Posted: March 30th, 2022

The fulfillment of common goals worksheet

shared vision allows for the fulfillment of common goals. Therefore, the first step in creating and maintaining a successful charter school will be to plan the vision with a common goals meeting and invite all stakeholders to the meeting in accordance with best practices (“Shared Vision and Common Goals,” n.d.). The ELCC standard 1.1 clearly calls all educational leaders to “develop, articulate, implement, and steward a shared district vision of learning,” (ELCC, 2011). This vision of learning is not limited to the confines of any one school or restricted to its building, its educators, and its students. Rather, a comprehensive vision is one that takes into account the entire community. Other schools in the community may play a role in the evolution of our school’s vision. Community stakeholders including parents and curriculum leaders need to attend the meeting to provide their input and feedback.


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It should not be assumed that all stakeholders have the same goals. However, stakeholders will share in common a desire for students to thrive. The specific definition of student thriving and the means by which to achieve student social, intellectual, and personal development are bound to be points of contention. We live in a diverse community and there will be a number of points upon which members and stakeholders disagree. Some of these points might be between the faith-based communities and the secular organizations that oppose them; whereas other points of contention may be related to funding and budgeting. When we are in the visionary and planning stage, we have the opportunity to share our concerns and considerations in a non-threatening way, with mutual respect guiding the decisions that are made. A process for developing a shared vision of learning depends on ongoing rules of engagement that are respectful and sustainable. Stakeholders should be systematically involved in ways such as regular email and updates that allow every participant to remain engaged and feel genuinely empowered and respected. Calling upon members of the community to directly offer their input will prevent the domination of the meeting(s) by primary organizations or persons in power, allowing for a more democratic and shared vision for the future.




ELCC (2011). Education Leadership Program Standards. Retrieved online:


“Shared Vision and Common Goals,” (n.d.). Retrieved online:


Short Essay 2


The ideal learning environment is one that fosters personalized learning within the framework of evidence-based practice. Rooted in theories of human development and behavior, the ideal learning environment takes into account variations in learning styles and culture. Likewise, theories of motivation in education will help create the ideal learning environment that is flexible and adaptable to the needs of multiple and diverse students. Ideally, the learning environment is one that contributes to the success of all students while also empowering educators to continually create a more productive classroom.


Research has consistently shown that students thrive best when they are self-motivated rather than motivated by extrinsic factors. Intrinsic sources of motivation include “competence, autonomy, and relatedness — which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being,” (Ryan & Deci, 2000, p. 68). Therefore, educators should aspire to create the means by which to develop student competence, autonomy, and relatedness in their classrooms. The ELCC (2011) standards also suggest that educational leaders create and maintain a core organizational culture that continues to reflect on student needs. A student culture that fosters autonomy, competence, and relatedness can be generated through classroom environment, pedagogy, and curricular standards.


Respect must be paid to diversity in the classroom. Socio-economic class, ethnicity, and linguistic backgrounds all impact student learning and development. Educators are called upon to display cultural competence and inspire cultural competence in their students by recognizing the strengths and limitations of multiple pedagogical styles. Recognizing learning opportunities in student-driven questions and student-led inquiries can help all students achieve a mutually beneficial learning environment.




ELCC (2011). Education Leadership Program Standards. Retrieved online:


Ryan, R.M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55(1): 68-78.


Short Essay 3


As an educational leader, I will develop a plan of action that addresses the needs of all stakeholders including students, parents, and caregivers. Integral to my plan of action are the effective oral and written communications I will continually prepare and distribute, in order to keep stakeholders informed of our progress, our visions, and the challenges we face together. As Catsambis (2002) points out, expanding parental involvement in their children’s education is a key way to ensure success. An engaged parental body is as significant as an engaged student body, because too often, parental needs or concerns are not being addressed. Parents who are disenfranchised are likely to pass on their antagonism and suspicion over education to their children. Children who model their attitudes toward education and their behaviors after parents who are empowered are, on the contrary, better prepared to succeed and become engaged in an active, stimulating, and vibrant school learning environment.


The United States Department of Education (2009) suggests that educational leaders create formal partnerships between constituent groups. This way, each stakeholder has a clear notion of their role in the process of change. Community members can participate in the process of improving the caliber of their schools even when they do not have children because of the impact of school quality on housing valuation (United States Department of Education, 2009). Similarly, the school board and its public relations concerns can be addressed cogently without the need to clutter discussions between educators and students or educators and parents, who will be more focused on their role in promoting the success of students through direct pedagogy or curriculum.


