SIP: Vision, Insights, Priorities and Goals

SIP: Vision, Insights, Priorities, and Goals
Resources
Website icon SIP: Vision, Insights, Priorities, and Goals Scoring Guide.
Website icon APA Style and Format.
Website icon ED7852: School Improvement Plan Research.
Website icon iGuide: ePortfolio.
Website icon Writing Feedback Tool.
This assignment is the second planning and gathering component of the course project. For this assignment, you will describe how you would work with your school improvement team to articulate and build a commitment to your school vision, as well as generate insights leading to the priorities and goals that will guide your improvement efforts. In addition to your own ideas and insights, remember to work with your educational stakeholders to obtain information for this assignment.
Part 1 – Visioning for School Improvement
You have now developed a school improvement team, and described how you would work with them to conduct a comprehensive environmental scan of your school. Now that you have a picture of recent accomplishments, current reality, and emerging influences, how will you build a shared vision for the future among your staff?
For the first part of this assignment, work with your team to discuss how you will make your vision a living, breathing part of the day-to-day work in your school.
Assess your current vision. Does it address the essential elements of a vision statement that is connected to student learning? Is it a vision that each member of your team can collectively align with? Are revisions necessary? If so, describe them and identify the new vision.
Describe the procedures you will use, as the principal, to articulate the vision to staff, parents, and community, as appropriate, on a consistent basis.
Describe how you will work with the leadership team to motivate staff, students, and families to achieve a shared commitment to the school’s vision.
Describe how you will work with your team to make direct connections between the vision and school improvement initiative.
Part 2 – Generating Insights and Identifying Priorities and Goals
For the second part, you must first review the data gathered during your environmental scan.
Identify and describe your insights.
What is the data within the environmental scan telling you about your progress and most pressing needs? You may want to identify 2–3 key insights within each area of your environmental scan.
What trends or relationships do you see around those insights?
Identify priorities in the following key process areas of the school.
What district initiatives are you responsible for?
What are the most important student learning results for which you are responsible?
What are the priority areas for improvement in providing a safe and secure school environment, and specifically in the area of student management?
What school factors, including use of time and space, need to be leveraged to improve professional practice and student learning?
What are your 2–3 greatest areas of need to improve student learning, considering the above? What would be your greatest area of need in each of the other areas?
Identify goals.
Identify specific goals for each of the greatest areas of need you identified within the priorities above.
Include a section as part of your SIP that provides a comprehensive plan for providing school staff, students, and visitors with a safe and secure school environment, including a plan to ensure the school’s discipline management plan is aligned with policies and procedure. Provide steps to be taken for implementing and evaluating the discipline management plans. (ELCC 3.3, NCATE Principle 1, 3).
Explain how you would work with your school improvement team to generate insights, and identify priorities and goals.
Analyze school processes and operations to identify and prioritize strategic and tactical challenges for the school. Then, identify specific goals and objectives, and determine how they align to district goals. Develop plans to implement and manage long-range plans for the school. Include a summary of the results in the SIP. (ELCC 3.1).
Assignment Deliverables
Write a summary of your activities for each aspect of Part 1 and Part 2 above.
Assignment Requirements
Your assignment should meet the following requirements:
Written communication: Communicate in a manner that is scholarly, professional, and consistent with expectations of members of the education professions.
APA format: Conform to current APA style and formatting guidelines.
Length of paper: 3–5 pages.
Refer to the SIP: Vision, Insights, Priorities, and Goals Scoring Guide to see the criteria by which this assignment will be scored. See the course project information for an overview of the project. When you have completed this assignment, submit it to the assignment area.
Rubric
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe the procedures a principal would use to articulate the school’s vision to staff, parents, and community, as well as motivate them to achieve a shared commitment to the school’s vision.
21% SIP demonstrates candidate has no ability to describe the procedures a principal would use to articulate the school’s vision to staff, parents, and community, as well as motivate them to achieve a shared commitment to the school’s vision. SIP demonstrates candidate’s limited ability to describe the procedures a principal would use to articulate the school’s vision to staff, parents, and community, as well as motivate them to achieve a shared commitment to the school’s vision. SIP demonstrates candidate’s strong ability to describe the procedures a principal would use to articulate the school’s vision to staff, parents, and community, as well as motivate them to achieve a shared commitment to the school’s vision. SIP demonstrates candidate’s superior ability to describe the procedures a principal would use to articulate the school’s vision to staff, parents, and community, as well as motivate them to achieve a shared commitment to the school’s vision.
