Aligning Resources and Developing Community and Stakeholder Relations
ADSUP 721: Legal Issues, Finance, Facilities and Operations
Description of Assessment:
The purpose of this assessment is to provide school building leader candidates the
opportunity to demonstrate their knowledge and understanding of how to promote success
for every student through high quality instruction and support through effective use of
human, fiscal, and technological resources; effective organizational management and
evaluation; promotion of school-based policies and procedures; application of distributive
leadership; collaboration with faculty and community; responsiveness to diverse
community interests and needs; and mobilization of school and community resources.
Alignment with standards:
This assessment is aligned with Educational Leadership Constituent Council (ELCC)
standard 3: A building-level educational leader applies knowledge that promotes the
success of every student by ensuring the management of the school organization, operation
and resources through monitoring and evaluating the school management and operational
systems; efficiently using human, fiscal and technological resources in a school
environment; promoting and protecting the welfare and safety of school students and staff;
developing school capacity for distributed leadership; and ensuring that teacher and
organizational time is focused to support high-quality instruction and student learning. It is
also aligned with ELCC standard 4: A building-level education leader applies knowledge
that promotes the success of every student by collaborating with faculty and community
members, responding to diverse community interests and needs, and mobilizing
community resources on behalf of the school by collecting and analyzing information
pertinent to improvement of the school’s educational environment; promoting an
understanding, appreciation, and use of the diverse cultural, social, and intellectual
resources within the school community; building and sustaining positive school
relationships with families and caregivers; and cultivating productive school relationship
with community partners.
Education Leadership Constituent Council (ELCC) Standards being met through this
performance task: 3.1, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4
Key Assessment 6, Standards 3 & 4, Course 721 | 1
Directions to Candidates:
You are a newly appointed principal at a mid-sized public school. The school serves an
ethnically diverse population of students, mainly from low-income families. Very few
students are making the minimum one-year of progress and the school is in danger of not
meeting its AYP goals. Members of the schools’ leadership team, composed of both faculty
and parents, studied this problem and discovered that the students receiving consultant
teacher services (CT) and students in the Resource Room Program seem to be struggling
the most. Students in their one Integrated Co-Teaching (ICT) class were making
significantly more progress on the state tests. As described in the district’s Continuum of
Services for Students with Disabilities, Integrated Co-Teaching (ICT) “ensures that students
master specific skills and concepts in the general education curriculum, as well as ensuring
that their special education needs are being met, including meeting alternate curriculum
goals, through having both a general education and a special educator in each subject area.”
The team recommended expanding the ICT model as the best way to support those
students as well as all students at the school. In addition, the district is increasing per
student funding for ICT classes. The district special education director and superintendent
tell you that they see merit in changing to an ICT model, but it is your decision to make.
After careful deliberation with the school leadership team, you have decided to move
forward with expanding the ICT model as you believe it will increase student performance
with both special education students as well as the entire school community.
Notes: for the purposes of this assessment, identify whether you are writing as an
elementary, middle or high school principal. Also for the purposes of this assessment, an
elementary or middle school has approximately 500-600 students and the high school has
1,200 students. The special education population is approximately 17%.
Part A: Develop a Stakeholder Plan
Write an essay that (a) outlines the steps you would take to ensure you had faculty, family
and community/stakeholder support (b) explains your rationale for why this strategy is
likely to be effective and (c) identifies potential challenges you will need to consider as you
implement these steps.
In your essay be sure to address how you would assess the family and community
stakeholder needs and interests, give them voice, and communicate with them. Address
how this strategy sets the foundation for a sustainable partnership.
Key Assessment 6, Standards 3 & 4, Course 721 | 2
Part B: Develop an Impact Study
Implementing an ICT model at the school will have an impact on many operational and
management systems. In this section of the assessment, develop an impact study (a
narrative or chart) that identifies the potential impact the change to ICT classrooms may
have on the sub-systems listed below and how you might approach/solve these potential
challenges.
System
Potential Impact
Possible
approach/solution to
minimize any challenges
to implementation
Budget
Human Resources:
staffing and
programming
Human Resources:
professional
development
Facilities
Technological resources
Safety
Legal
Key Assessment 6, Standards 3 & 4, Course 721 | 3
Standard and
Critical Elements
Above Standard
(3pts)
At Standard
(2pts)
Below Standard Rati
(1 pt)
ng
Candidate
understands and
can collaborate
with faculty and
community
members by
collecting and
analyzing
information
pertinent to the
improvement of the
school’s
educational
environment. (ELCC
4.1)
The candidate showed
advanced understanding
of the collaborative
process of collecting,
analyzing and
interpreting data,
including needs
assessment data, and
authentically involves
families and the
community in the
decision making process.
