then there is more likely to be alignment in the school building. Professional learning
communities focus on data collection and analysis to increase student learning and refine methods. Book study
is a popular method by which teachers collaborate, explore research-based strategy, and engage in productive
discussion either online or face-to-face about their practices. The creation of a committee system encourages
the participation of a large percentage of the staff to address areas of need such as Data Analysis,
Assessment/Grading, School Culture, Attendance, Family and Community Engagement, and RTI. At times,
faculty feel there are too many initiatives going on at one time, and that full implementation does not occur
before the birth of another. This is a valid concern, and it is important for school leaders to narrow the focus to
certain initiatives and support full implementation by continuing to monitor implementation and supporting
teachers with the appropriate interventions to form the bridge from initiation to full implementation.

Belief Matrix

Philosophy and Guiding Principles Teaching, Learning, and Technology Pr


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Public education is of the Teaching and classrooms should The s
noblest professions. be standards-based. a prof
Our mission is vital to Assessments are NOT limited to comm
sustainability. multiple-choice, true/false, collab
Together, we must make matching, and fill-in-the-blank, and r
positive change in the lives of and are indicators of student In-hou
young people. mastery of content. devel
Education breaks the chains of Content teams should plan regul
generational poverty. collaboratively during common consi
Every individual can learn. planning sessions and develop needs
common assessments. analy
Every individual has needs.
Student-work should be Conte
We must focus on the things
displayed throughout the devel
we can control, over those we
classroom and the school releva
cannot.
building and should be promoted and c
The school is a product of the
on social media and throughout Learn
community.
the community. impro
This is the most fulfilling
Lessons must appeal to proce
profession, and every bit of achie
students prior knowledge,
collaboration, hard-work,
abilities, and interests in order Evalu
planning, and reflection is
to ensure engagement and oppor
absolutely worth the time,
active learning. and t
effort, and energy to help
someone learn. All policies of the school building impro
should be student-centered and pract
We all (parents, teachers,
promoting of student safety
students, administrators, etc.)
achievement and safety. Impro
need learning in our lives.
The written curriculum should be trust,
Education provides
taught with fidelity, but teaching goal,
empowerment through equal teamb
may go beyond the standards as
access to the curriculum, every
long as the standards are Teach
individual, every day.
taught. must
stude
instru
pract
Appro
metho
paren
PD in
priori
Organizational Manager Leadership Sc
We will communicate Leadership is about creating Close A
consistently, clearly, and clear, appropriate mission, Subgro
regularly via electronic and vision, values, and beliefs with 100% S
face-to-face interaction. the input of all stakeholders to Improv
We will make it easier for drive student safety and Benchm
teachers and parents to success. Invento
communicate with me via Leadership involves creating an Standa
phone, email, or online environment in which others can Above
submission. succeed. Increas
Teachers are the foot-soldiers An effective leader promotes 100% o
of the organization, the eyes openness, learning, trust, and Operat
and ears, and the school respect by emulating those Standa
cannot succeed without them. qualities his/her self. 100% o
I need them for my own Leadership involves reflection Proficie
development and to help our
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students learn and evolve into and processing information to Profess
well-rounded, competent make appropriate decisions that 100% o
members of a modern are in the best interest of least 30
workforce/higher education students. Learnin
student body. Leadership is not about titles, Learnin
Institutional policy and positions, and prestige, but Increas
decisions will be data-driven instead is all about servitude Increas
and research-based while and helping others. Improv
considerate of teacher and o
parent input.
Reduce
We cannot predict the future,
Select,
but based on trends and data,
Qualifi
we can make informed,
Prepar
educated decisions to positive
Readin
impact students while
Ensure
remaining expectant of the
unexpected. Process
Practic
We will listen to criticism to
Collabo
learn, understand
Mainte
perspectives, and if necessary
Suppor
amend policy and procedure
when appropriate for the best
interest of our students,
parents, teachers, and
community.
We will invite input from the
faculty and staff.
We will strive to collaboratively
problem-solves issues at the
classroom level in addition to
policy originating at the
administrative level.
We will encourage an
environment that is innovative
and progressive regarding
practices and problem solving.
We will set high expectations
for parents, students, faculty,
staff and administrators to
ensure provision of a world-
class education.
Supervision and Selection of Staff Communication and Relationships Student As
Teachers will respect students. We will foster healthy, Stude
Teachers will create a sense of productive, and open lines of cause
community and belonging in communication with all Stude
the classroom. stakeholders. call to
Teachers will be warm, The school building is a product As an
accessible, enthusiastic, and of the community and there must
caring. must be a healthy, trusting, and high e
Teachers will set high respectful relationship between stude
expectations for all students. the institution and parents, maxim
Teachers will have their own students, and community Stude
love of learning. stakeholders. and s
Teachers will be skilled We will invite feedback and perva
input from the community with classr
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classroom leaders. the goal of improving student Asses
Teachers will be flexible, achievement. innov
reflective, and reactive to We will look for opportunities to as dir
student needs. partner with community maste
Teachers will collaborate with stakeholders to collaborate Learn
colleagues in an on-going curriculum initiatives when memo
basis. possible. Asses
Teachers will maintain We will explicitly communicate neces
professionalism in all areas. our desire for strong and im
Teachers will understand the relationships within the pract
role of school in a childs life. community and the many safety
Teachers will have a strong positive benefits of a school The ro
work ethic and dedication for system that works in alignment teach
the job. with community stakeholders. canno
Teachers will be organized. School climate and culture proce
surveys are vital instruments of maxim
Teachers will value that
gauging the success, or lack achie
teaching is an on-going
there of, of the school at forming Every
progression of learning and
such positive, productive, and educa
refining practices to improve.
fruitful relationships. in str
Teachers will embody the belief
that teaching is not about stude
teachers but about student
safety and student learning.
19

Artifact 1

Introduction:

Artifact 1 is a system strategic plan that analyzes the student population, the community,

and student achievement data in addition to the system belief statement, mission statement, and

vision to create goals and plans for initiative implementation in order to increase student

achievement and student safety. A SWOT and PESTLE analysis provides additional information

for creating the most appropriate school system strategic plan. A system strategic plan is created

within the context of improving student achievement, and therefore is an example of Standard 1.

Creation of a system strategic plan indicates that the leadership candidate has an understanding

of the significance of considering all stakeholders and their contributions and effects relative to

the safety and academic achievement of students.

Reflection:

The system strategic plan outlines the systems goals, funding, initiatives, and strategies

for ensuring student safety and improving student achievement. The system strategic plan is a

reflection of the community and the systems vision, mission, and beliefs. The school system

should engage a variety of community stakeholders for input and how to best disseminate

information. Collaborative team efforts to create a strategic system plan should consider current

school culture data. Creating school system strategic plans is an opportunity for learning more

about the system and exploring new approaches. Strategic plans drive and reinforce operations,

policies, and procedures throughout the system.


20

The XYZ School System is located in XYZ County and proudly serves the citizens of

this community in the capacity of empowering youth through educational equality and rigorous

instruction to ensure college and career readiness. The demographics of XYZ County, one of the

largest in Georgia, is as follows in the chart below:

County Demographics Quantity


White 67%
Black 20%
Hispanic 10%
Asian 3%
Percentage of population over age 25 with 49%
high school diploma
Percentage receiving government relief 47%
Total student population 3,180
The XYZ School System consists of four elementary schools (K-5), two middle schools

(6-8) and one high school (9-12):

Name of School Location Grade Levels Total Number of students


XYZ High School Cannersville 9-12 831
Sand Town Elem. Sand Town K-5 525
Wilburville Elm. Wilburville K-5 425
Hammond T. M.S. Sand Town 6-8 461
Lulaville Elem. Lulaville K-5 505
Rocky Gap Elm. Rocky Gap K-5 225
Fitzgerald M.S. Lulaville 6-8 388
Totals 3,180
XYZ County been tremendously impacted by the loss of textile industry and similar

manufacturing industries. The current economy of XYZ County is agriculturally based, pending

the upstart of new industry in the community. Likewise, nearly half of the population receives

food stamps or similar government assistance, and the school system has a significant free and

reduced lunch population.

Strategic Plan Process

The strategic plan process of creating a strategic plan is characterized by three elements:

1) Data Team Creation 2) Data Collection 3) Data Analysis (SWOT and PESTLE) 4) Strategic
21

Plan Creation. As indicated, data collection and analysis is essential to identifying strengths and

weaknesses. Significant resources and perspectives is committed to data collection and analysis.

The data team is composed of principals from each school in the district, as well as

several teacher leaders from each school, and parents from teach school. The data team was

tasked with accumulating attendance, behavior, and academic data for their respective schools.