Catsambis, S. (2002). Expanding knowledge of parental involvement in children’s secondary education: Connections with high school seniors’ academic success. Social Psychology of Education, 5(2), 249-177


United States Department of Education (2009). Engaging stakeholders. Retrieved online:


Short Essay 4


The ELCC (2011) asks educators to formulate school-level leadership platforms that are “grounded in ethical standards and practices,” (p. 20). Ethical standards and practices can be universalized via standards like honesty, fairness, and equity in all interpersonal, professional, and academic relationships. As Beckner (2003) points out, educational leaders need not evolve a strict and rigid set of ethical guidelines that constrains their behavior and decision-making abilities. Rather, it is more important for educational leaders to refer to core standards of ethical behavior and practice in education. Ethical standards will also change and evolve over time, reflecting social norms and values. As Jean-Marie, Normore & Brooks (2009) find, leadership in education requires a commitment to social justice and not just an emphasis on the more obvious values of accountability and honesty. Social justice in education requires commitment to eliminating achievement gaps related to race, gender, or socio-economic class.


School leaders need to “think globally and act courageously about social justice for a new social order,” (Jean-Marie, Normore & Brooks, 2009 p. 1). The ELCC (2011) standards likewise prepare educational leaders for new social orders that entail justice and equity, rather than outmoded patriarchal models. Preparing students for participation in the global community means developing a curriculum that includes global awareness and respect for diversity as well as commitment to common core standards of education. Moreover, educators need to keep in mind what their constituents in the community values in terms of inculcating ethical values in students. Preventing bullying and other classroom management demands are of increasing concern, as the pressures for pedagogical change wane in light of the even more pressing need for social justice.




Beckner, W. (2004). Ethics for educational leaders. Boston, MA: Pearson Education. Begley, P. T. & Johansson, O. (2003). The ethical dimensions of school leadership. Norwell, MA: Kluwer Academic Publishers


ELCC (2011). Education Leadership Program Standards. Retrieved online:


Jean-Marie, G., Normore, A.H. & Brooks, J.S. (2009). Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order. Journal of Research on Leadership Education 4(1): 1-31


Case Study 1 “Crisis Management”


An increase in criminal activity in the neighborhood threatens all community members, and has a strong bearing on the school. The school is not only a stakeholder in community delinquency but can also be the solution to the problem, as improving overall security and addressing areas of concern on campus can help reduce criminality in the community. The development of a crisis management plan will help stakeholders, parents in particular, understand exactly what their school is doing to create a safer community with a higher quality of life.


In fact, the crisis management process begins with recognizing the value of community partnerships. The crisis presents educational leaders with an opportunity to strengthen communication and relationships with community organizations and stakeholder groups. In this case, educational leaders need to develop strong and ongoing partnerships with law enforcement as well as community organizations committed to reducing student delinquency through the maintenance of accessible after-school programs. Schools have long been considered responsible in part for the actions of their students on campus, and community stakeholders also need to take part in the commitment to reducing crime.


As Gottfredson (n.d.) points out, there are several practical reasons why schools are uniquely responsible for their students. One is that they “provide regular access to students throughout the developmental years,” and in some instances, students spend more waking hours in the school environment than at home (Gottfredson, n.d.). As such, educators bear a tremendous amount of responsibility for the development of decision-making capacities, critical and creative thinking skills, ethics, and values. The community generally “supports schools’ efforts to socialize youth” because of the respect given to educators and educational leaders, who view students as part of an overall vision that values social justice and ethics (Gottfredson, n.d.). Thus, the school becomes the ideal place within which to identify the problems leading to delinquency and to make whatever changes necessary to mitigate the current crisis and prevent any in the future.


Already we have made straightforward changes to improve campus security, but punitive discipline is not the most effective means to create behavioral change. Behavioral change comes from early intervention efforts, and working with educators in early childhood education to identify behavioral problems and related issues before they become problems related to delinquency and criminality. The child’s home environment and the health of the community must be taken into account. Social workers and the community organizations that support them can pool resources to identify at risk youth as early as possible and offer interventions that are student-focused.


A crisis management plan must be grounded in evidence. The Virginia Department of Education (2002) presents a model school crisis management plan that begins with early identification of problems and subsequent early intervention. Handling fights, creating lockdowns when violent behavior erupts, and protecting students from sudden catastrophes are all part of the evidence-based crisis management plan as outlined by the Virginia Department of Education (2002). Moreover, the United States Department of Education recommends a four-part set of standards including prevention, preparedness, response, and recovery. Prevention and mitigation of risk are the critical stages in which we find ourselves now. If we act soon, we can put in place the regulations and policies that generate a school culture that is committed to safety and community integrity. Promoting quality of life in the community also relates to the responsiveness of community members to the situation, which is why all parents should be congratulated for their efforts in alerting educators and participating in the betterment of their neighborhoods.




