Structured External Assignment

Wilmington University

Shannon P. Roberson
 Table of Contents

Standard 1 1-1

Standard 2 2-1

Standard 3 3-1

Standard 4 4-1

Standard 5 5-1

Standard 6 6-1

Standard 7 7-1

Standard 8 8-1

Standard 9 9-1

Standard 10 10-1
 1-1

PSEL Standard 1

Description

1. There is no visible mission statement for the school.

2. The is no professional development to discuss and/or create a mission statement/ and

vision for the school.

3. The school requires professional development to be sure to educate and provide for the

child as a whole.

4. All teachers complete a self-evaluation on themselves.

5. The are no meetings held with the parents to discuss the issues of the children enrolled.

6. The teachers are committed to providing excellent care to the students.

7. The administration leads by example to uphold the values of the school.

8. Point systems are available to assist with behavior management in the classroom.

1-2
 Analyze

1. The administrator never explained to the staff the mission of the program.

2. The program more focused on “taking care” of the children than having a direction for

the program.

3. Additional staff can be hired to allow staff to attend professional development that is held

during the day.

4. The teachers reflect on their teaching practices and adjust according to the results of the

self- evaluation.

5. There has not been a large attendance for parent meetings in the past, so the

administrators stopped planning parent meetings.

6. The administration takes car to review references and carefully select teachers who will

provide care to the “entire child”

7. The administrators provide in house trainings to the staff to help with the growth of the

program.

8. There are systems put in place for the students to correct their negative behavior.
 1-3

Reflect

1. The mission statement should be placed in the parent and teacher handbook and

displayed at the entrance.

2. Meetings can be scheduled to create a mission that coincides with the direction of the

program.

3. The teachers can bring back what they have learned, to train the teachers that did not

attend that particular training.

4. Teachers can use the results of their self-evaluation to better themselves and create an

atmosphere of learning.

5. Involve the teachers in the promotion of the parent meetings. Provide an incentive for the

parents to come. Provide childcare and dinner if held in the evening.

6. Employ qualified assistants to help support the teacher in providing care for the students.

7. Meet with the teachers to expand on different ways to provide care for the students.

8. Provide a small positive incentive for the students who are doing well.
 2-1

PSEL Standard 2

Description

1. Administrators keep all personal information confidential.

2. The administration leads by example on how the staff should behave, and listens to the

staff’s issues with a listening ear.

3. The administration creates an atmosphere that is conducive to learning.

4. The administrators give opportunities for the teachers to have leadership roles.

5. Administrators are able to communicate with staff in many ways.

6. The leaders lead on ethics and take responsibility for both good and bad results.

7. The administration takes steps to ensure the inclusion of all different cultures.

8. The administration corrects negative behavior while preserving or restoring trust among

team members.
 2-2

Analysis

1. Teacher feel comfortable speaking on sensitive issues with the administration.

2. The administration is willing to do all of the jobs in the school to promote growth and

education in the school.

3. Teachers are knowledgeable and respectful to the children.

4. Teachers who have leadership roles take pride in their accomplishments and the

children thrive.

5. Everyone receives information different, and the staff found a way to communicate

effectively with the staff.

6. The administration holds the staff accountable for to upholding ethical standards.

7. All materials are printed in English and Spanish for Spanish speaking parents.

8. The administration takes the teachers aside and gives examples on how to correct the

issue.
 2-3

Reflect

1. Administrators can provide time weekly to meet with staff to speak with them

about issues they may be having.

2. The teachers can try to go above and beyond for the students because of the

example given from the administration.

3. The teachers can take additional classes to obtain knowledge in areas they may be

lacking.

4. Teachers can be more enthusiastic in performing leadership tasks.

5. There can be an anonymous suggestion box for those who are still dealing with

effective communication.

6. Teachers can hold themselves accountable for upholding ethical standards.

7. Teachers can invite parents in to share about their cultural background.

8. Teachers can help peers to make ethical choices.

 3-1

PSEL Standard 3

Description

1. The school leaders implemented a Character Curriculum.

2. Cultures from different places are represented throughout the school.

3. The school leaders have resources in the school for students who may learn differently

than others.

4. The school has a point system in which the teachers address behavior issues.

5. The teachers hold high expectations for the children in the classroom.

6. The school leaders look for opportunities to assist the students in contributing to society.

7. The school takes steps to be sensitive to families of other cultures when decision making.

8. The school leaders address issues in the school in a fair and judgment free matter.
 3-2

Analysis

1. The students learn to deal with conflict in a peaceful atmosphere.

2. Once a month the students meet people from different cultures to learn.

3. There are students who need extra assistance such as ESL. There is a translator who

speaks 3 languages on the staff.

