Chapter+9+Group+Assignment

Group Assignment Chapter 9 New Orleans

You will find in the Course Resources Module and in this week’s module, links to two short YouTube Video Clips regarding the schools in New Orleans. Each group member should watch the videos prior to the group meeting.

The task for the group is to analyze the video through the lens of ISLLC 1, 3 and 4. Look carefully at these three ISLLC’s prior to viewing the video, the group task is to create your response based on what you observed in the video relative to ISLLC’s 1, 3 and 4.

ISLLC 1 states that an education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. The video was relative to this particular ISLLC standard in that the new superintendent of New Orleans had a very powerful vision. He wanted to see every student succeed. He had extremely high expectations of the students and he expressed a “sense of urgency” to get the school community not only back on its feet, but also to exceed any prior accomplishments. He was said to have come to New Orleans with a “Peace Corp-like” mentality. His vision was to provide a safe haven for the kids and ultimately raise test scores of the state maintained Recovery School District. He wants to engage in the local community and bring the community back to where it needs to be. They needed someone that cared about the community after such a devastating event. He was very successful in //implementing the vision// in that he developed plans and processes for implementing the vision by articulating related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring specific work, ensuring appropriate use of student assessments, delegating responsibility, developing leadership in others, and securing needed resources. Even when others didn't think he could do it, he didn't allow their skepticism to break his optimism. He also has relevant knowledge and understanding of learning goals in a pluralistic society, the diversity of learners and learners' needs, schools as interactive social and cultural system, and social and organizational change.

ISLLC 3 states that an education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. The video was relative to this ISLLC standard because the superintendent worked hard to organize the opening of the new school. He wanted to be able to offer the students a learning environment free of ruin. He was trying to ensure that the students were more efficient than they previously had been by offering each high school student a new lap top computer. Most of these students were of the low socioeconomic status because the video stated that they would arrive at school hungry and a lap top was a major step toward bettering the technology in the classroom. He was dedicated to providing a positive environment to the students in the New Orleans district. This was evident by the amount of time and money that was spent making the school beautiful. Within ISLLC standard 3.0 we learn that it is important for administrators to creatively seek new resources to facilitate learning, as this Superintendent did. We also know that successful administrators use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning, and, finally, that they apply and assess current technologies for school management , business procedures, and scheduling. (ISLLC 3.1 b & c, 3.3 a, b &c.)

ISLLC 4 states that an education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. The video segments were relative to this ISLLC standard because the superintendent saw a community in ruin and recognized the great need to help the kids whose families were victimized and devastated by Hurricane Katrina. He was not so readily welcomed by the entire community. In fact, he was scorned by some in his own school district. His response to the scrutiny was that the criticizing teacher better find a new district to work in because that district was in for a change. Ethnics was a concern by some in the community. The Chinese Proverb was quoted, “It doesn’t matter if the cat is black or white, it only matters if the cat can catch the mouse.” This Superintendent created after school activities and pot-luck dinners in order to bring the community together and make the school a place the kids wanted to be. This is a true demonstration of an ability to bring together the resources of family members and the community to positively affect student learning. He involved families in the education of their children based on the belief that families have the best interests of their children in mind. I think he demonstrated the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community. Considering all of the news media, U-tubes, etc., I'd say that he has successfully developed a plan or a comprehensive program of community relations and effective relationships with the media. (ISLLC 4.1 a, b, f, h, 4.2 a & d, 4.3 a, b & c).

Carolyn Mitchell-agree (6-24-10)added ISLLC supprt 7-7-10 Jodi Davidson- agree (6-25-10) Melissa McDanel - agree (6-26-10) (Added specific substandard references) 7/11/10) Christy Bowman -agree (6-25-10) Keli Jessie-agree (6-28-10) added ISLLC support 7/7/10