Once data was collected, the data team worked in school groups to create SWOT and PESTLE

analyses for their respective schools. Subsequently, the data team met multiple times to compare

SWOT and PESTLE analyses and identify collective strengths and weaknesses.

After the data analysis, the data team reviewed the school beliefs, mission, and vision

statements, given that the strategic plan should mirror the districts strengths, weaknesses, vision,

mission, and beliefs. After the review, the data team prioritized the districts weaknesses and

began creating the strategic plan to address weaknesses. Each goal in the strategic plan is tied to

the Georgia School Key Strands and is accompanied by: 1) actions, strategies, and interventions

2) timeline 3) funding source 4) department responsible 5) evaluation of implementation and

impact on student learning.

Belief Statements

All students should have equal access to the curriculum.

The first priority is keeping students safe.

Instruction should be standards-based and rigorous.

Technology use should be embraced and promoted in lessons.

Collaborative lesson-planning increases student achievement.

Student interests are important and should be incorporated into lessons.

All students can learn, and parental involvement is invited.


22

Different is not deficient.

Student-leaders have a significant role in the school building.

The XYZ school system is a product of and a leader in the community.

Teachers are in the limelight of instruction.

Students are in the spotlight of success.

Mission Statement

The XYZ School System provides a safe environment in which every child receives rigorous

instruction and appropriate assessments to ensure optimal learning. The XYZ School System is a

product of the community of XYZ County, and embraces the role as the leading institution of

sustainability and progress in the county. The XYZ School System encourages individuality and

the pursuit of personal-goals and interests. Most importantly, the XYZ School System prepares

students to have a winning lifestyle by providing a world-class educational experience.

Vision Statement

The XYZ School System will provide a world famous educational experience to create well-

rounded individuals who are college and career ready. The XYZ School System will be a

leading institution in this community that invites stakeholder involvement and supports

community initiatives to advance, progress, and exemplify the spirit of love and learning. The

XYZ School System will promote student achievement, and most importantly, will do right by

students. The XYZ School System will be a leading institution in integrating technology in our

curriculum, and promoting student engagement. The XYZ School System will be a haven where

students want to learn, teachers want to teach, and parents want to send their children.

SWOT Analysis

Strengths (data source) Weaknesses (data source)


1. School Pride 1. Teachers/Students Safety
23

2. 2. Poor Facilities
3. 3. Student Achievement- Grad
4. Rate/Test Scores
4. Teacher Turnover/Absenteeism

Opportunities (data source) Threats (data source)


1. Expanded Pre-School Programs 1. Failure of SPLOST
2. New Industry 2. Failed Businesses
3. Expanded Funding- Pre- 3. Lack of Diverse Economy
K/Technology/Facilities 4. Drugs/Gangs
4. Expanded AP Programs

PESTLE ANALYSIS

External Factors RELATIVE RANKED SIGNIFICANCE


IMPORTANCE TO TO THE ORGANIZATION
SCHOOL/SYSTEM
POLITICAL POLITICAL FACTORS POLITICAL RANKED
1. SPLOST Vote 1. F 1. Number 1
2. Reluctant Board 2. N 2. Number 3
Members in Election Year 3. F 3. Number 2
3. Raising Property Taxes

ECONOMIC ECONOMIC ECONOMIC RANKED


1. Loss of Textile Industry 1. N 1. Number 1
2. Potential Auto Plant 2. F 2. Number 2
3. Potential Land Fill 3. F 3. Number 3

SOCIAL SOCIAL SOCIAL RANKED


1. Almost half community 1. N 1. Number 2
on government assistance 2. N 2. Number 1
2. Drug use and gang 3. N 3. Number 3
activity
3. Supportive community

TECHNOLOGICAL TECHNOLOGICAL RANKED


1. Wifi/Internet access 1. N 1. Number 1
limited 2. N 2. Number 2
2. Lack of computers 3. N 3. Number 3
3. Shortage of Tech Staff

LEGAL LEGAL RANKED


24

1. Pending Title X Lawsuit 1N 1.Number 1


2. Potential ADA lawsuit 2. F 2. Number 2
3. 3. 3.
ENVIRONMENTAL ENVIRONMENTAL RANKED
1. School facilities 1. N/F 1. Number 1
renovations needed 2. N/F 2. Number 2
2. Commuting teacher 3. N 3
population (absenteeism)
3.
FACTORS FOUND IN EACH FACTOR MAY BE NOW DECIDE WHICH
INTERVIEW OR IN SEEN AS: C, VI, I, S, U., OF THE FACTORS IS
DOCUMENT. THERE IS N/P SCORE EACH ITEM MOST IMPORTANT AND
NO SET NUMBER. USING ABOVE SCALE SHOULD BE
CORRECTED BY ORDER
School Strategic Plan

Goal Area I: Ensuring High Student Achievement and Success

SMART Goal 1: All students will meet or exceed state performance targets on all state assessments.

Evaluation of Implementation and Impact on


Student Learning
School
Keys
Strand Person(s)
s Actions, Strategies, Interventions Timeline Funding Responsible Artifacts Evidence
Teachers will submit
collaboratively plan and
submit detailed lesson
Teachers will utilize research-based
Administrators plans that administrators
instructional practices and will
Leadership Lesson Plan will review, checking for
CP-2 appropriately model the following 2016- SPED Funds
Team Template research-based instruction
I-3 elements: Warm-up, Opening, Teacher 2017 Title I
Classroom Evaluation Artifacts and the appropriate
mini-lecture, Student work-session,
teachers elements of teaching
Closing
model. Administrators
will also observe and
evaluate teacher lessons.
Teachers will submit
collaboratively plan and
submit detailed lesson
Teachers will set high expectations for Classroom plans that administrators
student performance, and will create Supplies Teachers Lesson Plans will review, checking for
2016-
I-6 rigorous lessons as well as Title I Administrators Student Work research-based instruction
2017
assessments that mirror standardized Department Evaluation Rubrics and the appropriate
examinations. Heads elements of teaching
model. Administrators
will also observe and
evaluate teacher lessons.
Evaluation of Implementation and Impact on
Student Learning
School Person(s)
Keys Actions, Strategies, Interventions Timeline Funding Artifacts Evidence
Responsible
Strand
Teachers will submit
Teachers will utilize formative and
Title VI-B summative assessments to
summative assessments to monitor Summative and
2016- SPLOST Teachers administrators for review.
A-1 student progress and to condition Formative
2017 Title I Administrators Teachers will document on
students for taking standardized tests. assessment results
lesson plans how data is
Assessment data will drive classroom
used to drive instruction.
instruction.
Teachers will submit
Lesson Plans lesson plans for review,
All teachers will incorporate literacy
2016- Title I Administrators Writing Samples and will complete a
I-3 instruction into every lesson, atleast
2017 SPLOST Teachers Observation section entitled literacy
15 minutes.
feedback in which literacy
instruction is detailed.

SMART Goal 2: Increase high school graduation rate by 10%

Evaluation of Implementation and Impact on


Student Learning
School
Keys
Strand Person(s)
s Actions, Strategies, Interventions Timeline Funding Responsible Artifacts Evidence
Teachers will incorporate more short Tests will be submitted
2016- Teachers Daily Lesson Plans
I-2 answer and constructed responses on Title I for review to
2017 Administrators Assessments
assessments. administrators.
Evaluation of Implementation and Impact on
Student Learning
School Person(s)
Keys Actions, Strategies, Interventions Timeline Funding Artifacts Evidence
Responsible
Strand Increase % of
PL-2 More teachers will seek and obtain AP 2016- Title II instructional personnel
teaching credentials Administrators Endorsements
I-4 2017 Title III working toward
endorsements
Progress Reports
Teachers will monitor subgroup data Special Teachers Teachers will create fail
I- 2, 9 and at-risk students to identify Education Standardized-Testing
2016- lists every 4 weeks to be
candidates for the RTI process and Funds Administrators Data
2017 submitted to
remediation. Title I Counselors Summative administrators.
Assessment Data
PE Sign-in sheets
Teachers will provide students with Increased student
2016- Department Surveys
SC-2 non-academic rewards to increase All Staff engagement and
student engagement and motivation. 2017 General Student of the Month participation
Funds Athletics
Vocation
Increase the number of students 2016- Vocation Department Increased enrollment in
SC-3 completing vocational pathways. Student Transcripts
2017 Administrators vocational classes
Counselors

SMART Goal 3: All teachers will model the standards-based classroom.