4. The parents are required to sign daily communication sheets to be updated on their

child’s behavior.

5. The teachers teach the children with the belief that all children can learn.

6. Each class is required to do a community service project each school year.

7. The school leaders chose a curriculum that is inclusive and respectful of differences.

8. All of staff and family’s beliefs are respected and taken into consideration when deciding

important matters.
 3-3

Reflection

1. The students should continue to practice this skill outside of school.

2. The school can continue to teach about other cultures.

3. The school can take a survey of the different languages spoken throughout the families to

further assist the families in learning and communication.

4. The school should continue to keep lines of communication open to parents.

5. The teachers should continue to be open to different ways of teaching the different

learners in the classroom.

6. The teachers can invite the families in their classrooms to participate in the community

service project.

7. The school leaders should continue to plan with sensitivity to different cultures.

8. The school leaders will continue to communicate and be fair to everyone.

 4-1

PSEL Standard 4

Description

1. School leaders purchase materials and curriculum to enhance student learning.

2. School leaders purchase materials that were aligned with the common core standards

3. School leaders hired teaches with exceptional educational resumes and the references.

4. Each child is placed on a level based on ability and given individualized instruction.

5. School leaders write for grants that provided technology in every classroom that’ll be

used for educational Learning programs and research.

6. Teachers are required to observe the children’s progress.

7. School leaders use benchmark testing to provide feedback to teachers to assist the

students in making progress.

8. Bilingual aids were hired to support the children and families whose second language is

English.
 4-2

Analysis

1. The students grasp the material that they are being taught faster than without the

additional curriculum aids.

2. The materials purchased are used as a supplemental aid to scaffold on the curriculum.

3. The veteran teachers bring experience to the school on teaching and managing behaviors,

while the new teachers bring new insight to the materials being taught.

4. Each child is on the level of learning where their benchmark results and placed in groups

so that they may progress.

5. Children using technology in the classroom helps to enhance the learning experience.

6. The observations are used to assess the children, and the teachers use the results to plan

lessons to maintain an individualized learning environment for children.

7. The benchmark test helps the teachers plan for whole class lesson plans.

8. Many parents were not able to assist their children with homework and sign Important

documents because they could not read English.

 4-3

Reflection

1. The teacher can send home supporting documents so that the children they work on

their skills at home.

2. Teachers can continue using the additional materials to build skills.

3. Veteran teachers and new teachers can collaborate together to come up with ideas to

help the children progress in their education.

4. Teachers can continue to provide leveled material for the students in their class.

5. Teachers can find online learning materials to assist the children with what is being

taught daily.

6. A teacher must plan to observe each child for quality observations.

7. The teachers can give of benchmark data to parents so that they may help their child

at home.

8. Teachers could also provide homework assignments and documents to be signed in

English and another language.

 5-1

PSEL Standard 5

Description

1. The school leader has set up a protocol in which all visitors must sign in and wear a name

tag upon entering the building

2. The school leader makes it a point to know the names of each student in the school.

3. The school has purchased an online learning platform in which each student can receive

supplemental support.

4. There are different options available for learning for all ages.

5. The children have many opportunities for positive reinforcement.

6. The school leaders take the steps to cultivate a diverse learning environment.

7. The students have the opportunity to be school leaders.

8. The school offers extra-curricular activities that are fun as well as educational.
 5-2

Analyze

9. There is a front desk receptionist as well as a security officer who patrols the hallways.

10. The school leader asks each child he sees in the hallway or during morning and afternoon

transitions.

11. The teachers use the online platform as and educational support during center time.

12. There is information on Adult GED classes available in the front office.

13. The teachers have different discipline options in the classroom such as Classroom Dojo,

and Beat the Teacher.

14. There are diversity nights held at the school each month to give insight on different

cultures.

15. The students of each class elect two leaders for the council to set an example to the other

students.

16. The school has a Math Club that the students can compete with other schools playing

Math 24 and offer peer tutoring to those needing assistance.

 5-3

Reflect

1. The school can get visitor tags for anyone who enters the school.

2. The school leader should continue to make the effort of making the children feel

important.

3. The teacher need to create more time to use the online platforms during the day.

4. The School Leader can offer the adult education classes on the premises in the evening.

5. The teachers should continue to use positive reinforcement with the students in the

school.

