Hi, the instructions are on the first pages. The paper is attached needed to complete the assignment.
LaResha Martin University of Phoenix EDD 724 Professor Christie 7/5/21 Assignment Content Top of Form In Week 4, you participated in an asynchronous peer review of your assessment and evaluation findings. For this assignment, you will partner with a different student for a synchronous (i.e., live) peer review discussion of your strategic leadership plan draft outline. The purpose of this synchronous discussion is to: · present an overview of your strategic leadership plan; · give and receive constructive feedback; and · engage in a collaborative and professional exchange of ideas. Review the sections below, which outline the guidelines and expectations for completing the synchronous peer review discussion. Part I: Planning Select a web-based or digital platform for your synchronous discussion. Examples include Skype®, Google Hangouts™, Apple FaceTime®, or Blackboard Collaborate. Schedule the peer review discussion at a time that is convenient for you and your partner. Plan for a minimum of 30 minutes. Discussion Guidelines: The purpose of this peer review discussion is to participate in a collaborative and professional exchange of ideas. As such, you should: · Use both video and audio to facilitate your discussion. Email, text, and instant message are not acceptable methods of communication for this synchronous discussion. · Select a distraction-free environment that will allow you to actively engage with your partner throughout the discussion. Part II: Discussion Meet with your partner at the pre-arranged discussion time. Present an overview of your strategic leadership plan. Listen to your partner’s strategic leadership plan overview. Give and be receptive to constructive feedback. Part III: Submission Prepare a synopsis of the peer review discussion that includes: · A summary of your partner’s strategic leadership plan · An outline of the feedback/recommendations you provided · An outline of the feedback/recommendations you received · A response to the following prompts: · Describe your partner’s preparedness for the synchronous discussion. Explain your response. · Discuss the quality and depth of your partner’s strategic leadership plan. · Describe the quality and usefulness of the feedback you received. Explain your response. · Explain how you will incorporate the peer review feedback into your final assignment deliverable. · Discuss the pros and cons of the synchronous peer review discussion. Explain your response. Your assignment should not exceed 3 double-spaced pages and must reflect proper APA formatting for all citations. A title page is not required. Bottom of Form Planning the Work, Working the Plan Network 4 developed a three-year Instructional Focus Plan during the 2018-2019 school year. We ensured that our Instructional Focus Plan is aligned to the broader Oakland Unified School District Strategic Plan and the six district-wide goals for student learning, growth, and success. The Instructional Focus Plan clarified the Network-level, Mission, Vision, and Values, Priority Goals and Measures of Student Progress, as well as the Professional Practices and Strategic Priorities we must implement effectively to achieve our goals for students. According to Lannucci & Hutchinson(2021) “the strategic planning process includes five phases: setting the direction, performing a gap analysis, documenting the strategic plan, and executing the plan” (p. 45). Our Instructional Focus Plan remains as viable today as it was when it was first developed during the 2018-2019 school year. Our goals and Four Pillars (i.e., building blocks for action) remain unchanged. However, in the spirit of continuous improvement, we have refined our measures (or vital signs) of student progress. We also sharpened our Practices and Strategies based on our “real-world” experiences during the past two years. On balance, we are maintaining continuity of focus and renewing our commitment to deeper and more effective implementation of our professional practices, because they are the precursors to improved outcomes for our students. First, we “plan the work;” then, we “work the plan.” This Getting it Done! Action Plan outlines our path forward for the 2020-2021 school year. The proposed 2020-2021 priorities build on our 2018-2019 and 2019-2020 areas of focus, including: · Academic discussion, complex tasks, and writing with evidence as our core instructional practices · Coordination of Services Team (COST) to provide an MTSS-like “umbrella” of services and supports for students and families · Differentiated professional development and practice-focused PLCs · Evidence-based cycles of inquiry · Principal capacity-building (“PPL”) · Data-driven instruction, to motivate and facilitate continuous improvement and collegial accountability What gets measured and rewarded, gets done! During the 2021-2022 school year, we will track our progress regularly, taking care to rethink our approaches to monitoring and feedback, particularly in the “post-COVID-19 era.” We recognize that we must adapt to fit the new realities as they unfold while retaining an unwavering focus on our primary mission: learning, growth, and success for every student by name. District Goals and Student Performance Targets Oakland Unified School District (OUSD) has articulated six LCAP goals for student learning, growth, and success, as well as specific annual performance targets for 2018-2021. According to Lannucci & Hutchinson(2021) “Strategic objectives are used to express broad strategic outcomes that the organization seeks to accomplish” (p. 47). Those performance targets apply to the schools in Network 4. Network 4 has also identified a number of additional targets to complement the district requirements and to meet the needs of its schools. District Professional Practices for Instructional Effectiveness Professional practices lay the groundwork for student learning. At OUSD Network 4, we are committed to continuously improving our Four Pillars – the teaching, leadership and organizational practices that, when implemented consistently, will sharpen our instructional effectiveness. Our professional practices will be: · Equitable Access to Rigorous Standards Aligned Instruction · Safe Climate and Strong Relationships with Family, Communities, Staff and Students · Results Focused Differentiated Professional Learning & Collaboration · Data-Driven Continuous Improvement Strategic Priorities According to Lannucci & Hutchinson(2021) “A plan’s strategic direction cannot be complete without a clear articulation of its strategies'' (p.47 ). The Strategic Priorities defines what we must implement well within each Pillar in order to support effective instruction and achieve our aspirational Goals for student success. The priorities represent the infrastructure essential for achieving our aims. For example, in our first pillar, Equitable Access to Rigorous Standards Aligned Instruction we want to see as a Network:: · Access to Core Instruction · Student Engagement and Ownership · Targeted Academic Interventions and Supports More work to do Ensuring that we have an Instructional Focus plan that guides effective instruction is the strongest and most important job as a district and Network of schools. It is our core promise to our students and families. However, according to “It is important to identify appropriate and meaningful ways to monitor the progress toward each strategic objective contained in the plan. This often involves defining KPIs. KPIs are measurable values that illuminate the progress being made toward the strategic objectives” (p.43) As a system, we have to ensure we are always monitoring the progress of the plan. When our Network of schools are supported by highly skilled and data-driven leadership and an empowering system-wide infrastructure, with aligned teaching practices, leadership practices, and organizational practices then our schools are more equipped to support every student to learn, grow, and succeed. The goal of this plan is to fulfill our promise to improve student learning with aligned supports, practices, and systems. References: Lannucci, Tom; Hutchinson, Laurie. (2021) Benefits Magazine 58(6), p42-49. Lannucci, Tom; Hutchinson, Laurie. (2021) Benefits Magazine 58(7), p38-43.