ke Web viewVisionary Leadership Analysis ... is situated right outside more wealthy gated communities. 10.3% of children under eighteen are living below the federal poverty

Visionary Leadership Analysis:

Robert Frost Elementary School

Kelly Winters

Submitted to Dr. Julie Antilla

EDAD 6580

Visionary Leadership

Visionary Leadership Analysis:

Robert Frost Elementary School

A. Data Collection

1. Description of the School

Robert Frost Elementary is a Title 1 school that was established in 1969. It is located in

the heart of the Kingsgate neighborhood in Kirkland, Washington. This suburban neighborhood

is predominantly White (69.1%). 16.3% of residents report as being Asian and 6.9% Hispanic.

4.3% are two or more races, 1.8% report as Black alone, 1.3% are Native Hawaiian or Pacific

Islander and 0.06% are American Indian (“Kingsgate, Washington”, 2015). The median real

estate price is $460,978. This is more expensive than 83.4% of the neighborhoods in

Washington. Kingsgate is unique in its range of wealth, from the very wealthy, to middle income

to low income. In some areas, low-income housing is situated right outside more wealthy gated

communities. 10.3% of children under eighteen are living below the federal poverty line

(“Kirkland, WA (Kingsgate)”, 2015).

While there are no large businesses located directly within the school boundaries, many

families work for technology companies like Microsoft or Google. 45.1% of the working

population is employed in an executive, management or professional occupation. 20.8% of

residents are in sales and service jobs, from working in fast food restaurants to major sales

accounts (“Kirkland, WA (Kingsgate)”, 2015).

A new school was built and opened its doors in September 2009. The Washington

Chapter of the Council of Educational Facility Planner International (CEFPI) awarded Frost with

the “2010 Polished Apple Award” which is their highest architectural honor. The school

community is closely knit with many staff members living within the Kingsgate neighborhood.

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Many teachers’ children have attended Frost and some are even former students themselves. The

teachers have an average of fourteen years of teaching experience and 53.6% have a master’s

degree. (“Continuous Improvement Plan,” 2015). According to the 2013-2014 Annual report,

Frost serves 397 students with 37.5% on free and reduced lunch. 50.6% of students are White,

29% are Hispanic, 9.1% are two or more races, 8.6% are Asian or Pacific Islander and 2.8% are

Black. 14.9% of students receive Special Education services ("Washington State Report Card”,

2015). The school also houses a kindergarten through fifth grade Learning Center program that

addresses the instructional and developmental needs of students who are medically fragile.

2. Mission and Vision

According to Owens and Valesky (2014), “The distinctive mission of the schools to

educate requires organizations that, by their very nature, enhance the continuing growth and

development of people to become more fully functioning individuals” (p.1). A vision for an

organization is the ideal to which that organization is focused, while the mission is the strategies

and methods that will be used for the organization to achieve that vision (Owens & Valesky,

2014). The mission of the Lake Washington School District is that, “each student will graduate

prepared to lead a rewarding, responsible life as a contributing member of our community and

greater society.” The vision is for each student to be future ready. That means that they are

prepared for college, the global workplace and for personal success. At Frost Elementary, our

school’s mission is, “to provide a safe, supportive and inclusive environment where every

student can learn and achieve to their highest potential, develop key life skills and apply core

values or respect, perseverance and tolerance.” Our vision is that we care for ourselves and our

learning, we care for each other and we care for our school and community (“Vision and Mission

Statement - Robert Frost Elementary”, 2015).

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3. School-wide Visioning Processes

The school’s mission and vision statements were created during a mandatory August staff

meeting a few years ago prior to the start of the school year. It was developed through a

collaborative process between the principal and staff. “The leader’s role in the process of

developing a vision of the school, in addition to offering ideas and participating in the

discussion, emphasizes facilitating the involvement of others in an ongoing dialogue about the

direction of the future” (Owens & Valesky, 2014). The principal proposed suggestions for the

framework of the mission and staff members shared ideas for what they felt to be most

important. There were many differing opinions amongst the staff about which critical

components were most important to the school’s vision and mission. Some staff members voiced

their opinions more than others. The principal took notes during the meeting while others

contributed their ideas. The final statements were composed by the principal and sent out

through email following the staff meeting. With such a plethora of ideas, the end result of the

school’s mission statement is rather wordy. The statements were printed and laminated by our

office manager and are expected to be posted in each classroom. They are both revisited as a

school on the final Friday of each month at a spirit assembly. As a staff, however, we haven’t

reassessed the vision or mission statements since their initial development to determine whether

or not any changes should be made.

