Effective Instructional Leadership in High Poverty, Majority Minority, Elementary Schools

by

Shawneequa Beal

A Strategic Research Project Submitted to the

Abraham S. Fischler College of Education

and School of Criminal Justice in Partial

Fulfillment of the Requirements for the

Degree of Doctor of Education

Nova Southeastern University

3

2023

Approval Page

This strategic research project was submitted by Xxxxx Xxxxxx under the direction of the persons listed below. It was submitted to the Abraham S. Fischler College of Education and School of Criminal Justice and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Nova Southeastern University.

Xxxx Xxxxxxxx, EdD or PhD

ESRP 9000 Faculty Member

Xxxx Xxxxxxxx, EdD or PhD

ESRP 9001 Faculty Member

Kimberly Durham, PsyD

Dean

Statement of Original Work

I declare the following:

I have read the Code of Student Conduct and Academic Responsibility as described in the Student Handbook of Nova Southeastern University. This Strategic Research Project represents my original work, except where I have acknowledged the ideas, words, or material of other authors.

Where another author’s ideas have been presented in this Strategic Research Project, I have acknowledged the author’s ideas by citing them in the required style.

Where another author’s words have been presented in this Strategic Research Project, I have acknowledged the author’s words by using appropriate quotation devices and citations in the required style.

I have obtained permission from the author or publisher—in accordance with the required guidelines—to include any copyrighted material (e.g., tables, figures, survey instruments, large portions of text) in this Strategic Research Project manuscript.

___________________________

Name

___________________________

Date

Acknowledgments

Dedication

Executive Summary

Insert Title of Strategic Research Project. Insert Your Name, 2023: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: xxxxx, xxx xxxxx, xxxx, xxxxxxx

Single-space within each paragraph, but double-space between paragraphs. Do not indent the first lines of paragraphs. The narrative portion (i.e., after the informational first paragraph) of the Executive Summary should be 220-270 words. The Executive Summary must not exceed one page in length.

[Insert Description of the Strategic Research Project – Example Follows]: This strategic research project was designed to provide . . . .

[Keep in mind that the Executive Summary is a brief summary or condensed version of your organizational research project, so that the audience has a better understanding regarding the structure, services, key factors, and other major points to include results, conclusions, and recommendations].

Table of Contents

Page

Part 1: Critical Analysis1

Researcher’s Role#

Description of the Setting#

Organizational Background and History#

The Mission Statement#

The Vision Statement#

The Value Statement#

Organizational Reputation and Sustainability#

Relevant Terms#

Identify Potential Gaps or Areas for Growth#

Strengths, Weaknesses, Opportunities, Threats (SWOT)#

Internal Factor Evaluation (IFE)#

External Factor Evaluation (EFE)#

Part 2: Define the Problem#

Synthesis of Literature Related to the Problem#

Research Methods#

Pertinent Models, Frameworks, or Theories#

Summary of Findings#

Statement of the Problem#

 

 

Strengths

 

#

Factors

1

 

2

 

3

 

4

 

5

 

6

 

7

 

8

 

9

 

10

 

Weaknesses. The following 10 factors are as follows (see Table 2).

 

 

 

Weaknesses

 

#

Factors

1

 

2

 

3

 

4

 

5

 

6

 

7

 

8

 

9

 

10

 

Opportunities. The following 10 factors are as follows (see Table 3).

 

 

 

Opportunities

 

#

Factors

1

 

2

 

3

 

4

 

5

 

6

 

7

 

8

 

9

 

10

 

Threats. The following 10 factors are as follows (see Table 4).

 

 

 

Threats

 

#

Factors

1

 

2

 

3

 

4

 

5

 

6

 

7

 

8

 

9

 

10

 

Internal Factor Evaluation (IFE)

In this opening paragraph, explain what the significance is regarding an Internal Factor Evaluation for an organization (see Table 5). This explanation must include the rankings 1 to 4 as well as the weighting 0.00 to 1.00. This paragraph must have 5 to 6 academic sentences with 2 to 3 current scholarly sources. In addition, explain the results of your IFE analysis regarding the total weighted score. Indicate whether the value you obtained was greater than the average (2.5), less than or equal to and what this means. You should include Table 5, which will include the matrix of the evaluation of the 20 internal factors.

Table 5

Internal Factor Evaluation Matrix

	Strengths	Weight	Rating	Weighted score
1
2
3
4
5
6
7
8
9
10
	Weaknesses	Weight	Rating	Weighted score
1
2
3
4
5
6
7
8
9
10
	Totals	1.00		#.##

The following are my eight factors (i.e., 4 strengths, 4 weaknesses).

Four Strengths. Provide a minimum of 5 to 6 academic sentences explaining why you chose these four strengths out of the 10 to improve the total weighted score, whether the score was above or below the 2.50 total weighted score. You must have at least 4 to 6 current scholarly sources to validate your claims. An example of an opening sentence to this paragraph should read: The following four strengths were identified from my Internal Factor Evaluation (see Table 6): (a) xxxx, (b) xxxx, (c) xxxx, and (d) xxxx.

 

Tian, H., & Sun, Z. (2018).  Academic Achievement Assessment. Springer.

