Case Study: Developing Professional Capacity

Case Analysis

For this case, I am a K-8 principal of a diverse school with 1,400 students. We have

adopted a new teacher evaluation tool and noticed in the past year teacher scores have declined

in the following areas: “the methods used for instruction, monitoring and adjusting the lesson,

and the levels of engagement between students”. The stakeholders involved are the

administrators and teachers. District policy requires schools to have continuous improvement

plans. The plans need to include professional development for teacher growth and learning.

The potential solutions include providing professional development that targets the areas

for improvement, opportunities for teachers to reflect on their teaching and use that as

opportunities for growth, or creating a CIP that narrows down goals that are data-driven and

includes measurable outcomes for teachers. To go along with whichever solution, it might be

beneficial to hire an instructional coach to assist teachers who may need extra help in perfecting

their craft. I believe the best solution would be to create a CIP with measurable goals which

includes the implementation of PLCs and a meaningful professional development schedule that

addresses the needs of the teachers. The CIP should include the evaluation tool as the measurable

outcomes for teachers. To build the CIP, I would form a committee including teachers and

administrators as well as students from higher grade levels, if possible, because they are also

stakeholders. In the committee we would build the CIP based on the needs assessment and create

measurable outcomes as well as a schedule for professional development and PLCs. When

teachers return, there will be training over the CIP, PLCs, and expectations. There will also be

continued training throughout the year to ensure PLCs are running efficiently. Throughout the
year there will be check-ins with teachers to hold them accountable as well as make

improvements if needed.

Rationale

Based on the case study background provided and my research, for there to be

meaningful improvement, it is crucial for there to be data, collaboration, and measurable goals to

guide teachers. According to “Data Use for Continuous Instructional Improvement in Early

Childhood Education Settings”, “administrators can promote the use of data-informed

instructional practices through clear communication of expectations surrounding data use and

instructional practice, distribution of data responsibilities, identification of strengths and

weaknesses related to data use (e.g., data collection efforts, staff capacity, use of evidence-based

practices), allocation of resources in an effort to promote data use, and modeling data-use

behaviors such as using data to inform program decisions” (deMonsabert, et al 496). They go on

to say, teachers must be trained in data collection in order to accurately collect and use data and

they also need to have regular professional development to increase their skills and knowledge.

Therefore, a detailed CIP is important as well as a plan in which teachers are attending

professional development and collaborating with their peers. It is also believed that “targeted

support is likely needed much more frequently than once a year. The literature supports the use

of coaches in providing targeted, ongoing support to educators in developing, implementing, and

maintaining new skills in early childhood settings” (deMonsabert 500). The use of an

instructional coach on campus would help to fill in gaps teachers may have as well as facilitate

any professional learning opportunities. I would use this data to make the case to my district if

there was a question as to why this position was necessary, if there was not money in the budget

for this position, I would need to work with my team to come up with a different solution such as
a teacher mentor program or peer-evaluation program. Furthermore, including all stakeholders in

these decisions would be pertinent in forming an all-inclusive CIP which is why the inclusion of

students as well as parents would help to know what is expected of us as educators from our

school community in order to improve. There could be issues involving families as some may be

more outspoken or joining for malice, a way to mitigate this would be to survey families rather

than selecting people to be members. Overall, the most important factor will be the willingness

of the staff, continuing to build positive staff relationships and foster a community that is willing

to learn and improve will determine the success of the CIP. Therefore, there needs to be buy-in

from teachers and as the educational leader, I will need to show my excitement for the CIP and

growth my teachers will be engaging in.

 References

deMonsabert, J., Brookes, S., Coffey, M. M., & Thornburg, K. (2022). Data Use for Continuous

Instructional Improvement in Early Childhood Education Settings. Early Childhood

Education Journal, 50(3), 493–502. https://doi-org.lopes.idm.oclc.org/10.1007/s10643-

021-01168-3

Shakman, K., Wogan, D., Rodriguez, S., Boyce, J., Shaver, D., National Center for Education

Evaluation and Regional Assistance (ED), Regional Educational Laboratory Northeast &

Islands (ED), & Education Development Center, I. (EDC). (2020). Continuous

Improvement in Education: A Toolkit for Schools and Districts. REL 2021-014. Regional

Educational Laboratory Northeast & Islands.