I would say that, overall, there has been little buy-in to our school’s vision and mission

statements. Other than to simply be read from a PowerPoint presentation at an assembly, they are

seldom revisited and seem to hold little meaning to students and staff. While the vision of our

school is more simplistic and straight forward, the final product of the mission statement seems

to encompass too many ideas, which makes for a lengthy and confusing message. Even though I

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do feel that all members of our staff do have the best intentions, I don’t believe that there is a

common understanding of a unified vision and mission.

4. Student Assessment Trends

2014-2015 3rd Grade Reading SBA Results

Number Total

American Indian/ Alaskan Native

Asian/ Pacific Islander

Black/ African

AmericanHispanic White

Two or

More Races

Meeting Standard 54 85.7% 6

(33.3% )26

(68.4%)Level 4 (exceeds standard)

39 61.9% 2 (11.1%)

15 (39.4%)

Level 3 (met standard) 15 23.8% 4

(22.2%)11

(28.9%)Basic (met standard) 0 0.0% 0 (0%) 0 (0%)

Not Meeting Standard 9 14.2% 12

(66.6%)12

(31.5%)Level 2 (below

standard)5 7.9% 4

(22.2%)5

(13.1%)

Level 1 (well below

standard)4 6.3% 8

(44.4%)7

(18.4%)

No Score 0 0% 0 (0%) 0 (0%)

Total 63 6* 2* 18 (100%)

38 (100%) 5*

Meeting Standard

excluding No Score

85.7% 33.3% 68.4%

Not included in test calculations

Exempted 3 1 1

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Total Enrollment 66 19 39

* N < 10 Suppression to protect privacy

2014-2015 3rd Grade Math SBA Results

Number Total



Black/ African


Two or

More Races


(29.4%)27

(71%)

Level 4 (exceeds standard)

18 28.5% 1 (5.8%) 15 (39.4%)


(23.5%)12

(31.5%)

Basic (met standard) 0 0.0% 0 (0%) 0 (0%)


(70.5%)11

(28.9%)

Level 2 (below standard) 12 19% 4

(23.5%)4

(10.5%)

Level 1 (well below

standard)7 11.1% 8 (47%) 7

(18.4%)

No Score 0 0% 0 (0%) 0 (0%)

Total 63 6* 2* 17 38 5*

Meeting Standard

excluding No Score

69.8% 29.4% 71%

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Exempted 3

Total Enrollment 66


2014-2015 4th Grade English Language Arts SBA Results

Number Total



Black/ African


Two or

More Races


(38.8%)23

(67.6%)


16 23.8% 2 (11.1%)

10 (29.4%)


(27.7%)13

(38.2%)

Basic (met standard) 0 0% 0 (0%) 0 (0%)


(61.1%)11

(32.3%)

Level 2 (below standard) 14 20.8% 5

(27.7%)4

(11.7%)

Level 1 (well below

standard)15 22.3% 6

(33.3%)7

(20.5%)

No Score 0 0% 0 (0%) 0 (0%)

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Total 67 5* 3* 18 34 6*

Meeting Standard

excluding No Score

56.7% 38.8% 67.6%


Exempted 4 3 1



2014-2015 4th Grade Math SBA Results

Number Total



Black/ African


Two or

More Races


(38.8%)18

(56.2%)


14 21.8% 2 (11.1%)

6 (18.7%)


(27.7%)12

(37.5%)

Basic (met standard) 0 0% 0 (0%) 0 (0%)

Not Meeting Standard

28 43.7% 11 (61.1%)

14 (43.7%)

Level 2 (below

standard)21 32.8% 7

(38.8%)12

(37.5%)

Level 1 7 10.9% 4 2 (6.2%)

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(well below standard) (22.2%)

No Score 0 0% 0 (0%) 0 (0%)

Total 64 5* 2* 18 32

Meeting Standard excluding No Score

56.2% 38.8% 56.2%


Exempted 4

Total Enrollment 71


2014-2015 5th Grade English Language Arts SBA Results

Number Total



Black/ African


Two or

More Races

Meeting Standard 49 73.1% 10 (50%) 28

(87.5%)Level 4 (exceeds

standard) 25 37.3% 3 (15%) 18 (56.2%)

Level 3 (met standard) 24 35.8% 7 (35%) 10

(31.2%)Basic (met standard) 0 0% 0 (0%) 0 (0%)

Not Meeting Standard 18 26.8% 10 (50%) 4


standard) 9 13.4% 4 (20%) 2 (6.2%)

Level 1 (well below standard) 9 13.4% 6 (30%) 2 (6.2%)

9


No Score 0 0% 0 (0%) 0 (0%)

