EDLD 5333 Leadership for Accountability

Leadership for Accountability (next to School Law) is the one other course that

helped me study the true role of a school leader. Personally, I dreaded the class in the

sense that this course covers the detailed responsibilities of a school leader/principal.

The main objective in this course was to analyze the vision and goals of the campus,

study the sources of where information is gathered, and areas of improvement, a plan

to improve on the areas of weakness.

The first area begins with analyzing school culture and the vision of a school

campus. This procedure I found could be simple enough for a principal that has build

upon that for years with their staff or the vision has been the leading factor for school

success no matter who steps in charge. However, the challenge in my opinion is when

a principal steps into an environment where change needs to happen. I have been

around enough to see when the school leader presents his ideas, established starting

points, and was able to bring the school back up. On the other hand, I also have seen

the opposite. None the less it is important to establish goals and visions because the

vision guides the preparation of students as effective life-long learners in a pluralistic

society (Jones, L. & Crochet, F., 2007). So our overall goal was two form a vision and

set goals in order to improve the areas of academic need in our campus.

The first step in improving involves collecting data. Throughout this course I was

made aware of all the simple outlets where information was collected within schools.

The areas of improvement take into consideration many aspects such as student

population, grade level needs, programs in place, etc. Useful reports used to collect

information include AEIS and PEIMS reports not to mention personal data

desegregation at the school, district, or region level. All this is based on the fact that all

campuses are accountable for their performance (Texas Education Agency, 2009).
 The availability of such reports eased the planning process for the assignments we

were required to do. Based on AEIS reports, we had to determine an area of weakness

and develop a S.M.A.R.T. goal and an objective to go with it. As much as writing a goal

sounds easy, it is a hard task considering the factors of what subject needs

improvement. Nonetheless, this was a learning experience of what principals have to do

with their staff in order to improve the needs of the campus and meet accountability. As

a result, I envisioned the job a school leader does with a very different perspective.

The capstone to this class was analyzing the AEIS data, establishing a SMART Goal,

and developing a plan to improve on the weak areas. I have been part of the planning

process before to help improve with state standard objectives the students have

trouble with. This time around, the difference came that instead of waiting for the

reports from the principal and grade level leader I took the initiative to discuss these

areas of concern. I was responsible for setting up a small grade level meeting and

discussing the points of improvement.

The one thing I did learn is that the process of improving upon these goals does not

stop. It is a continual process. According to Margaret H. and M.H. Chen it is important

to make a plan to investigate several forms of achievement (2005). This includes

keeping a look out on the annual reports, data desegregation, keeping track on student

achievement. I had an idea we had to do this every year, but I did not have a grasp of

the importance until I took this course, and took an actual interest within my own

campus. This in turn has encouraged me to get involved in the improvement planning

process to assist whatever campus I might be working for in meeting their annual

accountability and continue the process.

References:

*) Jones, L. & Crochet, F. (2007). The importance of visions for schools and school improvement.

Connexions. Retrieved Junes3, 2009, from http://cnx.org/content/m15634/1.1/

*) Texas Education Agency (2009). 2009 Accountability Manual. Retrieved October 9, 2010, from

http://ritter.tea.state.tx.us/perfreport/account/2009/manual/

*) Heritage, M., & Chen, M.H. (2005). Why data skills matter in school improvement. Phi Delta Kappan,

86(9), 700-710