6. The school can hold assemblies during the day highlighting different cultures for the

children who cannot attend evenings.

7. The teachers can continue to offer encouragement to the student to pursue a leadership

role.

8. The school should host additional after school groups that are educational and fun.
 6-1

PSEL Standard 6

Description

1. School leaders utilize multiple job boards to find highly qualified teachers.

2. The school leader keeps resumes on file of potential candidates for a teaching position.

3. Each teacher is encouraged to attend trainings and conferences.

4. There are weekly PD meetings after work one day a week.

5. School leaders meet with teachers twice a year to discuss student progress.

6. Teachers are given incentives for attending conferences.

7. Teachers are offered tuition reimbursements for attend higher education for leadership.

8. School leaders made a walking challenge for the teacher who got the most steps.
 6-2

Analysis

1. The school was not getting replies from using one website, so the school leader chose to

do multiple websites for hiring.

2. The resumes are kept on file in case of turnover.

3. Teachers will bring in information learned in conferences to other teachers and use the

information in schools.

4. The Professional development meetings refresh teachers on expectations to be met.

5. The school leaders give suggestions on ways to improve students’ academic experience.

6. Teachers are more likely to attend conferences knowing they will receive an incentive to

go.

7. Teachers are more interested in receiving an advanced degree because the school

reimburses them for the tuition.

8. The students will take the initiative to be healthier if they notice their teacher being more

active.
 6-3

Reflection

1. School leaders should continue using multiple avenues to hire new teachers.

2. The school office staff should send out post cards reminding potential candidates that

their resume is still on file.

3. Teachers can give small trainings on what they have learned, and give feedback on how it

may have worked in their classroom.

4. The teachers should continue to have professional development meetings each week.

5. School leaders can observe the teachers more often and give constructive feedback.

6. School leaders should continue to encourage teachers to attend conferences and meetings.

7. School leaders should encourage more teachers to work to receive an advanced degree.

8. The teachers should invite the students to be a part of the healthy initiative.
 7-1

PSEL Standard 7

Description

1. There is a staff lounge with a computer and education journals and materials.

2. Each teaching team is required to meet once a week to discuss student progress.

3. School leaders tell incoming teachers and present teachers the expectations to be met

before the school year begins.

4. Teachers observe other classrooms and give feedback to the teacher.

5. The school leader provides employees with plan for growth and reward them when they

do.

6. Onsite trainings are held at the school for the teachers.

7. There are group-learning activities during Professional development days.

8. Teachers use some PD time to gather outside of school and bond.

 7-2

Analysis

1. The teachers have a comfortable space to do homework or classwork.

2. The teams collaborate on ways to assist students who are struggling, and enhance

learning for the students who are ahead.

3. Teachers will begin the school year knowing what is expected of them.

4. Teachers can learn from other teachers and give constructive feedback.

5. The teachers work more efficient when there is a plan to succeed.

6. Teachers are more likely to attend trainings onsite.

7. The teachers are forming a sense of community and team building doing group exercise.

8. Meeting outside of school makes the teachers more comfortable with each other.
 7-3

Reflection

1. The School leader need to continue to allow the teachers to have a space for work outside

of the classroom.

2. The teachers need to continue to collaborate to help the achieve in learning.

3. The school leader needs to recognize the staff members who are meeting expectations

during meetings.

4. The school leaders should give planning time to the staff so they could discuss the

observation.

5. The teachers need to adhere to the plan for growth.

6. The school leader should continue to plan onsite trainings.

7. The teachers should plan to do team building activities that are more physical in which

everyone must truly rely on each other.

8. Teachers should continue to foster a collaborative community in and out of school.

 8-1

PSEL Standard 8

Description

1. Parents are welcome to come into the building and see their student in their classroom.

2. The school plans activities that members of the community are invited to after school

hours.

3. Parents have access to information on events happening in the school via the school’s

website.

4. School leaders meet with members of the neighborhood to collaborate together.

5. The school partnered with members of the community to form a community garden.

6. The school holds a multicultural night each month.

7. Community meetings are held in the school’s auditorium monthly.

8. The school leaders attend community meetings to communicate positive changes in the

school.
 8-2

Analysis

1. Teachers welcome parents into the classroom as long as it does not interfere with

teaching time.

2. The community members will support school efforts in expanding and educating their

children.

3. The parents do not respond well to paper flyers about events, but respond well to

electronic flyers.

4. The schools host events for the community in the multi-purpose room.

5. The students learned about teamwork as well as nutrition.

6. The students from different cultures are represented in the event and can learn the

different people represented.