U.S. Department of Education. (n.d.). APPLICATION FOR FUNDING UNDER RACE TO THE TOP – DISTRICT. Clarksdale Municipal School District-pdf. Retrieved January 16, 2023, from https://www2.ed.gov/programs/racetothetop-district/2013/finalists/applications/clarksdale.pdf

U.S. News. (2019). U.S. News & World Report: News, Rankings and Analysis on Politics, Education, Healthcare and More. @US News. https://www.usnews.com/education/k12/mississippi/geo-h-oliver-visual-perf-arts-226782

Appendix A

School Mission Statement

 

George H. Oliver Elementary School Mission Statement

Through collaboration and continuous learning, George H. Oliver Elementary School will be a place of excellence where all students are engaged in high-quality real-world learning. A professional and highly motivated staff, in partnership with parents will encourage children to achieve their full potential and become responsible citizens who are lifelong learners.

 

Appendix B

School Vision Statement

George H. Oliver Elementary School Vision Statement

George H. Oliver Elementary School strives to guarantee each child a superior education through high quality integrated learning experiences.

 

Appendix C

School Value Statement

George H. Oliver Value Statement

Our organization emphasizes the importance of respect, responsibility, integrity, excellence, collaboration, creativity, and innovation. These values will be expressed in a way that speaks to our organization’s commitment to helping our students reach their fullest potential.

Effective Instructional Leadership

Introduction

Teachers are the first responders for their students. They always have the most direct access to them and they are in charge of shaping their future. Teachers play an essential role in creating a positive learning environment where students can thrive.

Teachers will always be the first responders for students.

Teachers are the first responders for students, and they must be able to adapt their teaching style to meet the needs of their students. Teachers must also be able to inspire their students to succeed. Finally, teachers need to be role models for their students by setting examples of what good work looks like in order for them not only see themselves as successful but also have others see them as successful too.

Teachers must be able to adapt their teaching style to meet the needs of their students.

Teachers must be able to adapt their teaching style to meet the needs of their students. This can be done by changing your approach and learning more about what your students need, so that you can teach them in an effective way. For example, if a student is struggling with math because they have trouble making connections between concepts and problems, a teacher may find it easier for them if they use visual aids instead of just telling them how everything works (this would be called “instructional modeling”).

Another way teachers can help students succeed is by giving them extra attention during class time. This means giving each student feedback on things like homework assignments or test results; talking one-on-one with individual students who need extra help; discussing specific topics with groups; etcetera–the list goes on!

Teach your students to think critically, problem solve, and be social in order to be successful in life.

Teaching students to think critically, problem solve, and be social in order to be successful in life is a great goal. It’s also important that you teach your students how to do these things well–that means being intentional about it instead of simply tossing them into the deep end with no guidance or instruction. Here are some ways that effective instructional leadership can help you achieve this:

• Teach your students how to think critically by giving them opportunities for reflection and reflection-based learning (RBL). RBL is a process where students use information they already know about themselves, others around them, or situations at hand as part of their deliberation process so that they can make decisions based on what they know best; thus allowing them room for critical thinking skills (e.g., self-reflection). This type of approach helps build stronger relationships between student/teacher pairs because there’s less worry about feeling judged by someone else’s opinion; instead it gives each individual space for self-awareness without having any pressure placed upon him/herself

Every teacher should have a mentor and take advantage of every opportunity they get to learn from someone more experienced.

Mentors are a valuable resource for teachers. They can help you develop your skills and become a better teacher, so it is important to take advantage of every opportunity you get to learn from someone more experienced. Mentors can teach you how to be more effective in your teaching by sharing their own experiences as well as their mistakes, which will allow you to avoid making them yourself.

A teacher’s greatest asset is the ability to inspire their students to succeed.

The greatest asset of a teacher is the ability to inspire their students to succeed. We’ve all had that teacher who can make you want to learn, and even if it’s just for a few weeks or months, those teachers are critical in helping our children succeed long-term.

Teachers should be able to inspire their students with their abilities as well as with what they have learned themselves over time. Teachers should also be able to motivate their students with rewards and punishments when necessary so that they are motivated enough to come back again and again after school or during recess recesses!

Teachers need to be role models for the students that they teach by creating an inspiring atmosphere in the classroom.

Teachers need to be role models for their students by creating an inspiring atmosphere in the classroom. A teacher’s greatest asset is their ability to inspire their students. Teachers should be role models for the students that they teach by creating an inspiring atmosphere in the classroom, leading by example, and listening to feedback from parents or other sources regarding what should be done differently next time.

Teachers are teachers because they want to make a positive impact on their students’ lives, not because they have no other choice in life

You’re a teacher because you want to make a positive impact on your students’ lives. You didn’t enter the profession of teaching because it was forced upon you or because there are no other options, and it’s not like we can just get rid of teachers in order to make room for more people who actually want to be teachers. If anything, teachers have too much power over our lives–we’re totally at their mercy all day long!

You might think that if someone really wants something badly enough, then they should go ahead and do whatever it takes for them: move cross-country by themselves without any money or job experience; quit their job at McDonald’s so they can devote themselves full-time toward achieving their dream; start working out every morning at 5 am without fail (I know firsthand from experience). But this isn’t true at all! The truth is that most people don’t really know what they want until after they’ve already achieved it–and even then there are always new things left behind…

Conclusion

We hope that these tips and tricks for becoming an effective instructional leader have helped you get started on your journey. As we all know, it’s important to be realistic about your goals and expectations as a leader, but with so many resources out there, we believe that anyone can do it! Good luck with everything!