EDU 609
Coherence Assessment Tool
Complete the assessment below and attach to the discussion board.
Component
Fostering Direction Shared purpose drive action.
A small number of goals tied
to student learning drive
decisions.
A clear strategy for achieving
the goals is known by all.
Change knowledge is used
to move the
school/district/system.
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Evidence
The staff is committed to a shared
purpose of providing thorough
education for children and young
people through its Children’s
Services program. Our preschool,
school age, and after school
programs are tailored to actively
include and instruct children with
exceptional needs.
There are three specific goals that
are tethered to decisions in the
student learning which are:
-Student attendance
-The Three B’s (BE Safe, BE Kind,
BE Helpful
And the creative curriculum focus
learning.
For my school the strategy is not as
clear for achieving the goals has it
changes frequently throughout the
year before one can fully understand
it.
There is a hierarchical leadership
style that might make personnel feel
disregarded and unheard at times.
The agency has initiated most of the
reform, although displeasure is
sometimes aimed at leadership. The
agency does
not implement procedures to get
input from personnel before
implementing changes related to the

Creating Collaborative A growth-mindset underlies
Cultures the culture.
Leaders model learning
themselves and shape a
culture of learning.
Collective capacity building is There are little prospects for
fostered above individual
development.
Structure and processes
support intentional
collaborative work.
Deepening Learning Learning goals are clear to
everyone and drive
instruction.
A set of effective pedagogical Teachers must provide weekly
practices is known and used lesson plans. The plans must
by all educators.
Robust processes
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ALL RIGHTS RESERVED
curriculum that can best suit the
needs of the children and their goals.
Regrettably, this is an essential area
where many staff members need to
enhance their skills. Teachers often
focus on what high ups need to
improve rather than considering
other approaches to enhance
performance. Most times staff is
quiet during meeting that could help
improve and grow.
The principal and assistant principal
are accessible and willing to support
us in our learning. A team of
employees assist in exemplifying
and maintaining our corporate
fundamental principles.
communal growth. We have three
primary opportunities each year to
come together and share
experiences and training.
There is no room for collaborative
work has staff members tend to
avoid working alongside one another
to avoid extra work.
Learning goals are established
based on each child individual IEP’s
that come forth. Which make each
learning goal different per class even
with the same curriculum.
demonstrate the plans for the week
(i.e centers, theme, books, etc..).
All personnel are aware of the
school-wide practices. But some
educators switch it up at times to
suite their own needs.
Monthly enrichment meetings are
 (collaboratively inquiry and
examining student work) are
used regularly to improve
practice.
Securing Accountability Capacity building is used to
continuously improve results.
Underperformance is an
opportunity for growth, not
blame.
External accountability is
used transparently to
benchmark progress.
© 2021 Post University, Waterbury, CT
ALL RIGHTS RESERVED
used among class staff and support
staff ( A.P, social worker, therapist
and counselor), to help improve the
need of the students and how best to
improve on certain methods being
used.
Not seen as much in my school.
Accountability is something is lacked
by most staff and high ups.
Unfortunately, underperformance
often leads to a blame game that
creates hostility among senior
management and employees.
Progress Is solely benchmarked on
how many students we can get
enrolled in our system.