Identify priorities in the areas of district initiative, student learning results, providing a safe and secure learning environment, and factors that must be leveraged to improve professional practice and student learning.
21% SIP demonstrates candidate has no ability to identify priorities in the areas of district initiative, student learning results, providing a safe and secure learning environment, and factors that must be leveraged to improve professional practice and student learning. SIP demonstrates candidate’s limited ability to identify priorities in the areas of district initiative, student learning results, providing a safe and secure learning environment, and factors that must be leveraged to improve professional practice and student learning. SIP demonstrates candidate’s strong ability to identify priorities in the areas of district initiative, student learning results, providing a safe and secure learning environment, and factors that must be leveraged to improve professional practice and student learning. SIP demonstrates candidate’s superior ability to identify priorities in the areas of district initiative, student learning results, providing a safe and secure learning environment, and factors that must be leveraged to improve professional practice and student learning.
As part of your school improvement plan, include a section that provides a comprehensive plan for providing school staff, students, and visitors with a safe and secure school environment, including a plan to ensure the school’s discipline management plan is aligned with policies and procedure. Provide steps to be taken for implementing and evaluating the discipline management plans. (ELCC 3.3, NCATE Principle 1, 3).
21% SIP demonstrates candidate has no ability to provide a comprehensive plan for providing school staff, students, and visitors with a safe and secure school environment, including a plan to ensure the school’s discipline management plan is aligned with policies and procedure, and steps to be taken for implementing and evaluating the discipline management plans. SIP demonstrates candidate’s limited ability to provide a comprehensive plan for providing school staff, students, and visitors with a safe and secure school environment, including a plan to ensure the school’s discipline management plan is aligned with policies and procedure, and steps to be taken for implementing and evaluating the discipline management plans. SIP demonstrates candidate’s strong ability to provide a comprehensive plan for providing school staff, students, and visitors with a safe and secure school environment, including a plan to ensure the school’s discipline management plan is aligned with policies and procedure, and steps to be taken for implementing and evaluating the discipline management plans. SIP demonstrates candidate’s superior ability to provide a comprehensive plan for providing school staff, students, and visitors with a safe and secure school environment, including a plan to ensure the school’s discipline management plan is aligned with policies and procedure, and steps to be taken for implementing and evaluating the discipline management plans.
Analyze school processes and operations to identify and prioritize strategic and tactical challenges for the school. Then, identify specific goals and objectives and determine how they align to district goals. Develop plans to implement and manage long-range plans for the school. Include a summary of the results in the school improvement plan. (ELCC 3.1).
22% SIP demonstrates candidate has no understanding of school processes and operations to identify and prioritize strategic and tactical challenges for the school, implement and manage long-range plans for the school, identify specific goals and objectives and determine how they align to district goals, and summarize the results in the school improvement plan. SIP demonstrates candidate’s limited understanding of school processes and operations to identify and prioritize strategic and tactical challenges for the school, implement and manage long-range plans for the school, identify specific goals and objectives and determine how they align to district goals, and summarize the results in the school improvement plan. SIP demonstrates candidate’s strong understanding of school processes and operations to identify and prioritize strategic and tactical challenges for the school, implement and manage long-range plans for the school, identify specific goals and objectives and determine how they align to district goals, and summarize the results in the school improvement plan. SIP demonstrates candidate’s superior understanding of school processes and operations to identify and prioritize strategic and tactical challenges for the school, implement and manage long-range plans for the school, identify specific goals and objectives and determine how they align to district goals, and summarize the results in the school improvement plan.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the education professions.
15% SIP demonstrates candidate has no ability to communicate in a manner that is scholarly, professional, and consistent with expectations for members of the education professions. SIP demonstrates candidate’s limited ability to communicate in a manner that is scholarly, professional, and consistent with expectations for members of the education professions. SIP demonstrates candidate’s strong ability to communicate in a manner that is scholarly, professional, and consistent with expectations for members of the education professions. SIP demonstrates candidate’s superior ability to communicate in a manner that is scholarly, professional, and consistent with expectations for members of the education professions.

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