Evaluation of Implementation and Impact on
Student Learning
School
Keys Person(s)
Strands Actions, Strategies, Interventions Timeline Funding Responsible Artifacts Evidence
Daily Lesson
All teachers will teach Georgia Teachers will submit lesson
Plans
Performance Standards, and will Teachers plans to administrators for
CP-2 2016-2017 Title II Evaluation
model all elements of the standards- Administrators review, and will be subject to
Feedback
based classroom administrative observations.
Teachers will utilize common
planning time to collaboratively plan Title II Lesson Plans Administrators will monitor
Administrators
CP-2 as content teams to fulfill all 2016-2017 Vocation and artifacts collaborative planning time to
Teachers
components of standards-based ensure collaboration.
instruction
Teachers will utilize standards-based
Administrators Self Assessment, Teachers will submit self
CP-3 classroom rubrics as a checklist to 2016-2017 Title II
Teachers Self Monitoring assessment artifacts.
ensure compliance.
Teachers will conduct peer
Teachers will submit peer
observations, looking for positive Administrators Peer Observation
CP-3 2016-2017 N/A observation forms and
things to take back to their own Teachers Forms
provide feedback to peers.
classroom.

SMART Goal 4: All teachers will complete atleast 15 hours of professional learning.
Evaluation of Implementation and Impact on
Student Learning
School
Keys
Strand Person(s)
s Actions, Strategies, Interventions Timeline Funding Responsible Artifacts Evidence
Teachers will create
Teachers will participate in bi-weekly Administrators better lesson plans and
2016-
PL-2 professional learning during planning Title II Sign in Sheets model appropriate
2017 Teachers
time. classroom management
techniques.

Goal Area II: Promoting Stakeholder- Involvement

SMART Goal 1: Increase stakeholder communication for the 2016-2017 School year

Evaluation of Implementation and Impact on


Student Learning
Estimated
Costs,
School Funding
Keys Timeline/When Sources,
Strand will target be and Person(s)
s Actions, Strategies, Interventions reached? Resources Responsible Artifacts Evidence
The XYZ School District will Administrators
provide opportunities for General Teachers Cumulative list of
FC- 2 2016-2017 Sign In Sheets
community involvement: Open Fund Community activities
Houses, Community Forums, Etc. Members
The Superintendent and school
principals will utilize radio and Principals Cumulative List of
SC-2 2016-2017 N/A Sign in sheets
social media to promote enhanced Superintendent activities
involvement opportunities.
Evaluation of Implementation and Impact on
Student Learning
School Estimated
Actions, Strategies, Interventions Person(s) Artifacts Evidence
Keys Timeline/When Costs,
School officials will utilize the Responsible
district website, social media, text-
F&CE- messaging, radio, television, road Principals Sign in sheets from Cumulative List of
2016-2017 N/A
4, 5 signs, and other media opportunities School officials meetings Activities
to engage and communicate with
stakeholders

Goal Area III: Creating Organizational Effectiveness

SMART Goal 1: Identify, hire, and retain highly qualified staff members to prepare students for college and career readiness.
Evaluation of Implementation and Impact on
Student Learning
Estimated
Costs,
Funding
Timeline/When Sources,
School Keys will target be and Person(s)
Strands Actions, Strategies, Interventions reached? Resources Responsible Artifacts Evidence
Title II
Administrators will attend Sign-in Sheets and
professional learning for human Special High teacher retention
PL-2 2016-2017 Principals Professional
resource management Education rate
Learning Invoices
Funds

SMART Goal 2: Ensure that all maintenance and operation policy and procedures create a safe learning environment for students and

staff.

Evaluation of Implementation and Impact on


Student Learning
Estimated
Costs,
Timeline/Wh Funding
en will Sources,
School Keys target be and Person(s)
Strands Actions, Strategies, Interventions reached? Resources Responsible Artifacts Evidence

Update School Safety Plan. Revised Emergency


P&O - 1 Fall 2014 N/A Administrators Revised Safety Plan
Plans

Initiate Monthly Fire Drills and Monthly- Principals Fire Drill Schedule Documented Fire Drill
P&O - 1 Post evacuation maps N/A
2016-2017 Teachers Posted maps Calendar
Evaluation of Implementation and Impact on
Student Learning
School Keys Actions, Strategies, Interventions Estimated Artifacts Evidence
Strands Costs, Person(s)
Tornado Drill
Initiate tornado drills (two Principals
P&O - 1 2016-2017 N/A Schedule Tornado Drill Schedule
required) Teachers

Safety Plan
Review emergency codes and Principals
P&O 1 procedures with faculties 2016-2017 N/A Faculty Meeting Code Drills
Teachers
Agendas

Hire School Resource Officers for


every school as well as bus Central Office
2016-2017 SPLOST Job descriptions Budget Allocation
assistants for every bus Staff

Renovate all school facilities at the Safety Plan


advisement of the facilities and Central Office
2016-2017 SPLOST Faculty Meeting Code Drills
maintenance director Staff
Agendas
Effective Immediately, softball
team will share the baseball field Coaches,
house, given that the two sports 2016-2017 SPLOST Memo Student Activity
Students
are in different seasons.

Principals
Expanded computers and Internet Teachers Computers and Internet
access 2016-2017 SPLOST Budget
Central Office in every classroom
Staff
Conclusion
School leaders must consider the top priorities of the school district when designing a school strategic plan. Despite all of the

changes needed, it is important to enact incremental change that is not overwhelming to principals and teachers. However, it is also

necessary to ensure that the strategic plan addresses the most pertinent issues. The strategic plan for the XYZ School System focuses

on two priorities: student achievement and student safety. According to the SWOT and PESTLE analyses, the systems academic

performance has been subpar, and the goals in the strategic plan are designed to increase student achievement, renovate facilities, and

increase safety and discipline with the addition of school resource officers and bus monitors.
References

DivisionofSchoolandDistrictEffectiveness.(n.d.).RetrievedFebruary28,2016,fromhttp://www.gadoe.org/School

Improvement/SchoolImprovementServices/Pages/default.aspx
Artifact 2

Introduction:

Artifact 2 critiques selected U.S. History Georgia Performance Standards for clarity, measurable objectives, grade level compatibility,

grade level continuity, and alignment with national social studies standards. The findings will reveal that the written U.S. History

curriculum standards at the state level is broad and content-specific, while the national standards are skills-specific and address

content literacy. Overall, congruency was found between the national and state GPS standards. However, the narrow focus of the

elements within the GPS standards may hinder the ability to teach broad concepts within the classroom across grade levels. The

ability of a school leader to analyze curriculum and instructional practices is paramount to the academic success of all students.
Reflection:

This artifact represents the school leaders ability to collaborate with a team of educators to analyze curriculum elements such as:

standard clarity, measurable objectives, grade level compatibility, grade level continuity, and alignment with national standards. Data

collection and analysis is necessary to compare vertical and horizontal alignment of standards as well as different elements of the

taught curriculum. The audit for curriculum alignment indicates the level of efficacy of instructional practices and pedagogy.

Teachers and administrators must be knowledgeable regarding curriculum initiatives and the impact of the taught curriculum on

student achievement.

Clarity of Content/Measurable Objectives Georgia US History Standards (SSUSH) 1 6


The standards-based movement began in earnest during the 1990s, a period when nearly all states adopted academic standards.

The purpose of developing standards, in part, is so that everyone (student included) is clear about the content students are expected to
know, focus instruction, and provide a framework for developing assessments. (Glatthorn, Boschee, Whitehead & Boschee, 2012).

Therefore, the content and clarity of the standards is an important topic to consider. The Georgia United States History curriculum,

generally taught in the 11th grade, is based on the US History Georgia Performance Standards, a set of 25 broad standards intend on

covering the topics in US History that students need to understand in order to be successful in the course and in subsequent courses.

The standards begin with the early colonialization period and move chronologically through major events and themes in US History.

Due to the large number of themes and material to cover, the standards themselves are stated in broad terms. Consider, for example,

SSUSH 1: The student will describe European settlement in North American during the 17th century. The standard then states certain

objectives that students should understand with the given standard. Consider the following objective associated with SSUSH 1:

Explain the development of mid-Atlantic colonies, including the Dutch settlement of New Amsterdam and subsequent English takeover,

and the settlement of Pennsylvania. This basic design of standards and objectives is easy to follow and clearly states what the students

are expected to know, but to the social studies teacher, the objectives themselves may not prove to be all-encompassing. In this

section, the first six US History standards will be reviewed to examine the clarity of the content and the objectives that students must

understand.

SSUSH 1: The student will describe European settlement in North American during the 17 th century

This very broad standard covers quite a bit of territory in early US history. The standards does carry five objectives, all of

which are still quite broad in nature. Some topics that students must consider within this standard include the development of the
colony of Virginia as well as the colonies of New England, the mid-Atlantic and the south. The standard itself is written clearly, and

the guiding objectives do help the teacher and student narrow their focus on specific topics.

