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Case Study: Developing Professional Capacity

Lana Rose

College of Education, Grand Canyon University

EAD 529: Clinical Internship II: Learner-Centered Leadership

Rich Rundhaug

April 17, 2024

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Part 1: Case Analysis

Case Analysis 1-3: Summary, Issues, Stakeholders

The case study revolves around a K-8 school with a diverse student body and a sizable

staff led by a continuing principal. In response to a grant received for reforming the teacher

observation process, a new tool was developed and implemented to measure teacher

effectiveness in various instructional areas. By the third year, negative trends in staff

performance emerged, particularly concerning the role of the teacher, instructional methods, and

student engagement. This prompted the need for a revised approach to professional development

to address these shortcomings and enhance instructional quality.

The primary issue identified is the declining performance of teachers, as indicated by the

new observation tool, particularly in the areas of instructional methods and student engagement.

This issue is critical as it directly impacts student achievement and the educational environment.

Stakeholders include the school's principal, assistant principals, teachers, students, and

district. Additionally, the school's instructional quality and overall performance indirectly affect

parents and the community.

Case Analysis 4-5: Laws and Policies

Teacher evaluations and professional development are crucial in tackling these

educational challenges. Ohio's teacher evaluation law, initiated by House Bill 1 in 2009,

established the research-based Ohio Teacher Evaluation System (OTES), tailored to diverse

district contexts and emphasizing continuous improvement through feedback. Subsequent

legislation and updates, including House Bills 362 and 64 and Senate Bill 216, allowed for

adjustments like less frequent evaluations for high-performing teachers and introduced an

alternative framework. Extensive feedback from educators across Ohio has continuously shaped
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the OTES, culminating the OTES 2.0, ready for statewide implementation in the 2020-2021

school year. The Every Student Succeeds Act (ESSA) reinforces the importance of providing all

students with high-quality education and holds schools responsible for student outcomes.

District policies involve stipulations on professional development requirements, teacher

evaluation procedures, and the use of observation tools. These policies are designed to ensure

that teachers meet specific standards of professionalism and instructional effectiveness.

Case Analysis 6-8: Solutions and Action Steps

Solutions may include targeted professional development programs focused on areas of

identified weakness, the introduction of peer coaching and mentoring, and the adjustment of the

observation tool to better reflect realistic and holistic teacher performance.

Developing a streamlined strategy to tackle the identified challenges is vital. Based on

recent observations, the plan includes a series of targeted professional development workshops

between the second and fourth months. These workshops aim to improve teaching methods and

increase student engagement, and their impact will be evaluated in the fifth month for any

necessary adjustments.

Alongside this, launching a mentoring program starts with recruiting and training mentors

from our seasoned staff in the first month. By the second month, these mentors will begin

supporting newer teachers through regular feedback, continuing until the sixth month to ensure

effective teaching practices.

It is essential to refine the current observation tool to include qualitative and quantitative

feedback. The initial two months will involve gathering input from teachers and principals.

Changes will be made in the third month, followed by staff training on the updated tool. A pilot

test in the fourth and fifth months will allow us to gather more feedback and improve further.
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Case Analysis 9: Consequences

The professional development workshops must be designed to equitably address all

teachers' diverse needs, avoiding bias or unequal access to resources. The mentoring program

should operate under clear ethical guidelines to prevent any misuse of authority. Adjusting the

observation tool involves ensuring it fairly assesses teacher performance without discrimination.

Part 2: Rationale

The chosen solutions align closely with the strategic goals of developing faculty

instructional capacity and fostering a collaborative and trusting school culture. Utilizing data

from the new observation tool, the solutions are designed to address specific areas of need,

ensuring that professional development is targeted and effective. Decisions to implement these

programs were made with a focus on inclusivity and fairness, which promotes a positive work

environment and high expectations.

The mentoring program leverages the experience of seasoned teachers to build a

supportive learning community, enhancing the professional growth of less experienced teachers.

This approach not only improves instructional skills but also strengthens interpersonal

relationships within the staff. The school can ensure a more accurate and holistic teacher

performance evaluation by refining the observation tool. This is critical in making informed

decisions that affect teacher development and, ultimately, student success.

Each solution's potential moral and legal consequences were carefully considered to

uphold integrity and fairness. The proactive approach to refining educational practices and tools

demonstrates a commitment to ethical leadership and a dedication to providing a high-quality

education to all students, balancing the needs of school representatives, students, families, and

community partners.
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References

State Board of Education. (n.d.). Teacher Evaluations. Innovate Ohio Platform. Retrieved April

17, 2024, from https://sboe.ohio.gov/educator-standards-and-programs/educator-

evaluations/teacher-evaluations/teacher-evaluations

Zinskie, C. D., & Rea, D. (2016). The Every Student Succeeds Act (ESSA): What It Means for

Educators of Students at Risk. National Youth-At-Risk Journal, 2(1).

https://doi.org/10.20429/nyarj.2016.020101