Strategic Problem-Solving Assessment

I. The memo – (Prior to starting this you need to read the Resource Packet. In the Resource Packet, the superintendent shares a letter of concern and you are provided a lot of other data regarding the campus. The directives in this assignment are related to the issues found in the Resource Packet.) Here are the instructions:

a. You are to prepare a four-paragraph memo to address the directives from the superintendent outlined in the instructions for this week’s activity. These directives are concerning the program issues shared in the resource packet. This week’s directives include:

* Share a new vision statement for the Agricultural Science Program (found in the resource packet). It should be aligned with the following campus vision statement – “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”.

* Describe in detail to the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program

* Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement.

b. You must use the building blocks identified in the instructions as the base for each paragraph of the memo. Here is the focus of each paragraph based on the building blocks –

*Paragraph one – modeled a collaborative approach

*Paragraph two – established expectations and built relationships

*Paragraph three – defined roles and shared responsibilities

*Paragraph four – aligned strategic priorities

Consider these options

Paragraph one – Modeled a collaborative approach

* How would you model a collaborative approach?

Some options – interviews, focus group meetings, community meeting, small group meetings and many other options.

Paragraph two – Established expectations and built relationships

* How would you establish expectations and build relationships?

Some options – a good place to share a program vision statement – include development, articulation, implementation, and stewardship – this activity can build relationships and buy-in.

Paragraph 3 – Defined Roles and shared responsibilities

Some options – share who was involved. How were the stakeholders involved? How were decisions made? What norms and expectations were adopted? Who will be involved in the next steps? Who is leading the effort? What role do parents, students, teachers, admin play?

Paragraph 4 – aligned strategic priorities

Some options – what issues need to be addressed? Do any issues really stick out? When will a needs assessment be conducted? What activities will be used? What is a timeline? Who would be involved in the continued improvement activities? What issues need to be discussed first? When will measurable goals be developed? What resources or information from the packet did you use? What additional information is needed?

REMEMBER – YOU MUST ADDRESS THE DIRECTIVES FROM THE SUPERINTENDENT SOMEWHERE IN THIS MEMO OR DOCUMENTATION. BE CREATIVE! IT WILL BE FUN FOR US TO SEE HOW YOU ADDRESS THIS.

II. The Documentation – (You are allowed up to two pages of documentation.)

Possible examples —–A word chart with the new vision – meeting agendas – letters from committee members – memos asking leaders for additional information – newspaper article – a timeline, minutes from meetings….and MANY other creative options.

Remember—-the documentation can assist with demonstrating you met the directives of the superintendent. I suggest documentation to support all three of them. Here they are again –

* Share a new vision statement for the Agricultural Science Program (found in the resource packet). It should be aligned with the following campus vision statement – “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”.

* Describe in detail to the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program

* Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement.

IDEA – try using PowerPoint slide for your documentation. You could create a “notes” slide that would allow you to post three documents on one page with written notes beside them. You may use other types of software also.

III. Reflection 

This submission requires an Activity Reflection. Answers to the following questions are required in the reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection. The questions were structured for you to advocate for points in the rubric):

* How does this response make sense?

* Describe how the response fits with the established criteria and models the elements found in the building blocks?

* What issues did the response address?

* In what other way could this issue be addressed and prove equally or more successful?

EDLD 5339 Strategic Problem-Solving Resource Packet

I. Superintendent Letter

 

Dear New Principal:

 

I am excited about your arrival to our district. I have already noted the positive impact that you are making at Ima Leader High School here in Azodi, Texas. I hate to rush into issues that we are facing. However, I need immediate assistance with issues in our Agricultural Science Program in the Career and Technology Department (CTE). The issues cannot be ignored. Nor, can they be resolved overnight. Below, I will describe the challenges confronting us. Following an explanation of the challenges, I will map out improvement initiatives that I want you to lead and a progress reporting process for you to follow. I want to thank you in advance for your professionalism and hard work.

I also want you to know that I am committed to improving this situation. Our children and community deserve better. Together, we can make a difference.

 

Challenge #1

 

In the past 12 months, we have received several complaints from parents and community members regarding inappropriate conduct in the Ag Science classes. Our previous principal investigated the conduct and determined that there were some specific issues of sexual harassment from some male students toward female students. Those issues were addressed, and appropriate consequences were handed out.