ELCC (2011). Education Leadership Program Standards. Retrieved online:


Gottfredson, D.C. (n.d.). School-based crime prevention. Retrieved online:


United States Department of Education (2007). Practical information on crisis planning. Retrieved online:


Virginia Department of Education (2002). Model school crisis management plan. Retrieved online:


Case Study 2: “A Changing Community”


Lincoln High School over the past ten years has bore the brunt of many of the broader community issues including economic downturn and high rates of unemployment. Unfortunately, the community has lacked the infrastructure, means, or norms by which to create social cohesion. There have been no collective efforts to keep the community safe and together, and taxes have remained too low to achieve any of the needed goals that would improve quality of life. As a result, the edifice and resources at Lincoln High School have fallen into great disrepair. As the most vocal and engaged members of the community became fed up and left, the current demographic consists of persons who feel, for different reasons, disempowered and disenfranchised. The residents take an approach whereby the school and other government organizations are perceived as antagonists rather than partners. It is up to us as educational leaders to change the norms and values and present education as a partnership with parents and residents. We need to create a standard so that all stakeholders work together, putting aside fears and personal differences in favor of a commitment to change and the fulfillment of shared goals.


The school has been headed in the wrong direction, and a fundamental change in leadership is necessary. Moreover, a shift in organizational culture and philosophy will help move the school forward to recognize its role as a change leader. As a candidate for principal, I would convince the superintendent that the school can be the catalyst for change the community needs. I would hearken to the growing and already substantial body of evidence supporting the distributed leadership model in changing communities and schools (Firestone & Martinez, 2009). Evidence-based practice may help some astute members of the community commit to a plan that will reveal the benefits of investing in the school resources. I would seek the participation of local businesses, and ask parents to fully participate in the process of revitalization and renewal based on their presumed interest in the quality of life in the community and the success of the children. Partnerships of distributed leadership draws in multiple stakeholders, each with a unique approach and area of specialization. ELCC (2011) standards encourage the development of multi-year fiscal plans that can show all stakeholders what exactly will be needed and why. Without selling out the interests of the schools to corporate concerns, I will propose instead a collaboration with small business organizations. Funds can be acquired using a number of creative solutions that improve community engagement and school performance.


Leadership needs to be comprised of individuals with shared vision and commitment to outcomes. Therefore, I would vet all candidates for leadership positions and ensure that all are interested in creating a future for the community and not driven by personal or special interests. I would work with the local community organizations, including those that are dedicated to helping new immigrants adapt through language immersion and job assistance. This way, new immigrants will be engaged in the process of community improvement. Through the process of self-empowerment, residents will be trusted and accountable members of the community rather than perceiving their schools as being antagonistic to realizing their dreams and the dreams parents have for their students. I believe that the diversity of the community is a strength and it can be maximized by mobilizing resources. The arts and culture foundations in the community can also help by encouraging local artists to improve the aesthetics of the school. Identifying community resources will entail working with members of the faith-based community without allowing the curriculum to become infiltrated with the goals of that community. Finally, I would make sure that all stakeholders recognize the role they can play in improving student success such as through participation in community-led after school activities, projects, and organizations.




ELCC (2011). Education Leadership Program Standards. Retrieved online:


Firestone, W. A., & Martinez, C. (2009). Districts, teacher leaders, and distributed leadership: Changing instructional practice. In K. Leithwood, B. Mascall, & T. Strauss (Eds.). Distributed leadership according to the evidence (pp. 61-86). New York: Routledge.




Beckner, W. (2004). Ethics for educational leaders. Boston, MA: Pearson Education. Begley, P. T. & Johansson, O. (2003). The ethical dimensions of school leadership. Norwell, MA: Kluwer Academic Publishers


ELCC (2011). Education Leadership Program Standards. Retrieved online:


Firestone, W. A., & Martinez, C. (2009). Districts, teacher leaders, and distributed leadership: Changing instructional practice. In K. Leithwood, B. Mascall, & T. Strauss (Eds.). Distributed leadership according to the evidence (pp. 61-86). New York: Routledge.


Gottfredson, D.C. (n.d.). School-based crime prevention. Retrieved online:


Jean-Marie, G., Normore, A.H. & Brooks, J.S. (2009). Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order. Journal of Research on Leadership Education 4(1): 1-31


Ryan, R.M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55(1): 68-78.


“Shared Vision and Common Goals,” (n.d.). Retrieved online:


United States Department of Education (2007). Practical information on crisis planning. Retrieved online:


Virginia Department of Education (2002). Model school crisis management plan. Retrieved online:

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