Total 67 5* 1* 20 32 8*

Meeting Standard

excluding No Score

73.1% 50% 87.5%

Alternate Assessment 2 2



2014-2015 5th Grade Math SBA Results

Number Total



Black/ African


Two or

More Races


(31.5%)23

(71.8%)Level 4 (exceeds standard)

25 37.8% 3 (15.7%)

18 (56.2%)


(15.7%)5

(15.6%)Basic (met standard) 0 0% 0 (0%) 0 (0%)


(68.4%)9


standard) 13 19.6% 3 (15.7%)

7 (21.8%)

Level 1 (well below

standard)17 25.7% 10

(52.6%) 2 (6.2%)

No Score 0 0% 0 (0%) 0 (0%)Total 66 5* 1* 19 32 8*

Meeting Standard

excluding No Score

54.5% 31.5% 71.8%

Alternate Assessment 2 2

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2014 Washington English Language Proficiency Assessment (WELPA)Composite Scores

Transitional (English Proficient) 22 (23.9%)

Level 4 (Transitional) 22 (23.9%)

Not Transitional (Limited English) 70 (76%)

Level 3 (Advanced English) 46 (50%)

Level 2 (Intermediate English) 23 (25%)

Level 1 (Beginning English) 1 (1%)

Total 92

Overall Performance

2014-2015

Early Literacy Development

% of K-2 at benchmark on End-of-Year Literacy assessment

K 79%

1st 84%

2nd 70%

3rd Graders on Track for Success

% of 3rd graders meeting or exceeding state standards in Literacy 59%

% of 3rd graders meeting or exceeding standards in Math 62%

4th Graders on Track for Success

% of 4th graders meeting or exceeding state standards in Literacy 57%

% of 4th graders meeting or exceeding state standards in Math 55%

5th Graders on Track for Success

% of 5th graders meeting or exceeding state standards in Literacy 73%

% of 5th graders meeting or exceeding state standards in Science 77%

% of 5th graders meeting or exceeding state standards in Math 55%

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Other Information

2014-2015 Unexcused Absence Rate 371 (0.7%)

Other than informal written referrals, there is currently no real disciplinary data for Frost

Elementary. A shared spreadsheet exists for daily, non-serious discipline. The principal is hoping

to begin use of a more formalized format to track disciplinary data through the implementation

of Positive Behavioral Intervention and Supports (PBIS). This year a team was developed

amongst our staff to to research PBIS and participate in professional development trainings to

learn how to best apply the processes and procedures at Frost.

5. Relevant Specialized Programs

Specialized Programs

Free or Reduced-Price Meals (May 2015) 154 (39.7%)

Special Education (May 2015) 58 (14.9%)

Section 504 (May 2015) 7 (1.8%)

Transitional Bilingual (May 2015) 91 (23.5%)

ELL (2015) ~100 (25%)

B. The Visionary Leadership Analysis

1. Advancing a School-Wide Shared Vision for Learning

The visions of Robert Frost Elementary and the Lake Washington School District are

both focused on positive outcomes for students. However, they are not directly aligned. The

Lake Washington School District’s vision is for students to be prepared for their future and be

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productive contributors to society. This means that no matter which career path each child

chooses to take, he or she has been given the appropriate tools to make educated decisions that

will result in favorable outcomes. At Frost, our vision is for each child to be caring and

compassionate to themselves and to those around them. This also includes the notion that

everyone care about and be entitled to a quality education. Both the district and school have

visions that support student learning. They differ in that the district’s vision is directed towards

preparing children for the future, while Frost’s is for students to have a positive self-image and

outlook both now and in the future.

The vision of Frost Elementary was created based on the core beliefs and values of its

staff to describe how the ideal school should look. It is focused on the betterment of the whole

child, including the learning and success of each student. The vision was created collaboratively

with input provided by its stakeholders. It was meant to serve as a goal for the common direction

and future of the school. Since it’s creation several years ago, the school’s vision has not been

readdressed as a staff. With the addition of new teachers and support staff, this failure to revisit

the vision has created a lack of awareness, authenticity and meaning to the overall message.

2. Vision Implementation

There are currently a few strategies in place to build a shared understanding and

commitment among stakeholders. This will be our principal’s fifth year at Frost. At the start of

his second year in the building, the district did a reconfiguration to change all elementary schools

to house kindergarten through fifth grade, moving sixth grade to the middle school model. He

felt that this was a good time to meet as a staff and recreate the thirteen-year-old mission and

vision statements. He wanted to ensure that there was a common understanding of the school’s

goals amongst stakeholders.