7. The school is the only building in the community that larger crowds will

accommodate.

8. The community gives support to the school during school meetings.

 8-3

Reflection

1. Teachers can tell the parents when the time is appropriate for parents to come into

the classroom.

2. The school can have open houses during the summer to educate the community

on upcoming changes in the school for the year.

3. The school can compose an electronic newsletter to keep families informed about

upcoming events I the school.

4. The schools should continue to allow community members to use the facility to

hold events.

5. The dietary staff can cook the vegetables to understand the whole farm to table

experience.

6. The dietary staff can introduce some of the foods that represent the different

cultures during lunch.

7. The school should continue to provide space for the community to hold events.

8. The school can hold events to thank the community members for their support.
 9-1

PSEL Standard 9

Description

1.The administration put people in place to handle financial matters.

2. Money is collected and material is purchased by administration based on what they think is

needed.

3. The administration looks and writes for grants for the growth of the school.

4.The administrators can account for all of the money that is spent on school.

5. All incoming visitors are required to go to the main office, not directly to the classrooms.

6. The administration purchased online curriculum to use in the classroom.

7. Administration attends school board meetings to become more familiar with the members of

the school board.

8. The administration meets with other Directors to discuss curriculum and instructional

challenges.
 9-2

Analysis

1. The money is used to purchase materials needed for the children to learn.

2. The teacher is not included in the planning and buying for the curriculum.

3. The grants help to pay for items that benefit the student’s education.

4. The administrator keeps all of the receipts of purchase for all items used in the school.

5. Meetings with parents are held in the evening so to not interrupt teaching time.

6. Teachers were provided with training to use the online curriculum in the classroom.

7. The school welcomes the school board to hold professional development trainings at the

facility.

8. Other directors open their doors to the teachers to tour their classrooms to ensure the

rooms are arranged in the optimum position for learning.

 9-3

Reflect

1. Teachers can be included in the purchase of the materials to be sure that what is

needed is being purchased.

2. The administration can buy materials based on the results of observation and

assessment of the children by the teachers.

3. Teachers can be included in the writing of the grants for the school.

4. The teachers can provide a list to the administration of items that are needed in

their classrooms.

5. Professional development time is given on scheduled days throughout the year.

6. IPads and Laptops are provided for all of the children to use in the classrooms.

7. Teachers can attend school board meetings to be aware of changes being made to

the schools and curriculum.

8. Teachers can set up time to meet with the neighborhood school’s kindergarten

teacher to be obtain information on what the incoming students should know.

 10-1

PSEL Standard 10

Description

1. The school leaders create programs that engage and uplift the students academically and

emotionally.

2. The school leader continuously tries to promote the school to the community.

3. Parents and community members are invited to PTO meeting where they will receive

information about upcoming events at school.

4. Leaders meet with teaching teams to discuss improvements in school and changes to be

made.

5. The school leaders set a time line for when changes will be at school and shares it with

parents and teachers.

6. The school leader uses positive results from research on educational trends to make

changes in the school.

7. The school leader has collaborated with the school district to set up databases to collect

data for all of the children’s academic development.

8. The school leader encourages teachers to be on the committee to plan for changes made

in the school.
 10-2

Analysis

1. The teachers notice and help the students better academically in the classroom, as well as

emotionally with their peers and family.

2. Volunteers to the school pass out flyers about different things that are happening at the

school.

3. Parents will no longer be unaware of the events happening at the school.

4. Teachers are able to help implement changes in the school.

5. Teachers, parents and students will be prepared to implement and adhere to the changes.

6. The children thrive from different ways of being taught.

7. Collecting the data on the children’s development assists the teachers on effective

planning for the students.

8. When everyone is involved the changes move smoothly and are more effective.
 10-3

Reflection

1. Teacher’s aides can assist the teachers in providing one on one assistance.

2. Parents can volunteer to pass out flyers about school events.

3. Minutes from PTO meeting can be published online to effectively communicate with

the parents who are unable to attend meetings.

4. Teachers can collaborate with the parents so that the parents may encourage their

child to embrace the changes in the school.

5. The changes to occur can be put online and sent through paper mail to the parents so

that they may be prepared before the school year begins.

6. The teachers can do research to find alternative methods for teaching children who

may not thrive with the “standard” way of teaching.

7. The teachers can use the data given to individualize the student’s education.

8. The teachers, student’s parent, and School leaders should all work cohesively to

promote the vision and mission of the school.