I had a case study and worked on it and got 67 out of 100 and have a day chance to improve it

This is the case :

4-8. SELLING A NEW ASSESSMENT INITIATIVE TO YOUR DEPARTMENT (ISLLC STANDARD 2)

You are the English department chair at a suburban high school, which serves mostly a middle-class, blue-collar community Although the students do well on state exams and college entrance tests, the board of education has expressed concern that there are no other accountability measures by which they can judge the performance of the school. The assistant superintendent for curriculum and instruction recently called a meeting of all the department chairs to announce a new initiative that will address the board’s need for more assessment scores. Knowing the “turf” issues associated with content areas at the high school level, as well as the reluctance to adopt standardized tests as department accountability measures, she introduced a proposal by which departments would write their own quarterly tests, which would be scored in-house, and the data would be used for program improvement as well as for individualization of instruction. The idea sounds great to you, but you notice that your colleagues are not accepting it. They complain that this simply is more work with no valuable end; other than to get the board of education “off our backs.” The assistant superintendent is very patient and even offers to provide a summer stipend for teachers willing to write the quarterly tests. Of course, this would necessitate that all teachers teaching the same course would have to agree on what is tested and would have to use the tests. After the meeting, you approach the assistant superintendent and express interest. She indicates that she was hoping for the math or science departments to take on the initiative because those quarterly tests would be easier to write in a multiple-choice optical scanner format. You indicate that you would like to present the idea to your department and that you feel that quarterly tests could be written in that format in your content area as well. You and the assistant superintendent agree that the English department members need an opportunity to discuss this and that you will get back to her after the department explores the concept. At your next department meeting, you present this idea to your faculty. Some of the teachers like the idea but are reluctant to volunteer to be the first department to do it. As you probe their concerns, you find that they are worried about the data being used to evaluate their performance. They are quick to point out that each class is composed of different personalities. Also, some classes are slower to learn than others. “Who would want to teach the slow learners?” “If I teach the slow learners, and they do not perform as well as others on the test, will this be held against me?” On the other hand, they recognize the benefits of having common, quarterly tests in terms of curriculum alignment and the possibility of mapping the curriculum. Also, the diagnostic benefits regarding differentiation of instruction are quite valuable. The teachers also like the idea of getting a stipend to work in the summer, but they are skeptical if all this work can be done in the summer. There also are some teachers who are opposed to the idea and won’t even consider its feasibility.

You do not want to lose the momentum expressed by some of the teachers, and you want to answer the concerns of all of the teachers, but you are not sure exactly how to lead them through this initiative and to make the timelines reasonable. Also, you want to get the nay-sayers to buy into the idea, realizing that this not only would be

a benefit to help teachers differentiate instruction, it also would help the English department to gain more respect in the school.

Ethical Considerations

The department chair has to be careful not to let the opportunity of helping the English department overshadow the genuine concerns of the teachers. Also, the teachers have to be careful not to let the incentive of summer curriculum pay drive their decision to become involved in this initiative. The decision to embark on this project has to be grounded in what’s best for students. On the other hand, this is an opportunity to be the first department to write the quarterly assessments. Assuming it will be successful, the expectation will be for all departments to comply in the future. To be the forerunner with this would be an advantage in that the department could shape the direction that other departments will have to follow. Also, the teachers’ use of the data will definitely set a precedent for other departments’ use of the test data.

When considering all these points, the department chair has to be careful to engage all the teachers. Ownership plus empowerment equals success. Conversely, to mandate this with only partial support from the department is a formula for failure. The dissenters have to be heard, and they have to be led to a point where they recognize the value of the initiative. Despite the fact that the assistant superintendent wants this to begin in the summer, the process of getting buy-in cannot be short-circuited.

*(In Step 5) Develop a bulleted plan of how you would ensure ownership on the part of your faculty while addressing their concerns. Be sure to align your plan with ISLLC Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Here is my work :

Case Summary

This case is about introduction of standardized tests in a school to improve department accountability measures. The idea is brought up by the board of education so as to have other ways of student assessment besides the states and college entrance tests. This is in response to reports that show suburban public schools perform well but have potential to perform better if other measures are taken.

The English head of department, views the new added assessment method as viable and is considering the factors to consider when selling the idea to the teachers while putting the interest of the students first. The superintendent had expected science and mathematics department to come onboard first but this does not mean the English department cannot start. In fact, there would be particular benefits to the department if it began administering the standardized tests.

Problem Statement

There is a need for other accountability measures to judge the performance of the school. The English department chair wants her department to be the first one who make the quarterly tests and this means there will be a big challenge selling this idea to the teachers.

Specific Information

The people involved in this case study are the board of education, assistant superintendent, department chairs and individual teachers.

The place is at a suburban high school, which serves mostly a middle-class, blue-collar community.

The program is introduction of standardized tests or quarterly tests which are school based. This includes talking to English department teachers to consider and accept the idea of quarterly assessment. Considering all factors involved in making it possible including interests of the students and teachers.

Strategies for Solving the Problem

The department chair should explain the benefits of using quarterly tests for the English department, teachers and students. First of all, she should tell the teachers what the department could gain because of being the first who works in this test. After that, the focus will be on the benefits of the teacher as well to act an incentive. The department chair should listen to the teachers’ opinions. There will be varied opinions on the new assessment. Some of these opinions may be strong for and against. The strategy will be to tap on the strong opinions and use them to take others through it. Finally, the English department chair have to convince teachers that having this quarterly tests will involve better student grades as the end point. After accepting next step is the implementation of the new assessments and this will be done at sub-department level.

Once the teachers accept on the standardized tests, students are informed on the changes and the added evaluations are implemented. Students are encouraged to work and in these quarterly exams as a preparation for the future state exam and also a guide to college entrance exams. These assessments will also give the students who are not performing well a chance to know their weak areas and improve them.

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