Waldorf university edu 5100 | EDU 5100, Personal Leadership Skills and Team Building | Columbia Southern University

EDU 5100, Personal Leadership Skills and Team Building Unit II Case StudyFor the Unit II Case Study, you will complete both Part 1 and Part 2 and will utilize the table below:                                Your District A.   Neiboring district BAttendence rate.         88%.                 80%Graduation rate.          92%.                 86%Average on state tests. 70th percentile.  55th percentileMath Scores.               66th percentile. 45th percentileReading scores           72nd percnetile   58th percentilestudent population Caucasion                     44%                   44%Hispanic                        22%                  14%Asian                            12%                   14% Afro-American             12%                    14%other                            10%                    14%Reading level of grads 8th grade          6th gradeEnglish lang leaners.     14%                 18% # of languages in school.   2 language.  4 languageclass size                         16                   27average # of  yearsteacherstaught at school 14                  6yraverage referrals            9                    11parent participation         52%               20%studnt participation          24%              12%Part 1: As we discussed in the Unit Lesson, in order to bridge the communication gaps and be as effective as possible, teacher leaders must understand the needs of the students in their school districts. For Part 1 of this case study, you will be doing just that.You are the best person to give an overview perspective of the dynamics that make your community work. Using the demographic information of your school district (please use District A) in the table above, how might you describe your community? Specifically address the local customs and traditions that impact teaching and learning. Spend some time reflecting on the cross-cultural and diversity issues in your community.Once you have compiled your observations, construct a minimum of a 200-word response.

  • Describe the strengths and possible areas that might need attention if your community is going to be proactive in addressing the educational needs of all students, as well as faculty.
  • If your community is to move forward, what issues are the top priorities?
  • As a teacher leader, what do you see as your role in helping the building/district move forward?
  • What could be the first two major steps to begin implementing your role and tackling the problems you identified? Please note that you are making predictions based upon the criteria included in the table above. Multiple responses will be accepted. Part 2: You have been asked to serve as a mentor for a newly established teacher-leader team in a neighboring school district. Your administrators are attempting to bring the two districts closer together since you have so many mobile families who move between the two districts over the course of the year. Your role is to help this new teacher leader team put together a plan of action on how to deal with issues within their district and how to structure their plan. Use the information provided below to get a feel for the differences and similarities between the districts. Which items would you recommend the group address first, second, etc.? Provide rationale for your suggestions. What would be the strategies you would use to help the teacher leader team mentor their co-workers? In a minimum three-page case study, address each of the following issues:
  • Goals: What is the end goal? How do you help the team set priorities?
  • Communication: What needs to be communicated to the faculty in order to improve the culture and climate in their building?
  • Training: What will the training look like? How will you structure the workshops to help those classroom teachers make the transition/change? What will be the components of the training?
  • Timeline: What is the timeline? Please include the order in which the events need to take place.
  • Domains: How will you address the “domains?” Please use the criteria above as headings so that your plan is clear.

Course TextbookTomal, D. R., Schilling, C. A., & Wilhite, R. K. (2014). The teacher leader: Core competencies and strategies for effective leadership. Rowman & Littlefield. https://online.vitalsource.com/#/books/9781475807462

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