This course examines how data analysis, and the application of evidenced-based goals and actions influence school culture, student achievement, and staff performance. Students examine school data to identify gaps in student achievement, collaborate with stakeholders to develop a strategic plan, identify evidence-based strategies to improve student and staff performance, and utilize distributive leadership principles to support collaboration and engagement among staff members.
Principals demonstrate organizational leadership by strategically developing a vision and mission, leading change, enhancing the capacity of personnel, distributing resources, and aligning systems of communication for continuous school improvement.
Principals demonstrate inclusive leadership practices that foster a positive school culture and promote safety and equity for all students, staff, and community.
Principals demonstrate instructional leadership by: aligning curriculum, instruction and assessment; supporting professional learning; conducting observations; providing actionable feedback; and holding staff accountable for student outcomes.
EL QUALITY STANDARD 5.9: Educators are knowledgeable about CLD populations.
EL 5.12 Quality Standard IV: Educators are knowledgeable in the teaching strategies, including methods, materials, and assessment for CLD students
The Strategic Leadership course provided me with a comprehensive understanding and application of three Colorado Principal Quality Standards (PQS) and two English Learner Quality Standards (ELQS). Through research, analysis, and practical application, I have effectively demonstrated my ability to lead change, foster inclusive environments, and drive continuous improvement in the educational setting. Moreover, the artifacts presented throughout the course, such as the Neurodiversity Week Presentation and the Northridge Elementary READ plan data, serve as tangible evidence of my knowledge, skills, and commitment to meeting the diverse needs of all learners. I will use my knowledge and experiences in this course to have a positive impact on student learning, school culture, and community engagement, embodying the principles of excellence, equity, and inclusivity.
PQS I and ELQS IV
Represents: Compilation of data from multiple sources in order to support and align communications for strategic plan.
Evidence of: Creation of a strategic plan based on student data and continuous improvement.
PQS II and ELQS I
Represents: Work to further school culture that prepares students to live in a diverse society.
Evidence of: Commitment to meeting the needs of all students.
Evidence of: Professionalism and relationship building
Represents: Culture of ongoing professional learning
Evidence of: Leadership in planning for and delivering professional learning
Represents: Ability to apply concepts of DEI in professional development and student learning.
Evidence of: Knowledge and understanding of research based differentiation strategies.
PQS IB and PQS IID
Represents: Work to collaborate with stakeholders
Evidence of: Proficiency in utilizing the Stages of Concern matrix to implement change initiatives
Represents: Systems for sharing in leadership decisions
Evidence of: Collaboration to identify stakeholders and plan for school-wide change
PQS III
Represents: Culture of continuous improvement and excellence
Evidence of: Proficiency in designing a system for continuous feedback and coaching
Represents: Plan to model effective instructional practices
Evidence of: Understanding the importance of reflection and coaching in teaching and learning