I remain concerned that there could be an unhealthy environment in the classes. Here are some of the concerns:

 

* We have around 250 students in the Agricultural Science classes. However, only 20 female students are enrolled in the courses. Our male/female ratio at the high school finds that 62% of the school are female.

 

* Out of the 250 students, 80% of those enrolled are listed as white males and we only have 15 seniors enrolled in the classes. This does not come close to matching the demographic profile of our campus.

 

* We have 2 Agricultural Science teachers. Last year, each of these teachers missed 30 days of class to attend contests and stock shows. They have a group of about 40 students that participate in these events. The teachers have been quoted as calling these participants – “THE REAL MEN from Leader High School.”

 

Challenge #2

 

It is hard to determine if a curriculum is being followed. Consider the following:

 

* The substitute teachers who filled in during the many days of absences report that the students seem lost and use the class to visit and do homework from other classes.

 

*The assistant principals deal with quite a few behavior issues and report that they have never seen any instruction going on in the classes during drop by visits. They have seen the competition teams working on projects and tending to show stock.

 

*The local metal fab business reports that they have attempted many times to hire our graduates with little success. The students do not know basic safety or welding skills.

 

*The previous principal informed me that he visited with the Agricultural Science Teachers about the curriculum. Each teacher allegedly replied that ‘they did not like the state curriculum and preferred to win at contest with the real “winners” of the program. Both teachers received poor evaluations as they showed little if any concern for the instructional effort in the classes.

 

* Examination of the budget shows not expenditures for technology, textbooks, software, or other instructional expenses. Eighty-seven percent of the budget is spent on travel and related expenses.

 

Challenge #3

 

CONFIDENTIAL – Personnel issues exist.

 

*Mr. Pritchard has 25 years of experience. He was written-up and suspended last year for coaxing a SPED student not to report a harassment incident to the office because it could affect the eligibility of a student in a stock show and it would look bad for the school. Because of this incident, the previous principal created a growth plan for Pritchard that has been followed to the “T”. Mr. Pritchard has seen the light and wants to improve the Ag Science classes and has asked for assistance. Because of this attitude and willingness to strive for improvement, the previous principal recommended the renewal of Pritchard’s contract.

 

*Mr. Fails is a former student of Mr. Pritchard. He has a degree from a major agricultural university in Texas. He is capable and when not feeling like a student, he has many ideas and could be the future of the Agricultural Science program for our school.

 

*The district is committed to expanding the staffing and offerings in the Agricultural Science program. However, neither teacher sees the need to expand. They are happy in the kingdom they have created. This is troublesome because we have expanding agricultural opportunities in this region of Texas. There are metal working jobs, meat processing jobs, feed and fertilizer jobs, landscaping jobs, forestry jobs, florist jobs, fish and wildlife management jobs and other industries that need a capable workforce.

 

* The district is committed to the professional growth of each teacher. However, it is now time to grow or GO. We cannot allow our staffing to block the achievement potential of our students.

 

Challenge #4

 

We have the following facility issues:

 

* We have three freshman classes that have 50 students in them. We only have one Ag Science classroom and one lab area. This is a very crowded situation.

 

*Both Ag Science teachers have their own office with a restroom. They are proud of this office area and spend an enormous amount of time in them on the phone…. reportedly even during instructional time.

 

* The Ag Science area of the school only has one restroom. Currently, when a female uses the facility, a red flag is posted on the door to advise the male students not to enter.

 

* The Ag Science area of the school only has one locker area. When the females change into their work clothes, they use the classroom. One girl guards the door while the others change.

 

*The Wi-Fi network does not reach the Ag Science area of the school.

 

Please review these challenges. As time passes, I will be sending out some directives and activities that I want you to address. If you ever have questions, feel free to contact me. I know you will make a difference in our school.

Sincerely,

Dr. Hypothetical Superintendent

 

 

 

II. Student Achievement/Performance Information from Asst. Supt

 

 

 

IMA LEADER HIGH SCHOOL

Student Achievement Data Prepared for our new principal

 

 

Ima Leader High School, Azodi, TX

 

Students per teacher

16.1

Statewide: 15.1

Avg. teacher experience

4.5 years

Statewide: 10.9 years

Four-year graduation rate

70 %

Statewide: 89.1%

As of the 2017-2018 school year, the high school had 1200 students. The school district received an accountability rating of “met standard.” At the high school, 62.5% of students were considered at risk of dropping out of school. 19.8% of students were enrolled in bilingual and English language learning programs.