The candidate showed
adequate
understanding of the
collaborative process of
collecting, analyzing
and interpreting data,
including needs
assessment data, and
authentically involves
families and the
community in the
decision making
process.
The candidate showed
limited to no
understanding of
collaborative
development
articulation
implementation, and
stewarding a shared
vision of learning for a
school.
The candidate showed
limited to no skill in
developing and
formulating a
comprehensive plan for
communicating the
school vision to
appropriate school
constituencies.
Look for:


A collaborative process
to collect, analyze and
interpret school, student,
faculty, and community
information
A communication
process to share
information about the
school within the
community
Key Assessment 6, Standards 3 & 4, Course 721 | 4
Standard and
Critical Elements
Above Standard
(3pts)
At Standard
(2pts)
Below Standard Rati
(1 pt)
ng
Candidate can
understand and
mobilize
community
resources by
promoting an
understanding,
appreciation, and
use of the diverse
cultural, social and
intellectual
resources within
the school
community. (4.2)
The candidate showed
advanced understanding
of the collaborative
process of collecting,
analyzing and
interpreting data,
including needs
assessment data, and
authentically involves
families and the
community in the
decision making process.
The candidate showed
adequate
understanding of the
collaborative process of
collecting, analyzing
and interpreting data,
including needs
assessment data, and
authentically involves
families and the
community in the
decision making
process.
The candidate showed
limited to no
understanding of
collaborative
development
articulation
implementation, and
stewarding a shared
vision of learning for a
school.
The candidate showed
limited to no skill in
developing and
formulating a
comprehensive plan for
communicating the
school vision to
appropriate school
constituencies.
Look for:


Identification of diverse
community resources to
improve school
programs
Use of diverse
community resources to
improve school
programs
Key Assessment 6, Standards 3 & 4, Course 721 | 5
Standard and
Critical Elements
Above Standard
(3pts)
At Standard
(2pts)
Below Standard Rati
(1 pt)
ng
Candidate can
understand and
respond to
community
interests and needs
by building and
sustaining positive
school relationships
with families and
caregivers and with
community
partners. (4.3, 4.4)
The candidate showed
advanced understanding
of the collaborative
process of collecting,
analyzing and
interpreting data,
including needs
assessment data, and
authentically involves
families and the
community in the
decision making process.
The candidate
showed
adequate
understanding of
the collaborative
process of
collecting,
analyzing and
interpreting
data, including
needs
assessment data,
and
authentically
involves families
and the
community in
the decision
making process.
The candidate showed
limited to no
understanding of
collaborative
development
articulation
implementation, and
stewarding a shared
vision of learning for a
school.
Look for:




Use of a needs
assessment data from
families and caregivers
Use of needs
assessment data from
community partners
Communication process
to respond to, build and
sustain positive school
relationships with
families, caregivers and
community partners
Collaboration with
families and community
partners in the decisionmaking process of the
school
The candidate showed
limited to no skill in
developing and
formulating a
comprehensive plan for
communicating the
school vision to
appropriate school
constituencies.
Key Assessment 6, Standards 3 & 4, Course 721 | 6
Standard and
Critical Elements
Above Standard
(3pts)
At Standard
(2pts)
Below Standard Rati
(1 pt)
ng
Candidate understands
and can monitor and
evaluate school
management and
operational systems
(ELCC 3.1)
The candidate
showed
advanced
understanding in
collecting and
using data for
learning,
organizational
effectiveness,
strategic program
planning,
implementation
and evaluation of
school
improvement and
variables that
affect student
achievement.
The candidate
showed
adequate
understanding in
collecting and
using data for
learning,
organizational
effectiveness,
strategic
program
planning,
implementation
and evaluation
of school
improvement
and variables
that affect
student
achievement.
The candidate
showed limited
to no
understanding in
collecting and
using data for
learning,
organizational
effectiveness,
strategic
program
planning,
implementation
and evaluation
of school
improvement
and variables
that affect
student
achievement.