SSUSH 2: The student will trace the ways the economy and society of British North American developed.

Again, this is a broad standard, but the associated objectives are clear regarding what the focus should be for this standard.

The objectives point to the mid-Atlantic trade route, the slave trade with African nations, individualism and the Great Awakening.

While the standard is clearly written, only the objectives offer some clarity as to what should be addressed within the standard, given

the broad nature associated with colonial life. Colonial life was quite different depending on which part of the young colonies a

person found themselves, so the teacher is left with a great deal of ground to cover.

SSUSH 3: The student will explain the primary causes of the American Revolution.

The third standard speaks much more clearly and with greater clarity than the first two. While it is still a large topic, it

specifically points to one theme of focus for the teacher; that is, to be sure students understand the events and conditions surrounding

the American Revolution. The phrase primary causes does indicate some level of freedom that the teacher is given in detailing the

causes, but the objectives listed with the standards point to a minimal knowledge base that the students should have when explaining

the causes of the revolution.

SSUSH 4: The student will identify the ideological, military and diplomatic aspects of the American Revolution.

This objective is clearly written and provides the teacher with the concepts of the American Revolution that the state expects

students to know. Again, the broad nature of the standard itself make it necessary to provide additional details about what must be
covered regarding the mechanics of the revolution. Of particular note, the emphasis of the objective is not on specific military

maneuvers or battles, although there is some mention of this topic. The focus tends to lie more in the why than the how.

SSUSH 5: The student will explain specific events and key ideas that brought about the adoption and implementation of the

United States Constitution.

Interestingly, the standards skip directly to the United States Constitution following the mechanics of the American Revolution.

A very important time for understanding US History, the period of the Articles of Confederation, is given some attention here as a

specific objectives, but it seems to be somewhat shortchanged in the standards. Certainly, the Articles of Confederation played a key

role in the eventual adoption of the Constitution. This standard is quite loaded, and one could build an entire course around the

contents associated with the standard. The standard itself could use greater clarity or, perhaps, could be divided into multiple

standards to pay due diligence on this important era of US History.

SSUSH 6: The student will analyze the impact of territorial expansion and population growth and the impact of this growth in

early decades of this new nation.d

It may be impossible to write a clear, concise standard given the time frame that this standard intends to cover. The early

decades of the country encompass a great deal of history, but the objectives within the standard do help teachers to focus instruction

to areas that the authors of the standards intend to address. The major thrust of this standard is to explore topics that led to the nations

expansion, such as the Louisiana Purchase, Northwest Ordinance and the completion of the Erie Canal.
In summary, it is difficult to write very clear, concise standards for a subject that encompasses many themes and includes a

large number of topics that could be included. The political nature of social studies courses also makes the process of curriculum

writing in and of itself controversial at times (Williams & Maloyed, 2013). This will continue to be a struggle for social studies

educators as work is completed to discern what should and should not be included in the written curriculum.

Grade Level Compatibility

Grade Level Compatibility is seen as the degree to which the standards fit the needs and goals of the institution and students.

The information presented will serve as an assessment of the compatibility of the learning outcomes and objectives set out in the

standards within specific grade levels.


According to the text, the nations foremost social studies organization released its revised national standards, National

Curriculum Standards for Social Studies: A framework for Teaching, Learning, and Assessment. The revised curriculum standards are

centered on the following 10 themes:


Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity.
Time, Continuity, & Change: Social studies programs should include experiences that provide for the study of the ways human

beings view themselves in and over time.


People, Places, & Environments: Social studies programs should include experiences that provide for the study of people, places,

and environments.
Individual Development & Identity: Social studies programs should include experiences that provide for the study of individual

development and identity.


Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions

among individuals, groups, and institutions.


Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people

create and change structures of power, authority, and governance.


Production, Distribution, & Consumption: Social studies programs should include experiences that provide for the study of how

people organize for the production, distribution, and consumption of goods and services.
Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships

among science, technology, and society.


Global Connections: Social studies programs should include experiences that provide for the study of global connections and

independence.
According to Steve Goldberg, president of the National Council for the Social Studies and social studies department chair at New

Rochelle High School, New York, This is one of the best frameworks for preparing your students to be college, career, and

citizenship ready (Glatthorn, Boschee, Whitehead, & Boschee, p.398). This conclusion is especially relevant in the era of CCRPI in

Georgia (College and Career Readiness Performance Index). There is seamless grade level compatibility infused through the

overarching themes carried in the national standards, which manifest themselves in positive learning out comes when implemented

properly through the curriculum.


The framework of the standards consists of ten themes incorporating fields of study that roughly correspond with one or more

relevant disciplines. The first theme, "Culture," for instance, includes elements of anthropology, geography, history, and sociology.

These ten themes span the educational levels from early to middle grades to high school. The standards are expressed in statements

that begin "Social studies programs should include experiences that provide for the study of" - for instance, Culture. Student
performance expectations within that theme are then specified, and examples of classroom activities are provided as illustrations of

how to design learning experiences to help students meet the performance expectations.
Teachers and curriculum designers are encouraged first to establish their program frameworks using the social studies

standards as a guide, and then to use the standards from history, geography, civics, economics, and others to guide the development of

grade level strands and courses. Using all of these standards in concert with one another allows educators to give adequate attention to

both integrated and single discipline configurations.


According to the Georgia Department of Education, the Georgia Performance Standards for Social Studies were designed to

develop informed Georgia citizens who understand the history of the United States and our place in an ever-increasing interconnected

world. It is essential that students understand their past and how that past influences the present day and the future.
To accomplish the goal of producing informed citizens, it is essential that Social Studies teachers:
Bridge essential understanding about the past to contemporary events.
Assist students in understanding the nature of historical inquiry and the role of primary and secondary sources.
Encourage the consideration of multiple perspectives on events.
Engage students in speculation about the known and unknown motives and actions of historic figures.
Integrate the strands of Social Studies.
To further exhibit the existence of the grade level compatibility of the national and state standards lets two fourth grade standards:
SS4H1 The student will describe how early Native American cultures developed in North America.
SS4H3 The student will explain the factors that shaped British colonial America.
In fourth grade, students begin the formal study of United States history. At this grade, the four strands of history, geography,

civics, and economics are fully integrated. All of these aforementioned components are what the national standards are intended to

infuse into the local curriculum. It is up to the local instructional members (teachers, administrators etc.) to ensure that activities,

assessments etc. are aligned properly by grade level expectations. Students begin their study of United States history with the

development of Native American cultures and conclude with the antebellum period ending in 1860. The geography strand emphasizes
the influence of geography on early U. S. history. The civics strand emphasizes concepts and rights developed during the formation of

our government. The economics strand uses material from the historical strand to further understanding of economic concepts.
There is definitely grade level compatibility with the national and state standards but the instructional monitoring of the curriculum

implementation is the most vital piece to ensure that the stated compatibility manifests itself in positive learning outcomes.

Grade Level Continuity

In terms of assessing standards for grade level continuity, school leaders must measure the congruency between the written and

taught curriculum and take steps to ensure that guidelines are developed or followed, or run the risk that teachers will self-select

content to teach that is not aligned to the standards (Glatthorn and Boschee, et al., 2012). Creating an integrated curriculum based on

quality teaching, professional development, and the districts mission is only possible when the curriculum has been closely evaluated

for alignment. For the purpose of this group project, the subject of U.S. History will be evaluated across grades 4, 8, and 11 for

vertical alignment, in which the written standards are structured and logically sequenced to prepare students for progressively more

challenging work utilizing a similar base of knowledge and skills from one grade level to the next (edglossary.org, 2015). In addition,

horizontal alignment will be discussed, which will evaluate how well the U.S. History standards match the county benchmarks and

Georgia Milestones, as well as what is being taught in classrooms across the state.

According to Scully, Seefeldt, & Barbour (2003), the early educational experiences of children must build on another to form a

coherent, continuous learning curriculum. In U.S. History, the standards developed by the State of Georgia are vertically aligned to a

great extent from the founding of the colonies to the development of the United States as a new nation in grades 4, 8, and
11(www.georgiastandards.org, 2015). In 4th grade, standard SS4H3 focuses on factors that shaped British colonial America and student

performance tasks such as comparing and contrasting life in the three colonial regions, and describing colonial life from the

perspective of various groups of people including minorities. In 8th grade, a continuation of this knowledge appears in SS8H2, while

focusing more closely on developments in the newly established Georgia colony. Students are asked to explain the importance of

different groups and historical figures such as James Oglethorpe, Mary Musgrove, Salzburgers, and Highland Scots. In addition, they

are asked to evaluate the Trustee Period, Spanish threat from Florida, and explain Georgias development as a royal colony. In 11th

grade, the study of the colonial era is broadened in scope to cover all thirteen British colonies. SSUSH1 focuses on specific economic,

social, and religious developments in the Southern, Mid-Atlantic, and New England regions such as the development of tobacco, the

English takeover of New Amsterdam, and King Phillips War. SSUSH2 focuses on broader processes occurring in the colonies such as

mercantilism, slavery and the Middle Passage, social mobility, and the First Great Awakening.