An average teacher’s salary was $46,681, which is $5,844 less than the state average. On average, teachers had 4.5 years of experience. The average SAT score at Ima Leader High School was 1168. In the Class of 2016, 79.7% of students received their high school diplomas on time or earlier. The dropout rate was 3.7%. Less than 25% of the students plan to attend college.

 

For exact performance on the State’s Assessment, refer to the TAPR. Last year, approximately 40% of the student body failed one or more classes for the year. Approximately 15% of the student body participates in extracurricular activities. The attendance rate for the campus is 83%.

 

If you need additional data, please let me know.

 

Sincerely,

G.A. Harrison

Asst. Superintendent

 

III. Staffing Patterns

 

 

To: New principal

From: Director of Personnel – P. White

RE: Staffing patterns at Ima Leader High School

 

Staffing Patterns

(We run an 8-period day. Each teacher has one conference period.)

 

Subject	Number of Teachers	Students Served
Language Arts	11	1200
Mathematics	9	1000
Social Studies	10	1200
Science	9	1000
SPED	8	400
Athletics (Coaches are also teachers and are included in the course count.)	12
Band/Choir/Art	5	400
CTE (Career Tech – Ag, Health Careers, Marketing, Building Trades, Auto Mechanics) Special note – some of these classes are for two hours.	6	600

 

 

 

IV. Relevant Memo about Personnel

 

 

 

To: New Principal

From: Dir. of Personnel – P. White

RE: Relevant Personnel Information – CONFIDENTIAL

 

 

Teacher #1

 

James Pritchard, Lead Agricultural Science Teacher

Years of Service – 25

Years in District – 25

 

*Mr. Pritchard attended High School at Ima Leader and graduated in 1985. The school was much smaller then. In 1985, we had 500 in the high school. He graduated from college with a BS in 1993. He started as our Ag. Science teacher in 1994.

 

*Pritchard has had a less than stellar history of performance in the last 15 years. During his first 10 years of service, he enjoyed outstanding ratings from his former Ag. Science teacher who had been promoted to the principal role.

 

*He is a teacher in need of assistance. His principals have noted issues with classroom management, lack of curriculum focus, attendance problems, and spending/fiscal irregularities. During the past 10 years, his principals have mentioned that he needs additional training to bring him into the modern era. I am not sure what has been done.

 

Teacher #2

 

N. Everett Fails, Ag. Science Teacher – (junior member)

Years of Service – 5

Years in District – 2 (Fails came to our district after assisting in a very successful program in East TX.)

 

*Mr. Fails attended High School at Ima Leader and graduated in 2008. Mr. Pritchard was his Ag. Science teacher. He graduated with a master’s degree in Agricultural Technology from a major university in just 5 years after high school. He is an expertise includes the use of computerized drones, DNA analysis, and marketing software.

 

*He is a teacher in need of assistance. His principal noted issues with a lack of assertiveness. He sits and waits for instruction from Mr. Pritchard. However, in private conversation, Mr. Fails recognizes that the program is in a bind. He does not know what to do.

 

V. Demographic Profile and Abbreviated Ag. Science Budget

 

 

 

 

Abbreviated Student Demographic Report of Ima Leader High School

(Taken from the TAPR)

 

 

	N=	African American	Hispanic	White	American Indian	SPED	Eco Dis.	ELL
9th Grade	400	40%	18%	40%	2%	20%	58%	12%
10th Grade	300	45%	20%	35%	*	15%	50%	12%
11th Grade	250	40%	18%	40%	2%	22%	54%	12%
12th Grade	250	37%	20%	40%	3%	14%	50%	12%
All Grades	1200

 

 

 

Abbreviated Student Demographic Report for Ima Leader High School Vocational Agriculture Classes

 

	N=	African American	Hispanic	White	American Indian	SPED	Eco Dis.	ELL
9th Grade	150	2%	*	98%	*	24%	*	*
10th Grade	50	2%	*	98%	*	15%	*	*
11th Grade	35	2%	*	98%	*	10%	*	*
12th Grade	15	2%	*	98%	*	*	*	*
All Grades	250	2%	*	98%	*	*	*	*

