The
Real-World Application
EAF 493.01
is a course that has been designed to support C&I doctoral students to
understand the foundational interrelationships between the fiscal and
instructional components of school leadership that effectively improve teaching
and learning – for every student.
Imagine
that you have just been selected to serve as the chairperson of a district-wide
task force in District 211. Members come from a diverse set of stakeholders, and
represent each high school, as well as the district, including:
·
Teachers
·
Students
(including students who are eligible for ELL, special education, gifted
services)
·
Parents
(including parents whose voices may not have been heard previously)
·
Staff
(non-certified employees)
·
Administrators
·
Board
members
·
Community
members
The
district has a long history as a high performing school district. Your recent
research, however, has identified significant and persistent achievement gaps
across many of the AYP demographic subgroups. Many people are unaware of the
gaps, and believe that the district is very successful, and has been for many
years. You are interested in helping to lead the district move from “good” to “great”,
a learning place where every student is succeeding academically and
socially, and where teachers, students, staff and parents are proud to be
affiliated.
Like all
other districts in the state, funding is very tight. Describe three
strategies you would engage to guide this task force in the first year: what you
would prioritize, what resource data would you share, and how would you develop
1-2 shared (and measurable) goals?