In regards to the American Revolution, students in the 4th grade explore the causes, events, and results in great detail, and focus

on key historical figures, developments and groups such as the French and Indian War, King George III, George Washington, Patrick

Henry, the Declaration of Independence, Stamp Act, Boston Tea Party, and key battles of the Revolutionary War. In 8th grade, students

again focus on events in Georgia during the Revolutionary period in SS8H3. They are asked to explain the immediate and long-term

causes of the American Revolution, including the French and Indian War, Stamp Act, and the Declaration of Independence, while

analyzing the significance of people and events such as Loyalists, Patriots, Austin Dabney, Button Gwinnett, and the siege of

Savannah. In the 11th grade, students are asked in SSUSH3 to explain the primary causes of the American Revolution with reference to
events such as the French and Indian War, Stamp Act, and Intolerable Acts, while identifying the ideological, military, and diplomatic

aspects of the Revolution in SSUSH4. Their knowledge of this event in earlier grades is expanded to include intellectual sources of the

Declaration of Independence, French alliance, and the role of George Washington as a military leader.

From the U.S. Constitution period through the development as a new nation, there is additional vertical alignment from 4th

grade through high school. SS4H5 asks 4th graders to analyze challenges faced by the new nation to include key historical figures,

developments and groups such as James Madison, Benjamin Franklin, weaknesses in the Articles of Confederation, Constitutional

Convention and issues, three branches of government, Bill of Rights, and the War of 1812. In 8th grade, students examine events

leading to the ratification of the U.S. Constitution and Bill of Rights by focusing on developments in Georgia. Developments and key

historical figures include the Georgia Constitution of 1777, Articles of Confederation, Abraham Baldwin, and William Few, building

on their prior knowledge of our early government from elementary school. In the 11th grade, students are asked to explain events and

ideas leading to the adoption and implementation of the U.S. Constitution in SSUSH5. This standard focuses on developments and key

figures such as weaknesses in the Articles of Confederation, Federalist and Anti-Federalist debates during the ratification period,

checks and balances, the Great Compromise, Bill of Rights, and the roles of Alexander Hamilton, James Madison, George Washington

and John Adams. SSUSH6 asks students to analyze the impact of territorial expansion and population growth in the new nation, but

expands the 4th grade analysis of the War of 1812 to include the Northwest Ordinance, Louisiana Purchase, construction of the Erie

Canal, and the Monroe Doctrine. Overall, the vertical continuity of the U.S. history curriculum across grade levels is highly germane,

and provides building blocks of knowledge regarding our nations early history for students from elementary through high school. A
final piece of evidence that demonstrates vertical alignment in U.S. History across grade levels is the GPS Social Studies Skill

Matrices, which is included in all social studies frameworks. Map and globe skills and information processing skills are scaffolded

from K-12 by a chart indicating the grade level when a skill such as comparing similarities and differences or identifying and using

primary sources are introduced, developed, mastered, and improved.

In terms of horizontal alignment, U.S. History has content and objectives common to all Georgia classrooms. The Georgia

Milestones assessment measures student knowledge in core content areas from grades 3-12. These assessments utilize norm-

referenced items to complement criterion-referenced information and to provide a national comparison of student performance to

assess their readiness for the next grade and college and career readiness (www.gadoe.org, 2015). In addition, study guides are readily

available on the Georgia Department of Education website, as well as curriculum maps and a plethora of teaching resources on the

Georgia Standards website. In social studies PLCs that develop common classroom assessments and districts that develop county

benchmarks, there is a strong correlation to higher student performance. According to Coffey (2015), teachers can use these

standardized assessments to evaluate the degree to which students have mastered selected standards in both their classrooms and to

compare with other grade-level classrooms in the district.

Regardless of available resources, school districts must measure the merit and worth of the teaching quality and resources as they

relate to student learning and continuously adapt and monitor as often as necessary (Glatthorn and Boschee, et al., 2012). Evaluation

models such as Bradleys Effectiveness Model give district curriculum specialists tools to assess the value of a subject area curriculum

by filling out a simple yes or no indicator chart. However, the decisions made by those leaders are critical in bringing about true
vertical and horizontal alignment. With 21st Century technology rapidly transforming todays learning environment, curriculum leaders

must be able to support classroom teachers by offering professional development and acquiring resources that result in strong fields of

study and student mastery of the curriculum.

Alignment with National Standards and Common Core

In assessing the Georgia Performance Standards (GPS) for compatibility with national standards, school leaders must look for

congruence. Creating a state curriculum which is congruent to the national standard will contribute to college and career readiness and

ensure that the education provided in Georgia adequately prepares students for an increasingly global job market. This group project

will compare the GPS for United States History with the NCSS national standards for social studies. The national Common Core

standards for this subject area will also be addressed. For the purpose of this project, the author will address 6 standards: SSUSH1

through SSUSH6.

The first six performance standards for US history identify specific content which should be covered in the course. The

principal topics are the colonial era in North America, the American Revolutionary War, and the US Constitution. Each standard offers

a centralized topic and a subset of more detailed information to be covered. In evaluating congruence, it is important to note the verbs

used in the language of the standards. The verbs used in the GPS include, explain, describe, analyze, evaluate, and identify. The NCSS

national standards feature a much broader viewpoint of curriculum.


The University of Californias National Center for Research on Evaluation, Standards and Student Testing (CRESST) has

conducted research on alignment of curriculum, standards, and assessments. Eva Baker of the CRESST found that the key to

alignment is congruence, but this can be difficult to achieve in education. According to Baker (2004), Congruence is especially

difficult in two common cases in education: (a) where the goals are broad and generally stated, and (b) where there are too many goals

to be adequately taught and measured. Such is the case in comparing the GPS to the broad, open-ended goals of the NCSS standards.

Where the GPS directs students to explain, describe, or analyze a specific point of subject area content, the main focus of the

NCSS standards is on skill development and the ultimate outcome for learners. The NCSS standards identify no specific subject area

content and they are not presented as a list of items. The ultimate goal of teaching and learning in this subject area is present in the

following excerpt from the NCSS learner expectations section.

Historical understandings define what learners should know about the history of their nation and of the world. These

understandings are drawn from the record of human aspirations, strivings, accomplishments, and failures in at least five

spheres of human activity: the social, political, scientific/technological, economic, and cultural (philosophical/aesthetic). They

also provide learners the historical perspectives necessary to analyze contemporary issues and problems confronting citizens

today.
Note that the verb analyze is present in the both sets of standards. The NCSS standards also present a section of teacher expectations

which specify that students should identify, evaluate, and explain as part of the requisite skill development. This suggests congruence

between both sets of standards. The following except shows the broad scope of the NCSS standards.

High school teachers can engage learners in a sophisticated analysis and reconstruction of the past. Learners can be encouraged

to draw upon various forms of data in order to elaborate upon information provided by historical narratives; to distinguish

between accepted historical facts and interpretations; to cover multiple perspectives in interpreting the past; to make choices

regarding historical sources, drawing from bibliographical studies; and to utilize historical methodologies in analyzing and

defending historical arguments.

Any direct link between teaching the specific subject area content of the GPS as it is written and achieving the broad goals of the

NCSS would have to be determined through analysis of a more specific measurement such as standardized test scores.

Another source of national standards for Social Studies is the Common Core (CCSS). The CCSS standards were developed by

the federal government during the post-NCLB era and are designed to support curriculum alignment across the states. Like the NCSS

standards, the CCSS standards use a skills-based structure and contain no specific subject area content. The CCSS standards are

grouped together with standards for English Language Arts (ELA) and have a strong central focus on literacy. Again, determining true

congruence between the GPA and CCSS would require further analysis of the outcomes of a quantitative measurement tool.
Many educators are uncomfortable with the broad scope of direction in these national standards but others believe that it is a

move in the right direction. Lazar (2010), an educator in Brooklyn, NY, stated that, The Common Core Standards offer us an

opportunity to broaden the conception of our discipline from one that focuses on helping students acquire an established body of

knowledge to one that emphasizes the historical thinking skills that are central to constructing this knowledge. What the standards do

in a simple and elegant fashion is clearly articulate the disciplinary skills necessary not only for reaching the relatively low bar of

college and career readiness, but also for the much greater calling of creating an informed and critical citizenry.

