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Case Study: Developing Professional Capacity

Betty Graham Young

Grand Canyon University: EAD 529

October 7, 2020
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Case Study: Developing Professional Capacity

This case study involves a school that has received a grant for the purpose of

restructuring the teacher observation process. The school designed a tool that gave teachers

feedback on their capacity to fulfill established instructional expectations and professional

behavior. The next year, the school had become fully confident in the new observation tool.

While interpreting the data, the instructional and administrative teams noticed a decline in scores

related to teachers’ methods used for instruction, monitoring and adjusting the lesson, and the

levels of engagement between students. The two teams found a connection between student

achievement and the observable needs of teachers. Therefore, the principal and his administrative

and instructional teams have to decide on the types of supports and professional development

needed to increase professional capacity.

To begin, the principal and his leadership team must determine if the new observation

tool they designed is effective and whether it is an accurate indicator of what it is intended to

measure. The teams should also be confident in their abilities to properly interpret data. Another

thing to consider is each teacher’s theoretical model for instruction. There is definitely a system

of practice that each of them has adopted. Lastly, the teams must decide on which target and

actionable professional development is needed to improve teacher capacity.

Two issues that have happened in the past related to this case study are: Reconstitution-

The purpose of reconstitution is to change a school's culture, eliminate entrenched practices, and

bring in more effective educators and leadership (Education Week 2004). Takeovers- A close

cousin to reconstitution—the terms are often used interchangeably—a takeover is when a state

officially assumes governance of a low-performing school or, much more commonly, an entire
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district, supplanting the local school board and top school administrators (Education Week

2004).

The stakeholders involved in resolving the issues surrounding this case are: instructional

staff, instructional leaders, academic leaders, and the administrative team.

These problems involved in this case have a direct impact on student performance and

must be addressed immediately. The teams must first take a look at the observational tool as well

as the categories it measures to determine its efficacy. I good idea would be to compare it to

tools and processes used by other schools that have experienced success. Secondly, each teacher

should receive observations and immediate feedback. Thirdly, each member of the leadership

team should demonstrate their proficiency of data interpretation. Lastly, teachers should

complete a needs assessment survey to help determine what supports and professional

development is needed to increase their professional capacity.

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The school received a grant form an outside agency to reform the process by which

teachers are observed. However, the case study did not say whether the agency was affiliated

with the department of instruction of any other accredited educational organization.

Nevertheless, a new observation tool was developed by the school and implemented the same

year. The most concerning factor with this is the fact that no one outside of the school tested the

new instrument for efficacy, fidelity, and accuracy. Also, the categories chosen to be measured

and observed must be relative to what the specific needs of teachers are. However, most

importantly, the leadership team must assess their abilities for reading data.

A school that is rich in information and in data is certain to experience high student

achievement. They understand that the data presented only tells part of the story by telling what

the specific problem is. However, it does not determine why the issues exists nor how to correct

them. Therefore, the leadership team must break apart the information presented and go through

it with a fine-tooth comb. The next step in the process is to meet with each teacher individually

to give them feedback with questions that causes them to reflect upon their practice. They should

ask themselves if they are more focused on the grade students make or are they making sure

students understand the content based on the standards. allowing the standards. Afterwards,

teachers should develop assessments that will help them understand what their students need in

order to adequately access the curriculum.

Crites (2016) gave an account of the outcomes of teacher-made assessments. “This was

powerful -- suddenly teachers had actionable information with which to plan teaching and re-

teaching for every single student.” Not only does this practice provide information as such, it is

shows specific ways for differentiation of instruction. Lastly, it helps teachers determine their
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needs more specifically, which will help the principal and the leadership team decide on the

types of professional development necessary for the promotion of teacher capacity.

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References

Crites. (2016). Edutopia. 7 Steps to Becoming a Data-Driven School. Retrieved from

https://www.edutopia.org/blog/7-steps-becoming-data-driven-school-eric-crites

Saibel, E., Beach, N. (2020). Edutopia. 4 Strategies for Implementing Standards-Based

Learning. Retrieved from https://www.edutopia.org/article/4-strategies-implementing-

standards-based-learning