Shauna Catalano

ELCC Standard 5.0: A building-level education leader applies knowledge that promotes

the success of every student by acting with integrity, fairness, and in an ethical manner to

ensure a school system of accountability for every student’s academic and social success by

modeling school principles of self-awareness, reflective practice, transparency, and ethical

behavior as related to their roles within the school; safeguarding the values of democracy,

equity, and diversity within the school; evaluating the potential moral and legal

consequences of decision making in the school; and promoting social justice within the

school to ensure that individual student needs inform all aspects of schooling.

ELCC STANDARD ELEMENTS:

ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a

school system of accountability for every student’s academic and social success.

ELCC 5.2: Candidates understand and can model principles of self-awareness, reflective

practice, transparency, and ethical behavior as related to their roles within the school.

ELCC 5.3: Candidates understand and can safeguard the values of democracy, equity, and

diversity within the school.

ELCC 5.4: Candidates understand and can evaluate the potential moral and legal

consequences of decision making in the school.

ELCC 5.5: Candidates understand and can promote social justice within the school to

ensure that individual student needs inform all aspects of schooling.

Case Study: Mr. Smith

Shauna Catalano

Grand Canyon University: EAD 530

Dr. Schlabra

December 19, 2023

Assumptions

A few of assumptions can be made based on the information given in the case of Mr. Smith. One assumption would be that since Mr. Smith is a veteran teacher of 20 years, than his experience should be trusted. A second assumption would be the good classroom management that was displayed while in his class since the students were engaged quietly listening to his lecture. The students may be in rows during this direct instruction as it appears to be a lesson with content that would require notes. Another assumption would be that the teacher knows the content and standards well, and that the lesson has high rigor for the students learning.

Questions

Some questions I would have is to fist find out if the students are always in rows? If they are, then just being taught direct instruction may not be as engaging for the students as it could be doing collaborative group work. I would ask if collaboration is used in the class? This is where the students can have a seat partner or a group of 3 to 4 other students to talk to. I would ask when do students get time to process the lesson, and how are the notes eventually used? I would also ask what other strategies are used for differentiation in the instruction to support individual learning styles?

Positive Feedback

Feedback would be that his classroom management is clearly structured, and he knows the subject matter well. He seems well organized with the presentation, and the lesson with various charts and visuals to add to the learning was a great strategy. Most of the students seemed engaged and asked questions, and most seemed to be taking notes on the presentation.

Constructive Feedback

I would suggest that after lecturing for 10-15 minutes he stops and allows the students to share their notes, or one thing they just learned with a seat partner or in a collaborative group. I would suggest that he walks around the room while presenting to see what notes are being taken. I would also suggest some other note taking strategies like Cornell Notes or interactive notebooks online. The presentation can also be presented on another platform besides a Power point where the students can ask questions like Nearpod or Kami.

Reflection

Oftentimes, administrators have assumptions about other teachers when they come into their position. The only way to know what your teachers are actually doing is to spend some time watching them teach and how they interact with the students. For this case the principal spent 10 minutes in the classroom for an informal observation. This is enough time to gage what is being taught, how it is being taught, and what the students are doing. Mr. Smith seemed to have good classroom management although that is hard to observe since many times the student’s behavior goes up when an administrator is in the classroom. As a veteran teacher he clearly knows the content and subject matter and is prepared with an extensive lesson. Him not moving around the class during that time might have only been when the administrator was there. The administrators at my school tend to come in for quick walk throughs for less than a minute, sometimes two where they may ask a student what they are doing. It seems like they never come in when I am teaching, but once I have sat at my desk. If administration is going to come in for less time, then they need to come in at various times throughout the week. The most positive feedback has come when the principal sees the big picture and not a snap shot. When they are in the class for 10 or more minutes then you can make less assumptions and be more accurate on knowing what is going on in the classroom. Personal bias can be an issue and not all people get along with others, but professionalism is key as a principal. If you show professionalism and treat people as equals then many times any bias we may have will not impact the way we lead.

ELCC 5 

For the above artifact I felt that is covered ELCC 5.5 that states "Candidates understand and can promote social justice within a school to ensure that individual student needs inform all aspects of schooling." An administrator needs to know the relationships in the school for students to have academic achievement. In this case study I learned about the policies  and ways to formally observe teachers. In observing a teacher it is vital that the teaching practices ensure that students needs are being met for social justice, equity and how is the relationship between the teachers and the students is for maximum success within the the school. It is also important in this case study to have an open and supportive relationship with your staff.