Conclusion

It is the opinion of the author of this paper that although there is some congruence between the GPS US History standards and

the national standard examples, the narrow focus of the GPS has limited the scope of its curriculum which may represent a lost

opportunity to strengthen instruction in Georgia classrooms.

References

Baker, E.L. (2004). Aligning curriculum, standards, and assessments: Fulfilling the promise of school reform. Retrieved April 16,

2016, from https://www.cse.ucla.edu/products/reports/r645.pdf

Benchmark assessments. (n.d.). Retrieved April 06, 2016, from http://www.learnnc.org/lp/pages/5317


Coherent Curriculum. (2013). Retrieved April 06, 2016, from http://edglossary.org/coherent-curriculum/

Georgia Milestones Assessment System. (n.d.). Retrieved April 06, 2016, from http://www.gadoe.org/Curriculum-Instruction-and-

Assessment/Assessment/Pages/Georgia-Milestones-Assessment-System.aspx

GeorgiaStandards.Org - Official Site. (n.d.). Retrieved April 06, 2016, from https://www.georgiastandards.org/

Glatthorn, A, Boschee, F., Whitehead, B., Boschee, B. (2012). Curriculum Leadership (3rd Ed.). Washington, DC: Sage Publications,

Inc.

Lazar, S. (2010). Careful: implementation matters! Retrieved April 16, 2016, from http://teachinghistory.org/issues-and-

reserach/roundtable-response/25350

Scully, P. A., Seefeldt, C., Barbour, N., & Barbour, N. (2003). Developmental continuity across the preschool and primary grades:

Implications for teachers. Olney, MD: Association for Childhood Education International.

Williams, J. K. & Maloyed, C. L. (2013). Much ado about Texas: Civics in the social studies

curriculum. The History Teacher, 47(1).


Article 3

Introduction:

This artifact is an analysis of a collaborative effort to improve literacy at Upson-Lee High School. In professional learning

communities, collaboration is essential to the management of school processes and implementation of change initiatives. Likewise,

this artifact is indicative of the candidates ability to understand, monitor, and evaluate school management operations. This analysis

illustrates a systematic process for creating a collaborative environment conducive to learning and improving school processes. This

analysis demonstrates my ability to evaluate a collaborative effort and suggest strategies for improving production.

Reflection:

Collaborative efforts are essential to improving building policy and procedure in order to improve student achievement. An effective

school leader must be a collaborative team leader. A team leader should not propose all the solutions or take credit for the teams

solutions. Instead, the team leader must create an environment that is conducive to learning, openness, and thoroughness. The team

leader should invite the team to create rules, and enforce compliance to the rules. The team leader should allocate time towards

having the group learn more about each member and creating respect and trust in the collaborative team. The team leader must

encourage the group to work in alignment within the context of the school mission, vision, and beliefs in order to find appropriate
solutions that will be acceptable to each team members constituency, and most of all find solutions that are most appropriate for the

student body.

Improve Literacy- Collaborative Assessment

The Thomaston-Upson County School district identified a problem as follows: How can we improve the literacy skills of our

students in grades K-12? Each school in the district created a literacy team consisting of building principal, department chairs, and

other teachers. The literacy team has met twice a month for the entire 2015-2016 school year to determine what practices should be

implemented to improve literacy and the skills of students in the school building. The team is using EOC data in the contents of

English/Language Arts, Science, Social Studies, and High School Graduation Writing Test results.
The team has done an adequate job of determining the appropriate data to analyze, but has done little to build trust amongst

team members, learn more about literacy, and to stay focused on the problem at hand. The team often bickers amongst itself about

funding and how much money should be appropriated to different departments. The team has conducted no professional learning with

regards to literacy, and appears to have taken the approach of gathering experts in the building to solve the problem, rather than

investigating the issue. Finally, the group spends more time looking for software and products than looking inward at current building

practices.

In order to create an environment conducive to productive work sessions, I would suggest that the group leader establish a list

of ground rules and create a list of clearly defined roles for each group member to adhere to. Establishing rules and roles will

minimize the amount of time that the group spends bickering. The first rule should mandate that no solutions will be reached unless

all group members are in agreement with the proposal. Secondly, the group leader should engage in trust building exercises to

improve the relationship between group members. It is important that group members understand the needs of the other members.

Trust must be nurtured, and discussing the needs of others as well as the concerns of others helps to nurture trust. Thirdly, the group

member should encourage a sense of openness in the group. It appears that the group is made up of senior teachers, and this

composition has created an environment in which the teachers assume their expertise alone can guide the school to improved student

achievement. While the teachers are very experienced, it is always important to understand the problem, the issue (literacy), and to

investigate contemporary trends surrounding the issue. Therefore, the group must become more open to learning, and should base

proposed solutions from a mix of known effective practices and the new information.
In order to encourage a sense of openness, the group should revisit the list of proposed solutions. It appears that the group did

not conduct a thorough investigation of all possible solutions. The group has settled for throwing money at the issue by purchasing

new software. The leader should invite possible solutions from all group members, going around the room until everyone has passed

and there are no new proposals. A list should be compiled from the input, and the group should consider each proposal. Urge group

members to work together to adopt a proposal that is a mix of the best suggestions, a proposal that all can accept. Collaborative

groups can degenerate into a battle for having ones own proposal adopted. Therefore, it is essential to urge members to look for

common ground, and not just differences.

In closing, group leaders are responsible for creating a working environment in which collaborative groups are able to work in

alignment within the school mission to find solutions in the problem-solving process that all members can support and take back to

their constituents. Creating such an environment involves building trust, working in consensus, searching for higher understanding

(learning) and exhausting possible solutions in order to find a solution that all can support. In the absence of the aforementioned

elements, the collaborative group most likely will fail, and the efforts will be futile.
Article 4

Introduction:

Data collection and analysis is a key component of the professional learning community. At Upson-Lee High School, End of Course

Test data, graduation rate data, and attendance data are collected and analyzed throughout the school to identify weaknesses and

improve strategies. The attached file is a balanced scorecard and accompanying narration that outlines the strengths and weaknesses

of ULHS as identified using testing, attendance, and graduation rate data and examined by subject, grade, and subgroup for a five year

period. The balanced scorecard is representative of Standard Four because it examines the student body with particular focus to

diversity and student success. This artifact is indicative of the candidates ability to gather and analyze data to improve student

achievement that is paramount in todays educational climate.

Reflection:

The balanced scorecard and accompanying suggestions for improvement is an example of the importance of data in the initiative

creation process. Every school must be both proactive and reactive to student data with regards to attendance, grades, and discipline.

Building practices should be driven by and reinforced by data. Content teams should utilize data in designing and revising lesson
plans, and the balanced scorecard is a product of data collection and analysis at the building level. School leaders must mobilize the

collaborative team to embrace the data collection and analysis process in order to improve student achievement. Data collection

occurs anytime a sickened person enters the doctors office and is subjected to questioning and examination, and medication is

prescribed based on the data. The balanced scorecard is the result of data collection and analysis in the school building, and the school

leader should create a school culture in which teachers and students embrace data collection and analysis.

Upson-Lee High School


Balanced Scorecard Unifying, Leading, Helping, SucceedingEvery Day
Goal Improved Objective Performan Unit of Measure Actual Actua Actua Actua Goal
student learning as ce l l l
determined by Measure
improved
standardized test
scores

Area Master the EOCT 11- % of students 10-11 11-12 12-13 13-14 14-
curriculum 14 Meeting or Exceeding 15
GA Standards on 1st
Milestone Administration
After 13-14
9th Grade Literature 9th Percent 73% 81% 81% 83% 90%
meets/exceeds
American Lit/Comp 11th Percent 82% 84% 84% 85% 90%
meets/exceeds

Math I 9th Percent 58% 52% 64% 22% 60%


meets/exceeds
Math II 10th Percent 46% 46% 48% 48% 60%
meets/exceeds

Physical Science 9th Percent 70% 54% 64% 63% 70%


meets/exceeds
Biology 10th Percent 61% 54% 79% 80% 85%
meets/exceeds

US History 11th Percent 61% 65% 53% 67% 70%


meets/exceeds
Economics 12th Percent 68% 66% 68% 66% 70%
meets/exceeds
Upson-Lee High School Graduation Rate
Goal Objective Performan Unit of Actual Actual Actual Actual Actual Goal
ce Measure 10-11 11-12 12-13 13-14 14-15 15-16
Measure
Improve Student Graduation Percentag
Graduation learning as Rate e of
Rate indicated Students
Among All- graduation Graduatin
Subgroups rate g With
High
School
diploma
Total 64.5% 71% 65.1% 69.8% 85.1% 90%

