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Final Benchmark Assessment: Individual Reflection Essay

As a leader today, there are many challenges that you are faced with. The Interstate School Leaders Licensure Consortium (ISLLC) is a program that has standards for school leaders to follow. The six standards are to be used as guides to make sure the organization runs smoothly. If ever the organization gets off track, the ISLLC standards can also be used as tools to get the organization back on track. These standards also keep the community informed and a part of the decision making process.

Final Benchmark Assessment: Individual Reflection Essay
The purpose of this essay is to show possible solutions to leadership challenges using the ISLLC 2008 standards. The purpose of the standards and how they impact the educational community will also be addressed. The ISLLC 2008 standards were drafted by personnel from 24 state education agencies and various professional associations (ISLLC, 2008). These standards were developed to enhance the skills of school leaders in order to produce enhanced educational outcomes (ISLLC, 2008). Standard 2

The first major challenge facing the leadership at my school is students that cannot read. Many students that reach third grade in my school are reading at a grade level below and some are two grade levels below. This is a major issue because it means that the ball has been dropped and it is also the first year for the students to take standardized tests. This challenge reflects Standard 2. As a leader, I would collect and analyze data for students with reading problems beginning in first grade. Teachers would be required identify struggling students. Documentation should be recorded every six weeks on whether or not progress or growth was made. There should also be special lessons in place in order for the students to achieve growth. If no progress or growth is shown after two six weeks, there should be further testing (i.e. dyslexia) done in order to pinpoint the problem. To make sure that this is done, there should be meetings held at the beginning, middle, and end of the year in. At each meeting, data should be presented as proof. This information should be passed on to the next teacher so that they know which avenues to take in order for the student to achieve progress and growth. With this process each student that has been tracked should be able to achieve success in the classroom as a regular student, an inclusion student, or through other services provided by the school. Standard 3

Another major challenge facing the leadership at my school is the lack of extra help or tutoring that students with academic struggles receive. A lot of times, these services are not provided due to funding issues. In order for students to receive extra help and tutoring services, it has to be allocated in the budget. Most school leaders do not consider those services to be important. This is where Standard 3 is reflected. Each year I would have teachers turn in the number of students that were retained or placed because of academic struggles. From that number I would determine the number of tutors needed to service those students. I would then take a portion of the budget to hire those personnel on. If the number is too large, I would then use the Instructional Aides that are already on campus to service the remaining students. If needed, I would use teachers for afterschool tutoring. I would utilize all human and financial resources in order to achieve student success. In addition, I would use the following six steps below that were used by six different school districts: 1. A review and analysis of assessment reports. 2. Assessment of current conditions. 3. Review of content material. 4. Broad-based review and discussion. 5. Formulation of curriculum groups. 6. The plan for instructional improvement. These steps have generated positive results...
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