 

 

 

 

 

 

Abbreviated Budget for the Ag. Science Classes

 

Category	Budgeted
Class Supplies	3000
Technology	500
Travel	23,000
Substitute Teachers	7500
Salaries & Benefits	120,000
Federal Grants	2800
Ag. Truck	12,000

 

 

 

VI. Letter from Chamber of Commerce

 

Chamber of Commerce

Azodi, Texas

 

Dear New Principal,

It is my pleasure to welcome you to our community. As principal at our high school, you play a vital role in the life of our community. I want to invite you to participate as much as possible in the many activities of our growing community. As you know, the quality of our school is important to the continued growth and prosperity of our community.

We have around 25 churches in our community. Most are small and have been here a very long time. We do have a new non-denominational church that has just built a large sanctuary. The pastor there has created a huge church in a short amount of time.

Our community is rural. However, we are 30 minutes from a large metropolitan area. Many of our community members work there. However, we also have an industrial park that is the home to six strong businesses. Most of these businesses are agricultural in nature. We have 3 fabrication plants, two lumber mills, and a new meat processing business that has invested millions of dollars in a new facility. Our community also supports several “mom and pop” retail businesses. We used to have more of them. However, the new Super Walmart was too much competition.

Uniquely, our greater community has many tree farms and ranches. We also have a large fishery just north of town. The timber from the tree farms is trucked daily to the paper mill in a neighboring city. There are also many vehicles on the road providing services to our ranches and the fishery. Consequently, many of our citizens work in the support businesses that keep these industries profitable.

The average value of the homes in our community is between 160,000 and 185,000 dollars. We have seen a huge growth in our population as people move here to enjoy life outside of the city. However, we are also the home town to many who cannot afford a home. These citizens live in government housing or neighborhoods that are deteriorating. Wouldn’t it be great to help these families our of their culture of poverty?

It is the hope of the chamber that many of our high school students will decide to live here in Azodi when they become adults. We need them to help us grow into the future. Of course, that means that we need quality capable students graduating from our high school. We have placed a lot of hope into your hands!

In the future, I would enjoy visiting with you about planning for the future. I hope that we can work together for the common good. Please feel free to contact me if I can ever help you or if you need additional information.

Sincerely,

K. Delahoussey

Chamber President

VII. Facilities Report from Director of Operations

 

 

School Facilities Report

Agri-Science Facility

Ima Leader High School

 

 

 

Dear New Principal:

 

The Agri-Science facility at Ima Leader High is about 100 yards from the High School Gym. It has its own parking lot that can hold 20 vehicles. The Ag. Science teachers award parking stickers for this lot to students who are members of their competition teams. The remaining Ag students park in the high school student parking lot.

 

Below, one will find a short description of the facilities. If you need additional information, please do not hesitate to contact me for assistance

 

H. Ed. Insand

Director of Operations

 

Building – the building was constructed in 1968.

* Classroom with 30 desks.

* A fabrication lab that is 40×40

* 2 offices for the Ag teachers

* 1 locker room

* 1 restroom

Grounds

* The Ag Building is on approximately one acre.

* There is a small garden and greenhouse on the property also.

Technology

*Each office has a phone.

*The building has an intercom that works most of the time.

*I have been told that the offices also have computers.

 

Assignment Building Blocks

 

Week 2 – Activity 1

Stage 1 Building Blocks

a) modeled a collaborative approach – paragraph one;

b) established expectations and built relationships – paragraph two;

c) defined roles and shared responsibilities – paragraph three;

d) aligned strategic priorities – paragraph four.

 

 

Week 3 – Activity 2

 

Stage 2 Building Blocks

a) Ensured alignment of activities/actions – paragraph one;

b) Identified and recommended changes in practice, procedure, and policy needed to support improvement efforts – paragraph two:

c) Built capacity of instructional leadership – paragraph 3;

d) Predicted needed resources needed including personnel, supplies, facilities, and others – paragraph 4.

 

 

Week 4 – Activity 3

 

Stage 3 Building Blocks

a) Initiated a collaborative review process identified in a timeline – paragraph one;

b) Included students in the teaching of values/ acceptable behaviors to peers – paragraph two;

c) Distributed leadership on the instructional team – paragraph three;

d) Considered the impact of future resources – paragraph four.