Gender
Males 59.5% 60.8% 63.7% 58.3% 79.7% 85%
Females 69.5% 80% 66.7% 80% 90.1% 92%
SWD TFS 28.3% 22.2% 32.5% 69% 90%
NonSWD 71% 77.8% 71.7% 75.1% TFS 90%

Race
Black 56.7% 70.7% 55.8% 63.2% 89.4% 90%
White 68.5% 70.5% 69.7% 71.9% 81.9% 90%

Economically 55.8% 63.7% 53.6% 63.2% 86.6% 90%


Disadvantag
ed
Not Econ 76.5% 81% 84.3% 78.7% TFS 90%
Disad
60

Student Attendance
Goal Objective Performan Unit of Actual Actual Actual Actual Actual Goal
ce Measure 10-11 11-12 12-13 13-14 14-15 15-16
Measure
Improve School Attendanc % of
Student Climate in e Data students
Attendanc which absent
e students more
want to than 15
come to days
school
Total 25.2% 21.2% 18.7% 13.3% 17.1% 9%

Gender
Males 25.9% 22.1% 16.7% 12.1% 15.9% 9%
Females 24.5% 20.3% 20.7% 14.5% 18.4% 9%

SWD 30.3% 26.9% 28.2% 21.6% 26.9% 9%


NonSWD 24.5% 20.5% 17.5% 12.3% 16% 9%

Race
Black 24% 21.3% 15.5% 8.3% 15.6% 9%
White 26% 21% 21.4% 16.9 18.1% 9%

Economicall 31% 27.2% 22.2% 16.9% 17.1% 9%


y
Disadvantag
ed
Not Econ 16.3% 11.5% 12.8% 6.3% TFS 9%
Disad
61

Upson-Lee High School Balanced Scorecard

For the purposes of the balanced scorecard, data was collected and analyzed in the following areas: EOCT results per content,

graduation rate data, and attendance data. With regards to attendance and graduation rate, data is disaggregated by subgroup. Each

scorecard spans the years 2010-2015 to investigate trends. Data collection and disaggregation is merely the beginning of the

professional learning community just as the church service is merely the beginning of the week, not the end. After the church service

on Sunday comes Wednesday Bible Study, and congregants gather to analyze the Word. The same is true for the PLC. Data collection

should not be what comes at the end of a unit or a school year, but rather data collection begins the many fruitful conversations that

content teams and leadership teams have about how to improve their lessons and how to improve their schools (DuFour, Dufour,

Eaker, Many, 2010).

The table on page 3 compares EOCT results in the subjects of math, science, social studies and literature, spanning 5 school

years. Each subject has two EOCT courses in which the exam is administered at the completion of the course. The goal for this table

is the goal that was issued for 14-15. The EOCT was discontinued for the 14-15 school year, and the Georgia Milestones Exam was

instituted in its place. Therefore, the data between the EOCT and the Georgia Milestones cannot be compared as if they are the same

exam. With the data was collected from the EOCT, the goals for 14-15 were formed considering the performance data. With regards
62

to setting goals for standardized test performance, collaborative teams consider past performance to set attainable, yet lofty goals.

Most often, teachers seek to have more students score in the exceeds category. Subgroup data throughout the entire testing period was

unavailable, but often subgroup achievement is considered and goals put in place for targeted groups.

With regards to graduation rate, the data is available for the years 2010-2015, and is disaggregated by gender, disability, race,

and economic status. The graduation rate for years 2010-2014 were below satisfactory, but with a focus on graduation rate the rate

increased to an all-time high of 85% percent for the 14-15 school year. The goal was set even higher at 90% for the 15-16 school year.

Much of the analysis on graduation rate is focused on subgroup data. ULHS was labeled as a focus school by the state due to

subgroup gaps between whites and students with disabilities. However, there are several subgroups with achievement gaps that need

decreasing. The goals for each subgroup are set so that if all are met, there are no achievement gaps.

Last of the tables, attendance data is collected and reported to the GADOE and is disaggregated by gender, race, ability and

economic status. Student attendance is vital to student achievement. If students arent in class receiving instruction, then they are less

likely to learn, to graduate. Therefore, it is the goal of ULHS to provide a safe learning environment that is also inviting to students.

A school superintendent once said, I want a school where teachers love to teacher, parents want to send their kids, and students want

to go to school. The attendance table focuses only on students who missed more than 15 days of school, though more categories are

available and are analyzed as well. The goal is to have the number of students who miss more than 15 days decreased to 9%.

Given the data, the weaknesses, and the climate of ULHS, it is important as a school leader to utilize the professional learning

community to improve student achievement (DuFour, Dufour, Eaker, Many, 2010). The accompanying commentary will offer five
63

strategies to improve math Georgia Milestone performance, decrease graduation rate gap between students with disabilities and

students without disabilities, improve student attendance, improve school spirit, and improve student literacy. According to the

DuFour text, the professional learning community is the process of a schools individuals working together to improve policies,

procedures, and operations to increase student achievement (DuFour, Dufour, Eaker, Many, 2010). Implementing any new strategies

are like putting the Red Baron in a submarine, without fully supporting the individuals who must carry out the strategies.

As mentioned, state test scores in the content of math are unsatisfactory and need to be improved. The strategy for improving

math test scores is to structure all math content teachers with the same planning period in order for collaborative planning to be

implemented. All math teachers need to have the same planning period for a myriad of reasons. Being that the curriculum is only a

few years old, many teachers are relatively inexperienced and have not yet decided the best methodology for delivering lessons.

Collaborative planning teams will be expected to analyze formative and summative data as well as lesson plan together (DuFour,

Dufour, Eaker, Many, 2010). Collaborative planning time can also be used for content specific professional development during

planning periods as well. Vertical planning is a vital component of this plan as teachers as the middle school need also to become

familiar with the concepts that students will be expected to have mastered in the new curriculum (DuFour, Dufour, Eaker, Many,

2010). The longer students and teachers have in moving through this curriculum and the more teachers collaboratively plan together,

student achievement will increase. It is tremendously important though that the leadership in this endeavor structure and monitor this

strategy to ensure that implementation reflects the desired outcome (DuFour, Dufour, Eaker, Many, 2010).
64

To decrease the graduation rate gap between students with disabilities and students without disabilities, ULHS will begin

offering resource classes to students with disabilities and parents who believe their child would benefit from a smaller setting and one-

on-one instruction. The term least restrictive environment opens up opportunities for students with disabilities, but it does not mean

that the general education classroom offers all students with disabilities the best opportunity to learn. Resource classes allow students

to receive instruction from a special education teacher who can accommodate the class to meet the students needs. Many students

benefit from the smaller setting and the access to more one-on-one teaching opportunities. Special Education teachers will attend

professional development on the resource room setting, and each resource teacher will be highly qualified in the subject that they are

teaching. The professional learning community is a continuum of learning opportunities, and professional development can be very

productive if teachers feel it is important (DuFour, Dufour, Eaker, Many, 2010).

In order to improve student attendance, ULHS will purchase attendance software that automatically calls a students

parent/guardian anytime the student receives an unexcused absence. Communication is vital in the professional learning community,

and the professional learning community encompasses many stakeholders, including parents (DuFour, Dufour, Eaker, Many, 2010).

Students will be required to check-out at the front office if they can drive and will also need parental approval to leave campus. All

teachers will receive content-specific training on student-centered activities that are more likely to engage students while reinforcing

the performance standards. During their team planning sessions, teachers will analyze the impact of attendance on grades (DuFour,

Dufour, Eaker, Many, 2010).


65

In order to improve school spirit, the ULHS will implement a student success program in which students can receive a spirit

ticket in exchange for acts that teachers deem are deserving of a spirit badge. Teachers can deem any number of actions worthy of a

spirit ticket including good academic performance, good character, or good extra-curricular performance. Each week, a student from

each grade will be chosen, recognized and rewarded. Students who are positively reinforced are more likely to perform better,

whether it is academically, behaviorally, or athletically. The entire school building aligning with this initiative demonstrates that the

professional learning community is not a meeting once a month on Tuesdays, but instead is the driving force behind culture change

(DuFour, Dufour, Eaker, Many, 2010).