Look for:
 Analysis of school
processes and
operations to identify
and prioritize strategic
and tactical challenges
 Identification of school
operational policies
and procedures to be
implemented to meet
challenges;
 Plan to implement and
manage long-range
plan for the school
The candidate
showed
advanced skill in
developing and
using strategic
planning
processes, schoolbased strategic
goals,
collaboratively
developing plans
to achieve goals.
The candidate
showed limited
The candidate
to no skill in
showed
adequate skill in developing and
developing and using strategic
planning
using strategic
processes,
planning
school-based
processes,
strategic goals,
school-based
collaboratively
strategic goals,
developing plans
collaboratively
Key Assessment 6, Standards 3 & 4, Course 721 | 7
developing plans to achieve goals.
to achieve goals.
Standard and
Critical Elements
Candidate can understand
and promote school-based
policies and procedures
that protect the welfare
and safety of students and
staff. (3.3)
Look for:
 school wide safety
and security
measures for
students, faculty and
visitors
 school wide discipline
policies and plan
including evaluation of
plan itself
Above Standard
(3pts)
At Standard
(2pts)
Below Standard Rati
(1 pt)
ng
The candidate showed
advanced understanding
of how to efficiently and
effectively apply
principals of
management and
operational systems to
support schools in
reaching their goals,
specifically in the areas
of fiscal and budget
allocation and planning,
human resource
allocation and
development, facilities,
safety and security, and
building staff capacity in
a distributed leadership
model
The candidate showed
adequate
understanding of how to
efficiently and
effectively apply
principals of
management and
operational systems to
support schools in
reaching their goals,
specifically in the areas
of fiscal and budget
allocation and planning,
human resource
allocation and
development, facilities,
safety and security, and
building staff capacity in
a distributed leadership
model
The candidate
showed limited
to no
understanding of
continual and
sustained
improvement
models and
process, school
change
processes, and
the role of
professional
learning in
supporting
school
improvement.
The candidate
showed limited
to no skill
identifying
strategies to
promote school
improvement,
designing
transformational
change plan
Key Assessment 6, Standards 3 & 4, Course 721 | 8
Standard and
Critical Elements
Candidate can understand
and develop school
capacity for distributed
leadership. Candidate can
understand and ensure
that teacher and
organizational time
focuses on supporting
high-quality school
instruction and student
learning. (3.4, 3.5)
Look for:
 staff assignment, use
of time and
professional learning
needs
 development of
leadership capacity
of staff
 involvement of staff
in decision-making
and leadership
(distributed
leadership)
Above Standard
(3pts)
At Standard
(2pts)
Below Standard Rati
(1 pt)
ng
The candidate showed
advanced understanding
of how to efficiently and
effectively apply
principals of
management and
operational systems to
support schools in
reaching their goals,
specifically in the areas
of fiscal and budget
allocation and planning,
human resource
allocation and
development, facilities,
safety and security, and
building staff capacity in
a distributed leadership
model
The candidate showed
adequate
understanding of how to
efficiently and
effectively apply
principals of
management and
operational systems to
support schools in
reaching their goals,
specifically in the areas
of fiscal and budget
allocation and planning,
human resource
allocation and
development, facilities,
safety and security, and
building staff capacity in
a distributed leadership
model
The candidate
showed limited
to no
understanding of
continual and
sustained
improvement
models and
process, school
change
processes, and
the role of
professional
learning in
supporting
school
improvement.
The candidate showed
limited to no skill
identifying strategies to
promote school
improvement, designing
transformational
change plan
Total p
Key Assessment 6, Standards 3 & 4, Course 721 | 9
Grading Guide (aligned
with Hunter College
grading scale)
Assignment G
(Total pts. divided by 18, x100, converted to grad
grading guide b
Above Standard
At Standard
Below
Standar
Develop
A, A+ (92.5B, B+, A- (82.5Below C, C,
100% or 3.8-4.0) 92.4% or 3.0(0-82.4% o
A+ = 97.5-100% 3.7)
2.9)
= 4.0
A- = 90.0-92.4% B- = 80.0-8
A = 92.5-97.4% = = 3.7
= 2.7
3.8-4.0
B+ = 87.5-89.9% C+ = 77.5-7
= 3.3
= 2.3
B = 82.5-87.4% = C = 70.0-77
3.0
2.0
D = 60.0-69
1.0
F = 0.0-59.9
0
Key Assessment 6, Standards 3 & 4, Course 721 | 10