Lastly, literacy is an essential foundation of the success student achievement across all disciplines. Students are more likely to

succeed in any subject if they can competently speak, listen, view, write, and read. Consequently, ULHS will implement that every

class incorporate 15 minutes of literacy instruction each day into classroom instruction. Lesson plans will have a separate box in

which teachers are to write in their literacy activities and instruction elements. Teachers will receive professional development to

improve their literacy prowess, and will redeliver to their content groups. Student-centered activities will reflect literacy elements,

and teachers will highlight student work in their classrooms. The professional learning community must have a clear understanding of

the schools mission, vision, values, and goals, and likewise the literacy initiative will reflect elements of each as ULHS tries to

increase achievement in all areas using literacy as the activating tool (DuFour, Dufour, Eaker, Many, 2010).
66

References

DuFour, R. (2010). Learning by Doing: A Handbook for Professional Learning Communities at Work (2nd ed.). Bloomington, IN:

Solution Tree Press.


67
To Whom It May Concern:

I am writing to recommend Stephen Hammock for an administrative position at your school. I


have known and worked with Mr. Hammock in my position as Principal for the past three years.
Mr. Hammock taught history courses at Upson-Lee High School. He began by teaching United
States History his first year. For the past two years, he has taught U.S. History and World
History as a co-teacher in our Special Education department.

Mr. Hammock contributed greatly to our faculty and staff in several ways. One of the most
important ways was his ability to build relationships with his students. He was able to build
strong relationships by getting to know his students and by clearly communicating with them
concerning expectations. By building strong relationships with his students, Mr. Hammock rarely
had to refer students to the office. His classroom management and ability to keep students on
task and engaged was a major strength.

Mr. Hammock took pride in developing quality lessons for his students. His students routinely
had positive results on state standardized tests. His instructional lessons were engaging and
relevant. He worked hard to incorporate activities that were both stimulating and content related.

During his tenure at our school, Mr. Hammock also served on several committees. He served on
the School Improvement Team and helped to make important decisions regarding our school.
Also because of his ability to speak and write very well, he was asked to serve on our Literacy
Team. Mr. Hammock was instrumental in helping us to receive a Literacy Grant over
$500,000.00 by helping to write the school literacy plan.

Without any reservations, I strongly recommend you consider Mr. Hammock for an
administrative position on your staff. If you need any additional information, please feel free to
contact me by phone. I can be reached at 706-647-8171 (w) or 770-262-3006 (c).

Sincerely,

Tracy Caldwell

Principal Upson-Lee High School




DR. RICHARD E. GARDINER

ASSISTANT PROFESSOR OF HISTORY EDUCATION

706-568-2125

gardiner_richard@columbusstate.edu

Re: Mr. Stephen Hammock

To whom it may concern,

As professor of education in the above named University, I am writing to advocate for


Mr. Stephen Hammock. I have been fortunate to have Mr. Hammock as a student in two of my
classes.

The following recommendation may seem flowery and overblown, but I absolutely
assure you that it is not. On the contrary, it is impossible to overstate the wonders of this
candidate; his qualities are beyond words! Mr. Hammock is simply a top-notch all-around
individual. When I was invited to write this recommendation, I thought to myself, there is
nothing I can say to adequately express just how tremendous Stephen Hammock is. In my
profession I strive to avoid playing favorites, but in Mr. Hammocks case the temptation is
extremely great.

Mr. Hammock is simply among the best students Ive had the privilege to help prepare
at Columbus State University. In my EDSE 4245 course, Mr. Hammock stood high above his
peers as the most insightful and penetrating contributor to discussions about educational
methods. In the high school classroom where he taught at Northside High School, his
presence, poise, and confidence was remarkable. He carries himself like a 25 year teaching
veteran. Additionally, Mr. Hammock possesses coaching experience and expertise that
surpasses most of his peers. He has been employed in the athletic realm for a number of
years and knows the ins and outs of a wide variety of sports. I am quite certain that, if he
chooses, he will make a tremendous impact on tens of thousands of children eventually as
teacher, coach, and perhaps as a school administrator or sport administrator.

Let me emphasize this as strongly as possible: during my extensive academic


experience at the University of Maryland, Penn State, Marquette, Columbus State University
and Princeton University, I have developed a keen sense of student achievement; and I can
honestly say that during my many years on every one of those campuses, I rarely
encountered a student as promising as Mr. Hammock. I am certain that this bright young man
will excel in this profession. He is precisely the sort of model we should be providing for our
students. If there has ever been a candidate that you do not want to overlook, Stephen
Hammock is that person! I generally dont speak this bluntly, but here I feel it is warranted:
anyone who overlooks Mr. Hammocks application is making a drastic, drastic mistake. I am
willing to stake my professional career as a teacher and a scholar on the accuracy of my
assessment.

I would be delighted to expand on all that is written in this letter. If you have any doubts
whatsoever about Mr. Hammockwhich Im almost certain you will notbut if you do, I urge
you to contact me personally to address those concerns. If you do not see the highest
worthiness in this candidate, I really believe you are missing something, and I will be
delighted to provide you the compelling evidence. Nothing would bring me more delight than
the opportunity to brag more about the awesome qualities of this outstanding young man.

Respectfully,

Richard Gardiner, Ph.D.

Assistant Professor of History Education

Columbus State University

References jcarpenter1@bcbe.org
Dr. Rex King
Mountain View Baptist Church Dr. Larry Derico
Senior Pastor Thomaston-Upson County Schools
2569 Jeff Davis Road Assistant Superintendent for Curriculum and
Thomaston, GA 30286 Instruction
706-648-6224 205 Civic Center Drive
Thomaston, GA 30286
Dr. Howard Hendley 706-647-9356
Georgia Department of Education lderico@upson.k12.ga.us
Director, Policy
2053 Twin Towers East Jana Marks
205 Jesse Hill Jr. Drive SE Thomaston-Upson County Schools
Atlanta, GA Director of Special Education
404-657-2965 205 Civic Center Drive
hhendley@doe.k12.ga.us Thomaston, GA 30286
706-647-7911
Joe Carpenter jmarks@upson.k12.ga.us
Gulf Shores High School
Assistant Principal/Mentor Dr. Mike Gatlin
600 E. 15th Avenue Thomaston-Upson County Schools
Gulf Shores, AL Deputy Superintendent
251-968-4747 205 Civic Center Drive
Thomaston, GA 30286 706-748-2499
706-647-9621 Branscomb.Asheeka.R@muscogee.k12.ga.us
mgatlin@upson.k12.ga.us

Dr. Richard Gardiner


Columbus State University Rickey Weston
Director of History and Secondary Education Dooly County High School
Program Teacher
4225 University Avenue 712 Third Street North
Columbus, GA 31907 Vienna, Georgia 31092
414-534-2504 706-656-2391
gardiner_richard@columbusstate.edu Rickey.Weston@dooly.k12.ga.us

Dr. Neal. R. McCrillis


University of Illinois at Chicago Travis McClanahan
Vice Provost of International Affairs Gordon College
2732 UH Head Baseball Coach
Chicago, Illinois 60607 419 College Drive
312-413-1468 Barnesville, GA 30204
nealrm@uic.edu 678-359-5349
tmcclanahan@gdn.edu
Dr. Gary Sprayberry
Columbus State University William Greene
Department Chair of History Mundys Mill High School
One Arsenal Place Principal
Columbus, GA 31901 9652 Fayetteville Rd.
706-580-2687 Jonesboro, GA 30236
sprayberry_gary@columbusstate.edu 678-817-3000
william.greene@clayton.k12.ga.us
Gary Sharpe
Gordon College Patrick Smith
Athletic Director Mundys Mill High School
419 College Drive Athletic Director
Barnesville, Georgia 30204 9652 Fayetteville Rd.
706-656-3488 Jonesboro, GA 30236
garys@gdn.edu 678-817-3000
patrick.smith@clayton.k12.ga.us
Bobby Fuse
Columbus State University Tracy Caldwell
University Supervisor/Mentor Upson Lee High School
4225 University Avenue Principal/Mentor
Columbus, Georgia 31907 268 Knight Trail
229-944-5527 Thomaston, GA 30286
fusega@bellsouth.net tcaldwell@upson.k12.ga.us
706-647-8171
Asheeka Branscomb
G.W. Carver High School Dr. Todd Hall
Teacher/Cooperating Teacher Jacksonville University
215 Benning Road Professor- Sport Management
Columbus, Georgia 31903 thall9@ju.edu
904-256-7896 Thomaston, GA 30286
706-741-6239
Jeffwmiddlebrooks@yahoo.com

Stephen Boyd
Hawkinsville High School
Assistant Principal
Jeff Middlebrooks 24 Red Devil Drive
Thomaston Upson County Recreation Hawkinsville, GA 31036
Department 706-741-2271
Athletic Superintendent sboyd@ pulaski.k12.ga.us
101 Civic Center Drive

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