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One of his main priorities is to communicate the mission and vision statements and make

sure that they are visible to staff, students and families. This means posting them on the school’s

website and including them in presentations at events like curriculum night and kindergarten

orientation. He also incorporates the statements in the weekly Tuesday bulletin and restates them

at staff meetings as well.

The school also has a monthly spirit assembly where students from each class are

recognized for academic growth or for being a caring citizen. At the start of that assembly the

principal reminds the school community what our vision and mission is. Attendees include

parents, staff and students. However, it is only briefly mentioned and doesn’t necessarily hold

much value. In addition, staff members who have joined the Frost team in the last few years were

not given an opportunity to be a part of its development and may not feel a sense of

connectedness to it. While I do believe that most teachers at our school would agree with the

message behind the vision, I don’t think that the majority of them could tell you exactly what it

is.

Data, research and community input are used to shape the direction of the school. Several

staff members are invited to attend a Professional Learning Communities (PLC) conference each

year where the process of mission and vision development is shared. The research behind these

strategies comes from Robert DuFour and Allen Mendler and is used to guide the professional

development within our building. The research of John Hattie has shaped and evolved our

school’s intervention programs in recent years as well. The priorities of the Safety Net

intervention program have been greatly refocused. Rather than leaving it up to specialists or

teams to make judgments, more data driven decisions are now made at the district level to guide

program development. Feedback from the community is also taken into consideration when

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making goals for the school. This is done through general input from the PTSA and through

standing monthly meetings with PTSA leadership members. Surveys are also given out to the

school community to solicit input.

3. Developing Stewardship of the Vision

In order to maintain the school’s vision while still involving stakeholders, the principal at

Frost has stressed its fluidity through a reflective practice. Owens and Valesky (2008) explain,

“Engaging in the give and take of the ongoing colloquy required to forge and maintain an

evolving vision and mission of the organization requires one to rethink assumptions, beliefs and

values that previously guided behavior at work” (p.15). While we are all working towards the

same goal, each person has a different responsibility, perception and insight. It’s important that

the mission and vision be frequently revisited to guarantee a common understanding among the

school community and allow for change. I wish that this was done more regularly as a staff at

Frost so that input from all members was continually taken into consideration. I feel that some

stakeholders’ opinions are not always recognized.

I do feel that the vision and mission at Frost elementary uniquely serves the needs of its

students, staff and the community. The central message behind the vision is that students be

caring for themselves, others and their education. The mission is for all students to be safe,

supported and included in that process. These ideals are applicable to the diverse population at

our school. Many students are English Language Learners or receive intensive intervention or

special education services. With a focus on supporting students while they strive to make growth,

we are recognizing their needs and helping them reach their fullest potential.

I appreciate that the concentration of the school administration is not on test scores alone.

The idea is to have a holistic perspective and to celebrate individual growth over achievement.

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The monthly spirit assemblies, for example, are important because they provide communication

to the community and serve as a tangible, positive reinforcement for student growth. Rather than

students being recognized for receiving the highest grade in their class, others who may not have

otherwise been acknowledged are publicly recognized for improvement and putting forth their

best efforts. These celebrations help to nurture and maintain trust among stakeholders.

Conclusion

The first standard of the Washington Principal Leadership (WPL) standards focuses on

promoting the success of each student by developing, articulating and implementing a vision of

learning that is supported by all of its stakeholders. The mission and vision of a school need to be

established collaboratively and be clearly defined. They must be visible to all of its stakeholders

and be used to make effective decisions to improve student learning. These values are critical to

the improvement and success of a school. (Disposition 18)

I believe that as a teacher leader, I have a responsibility to make student achievement and

growth my first priority. Goals and decisions need to be made based on the needs of the students.

This means recognizing, valuing and addressing the diverse needs of each child. (Dispositions

16, 17 and 19) Research and data must be used to make decisions that are in the best interest of

the students. (Dispositions 17, 18 and 20) Using information gathered from multiple data sources

allows for continuous school growth and improvement. (Dispositions 18 and 20)

Developing a culture for learning is equally important to promoting student success.

(Dispositions 20 and 27) This implies the establishment of trusting, caring relationships amongst

stakeholders. Being a part of a caring school community means, “being a valued contributing

member of a group dedicated to the shared purposes of helping and supporting all members as

they work together, learn and grow” (Houston, Blankstein & Cole, 2008, p.75). Open

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communication and collaboration are absolutely critical. All members need to be provided an

equal opportunity to share input towards the school’s vision. An administrator also needs to

ensure that there is follow through with the vision or action plan of the school. This shows a

principal’s authenticity and helps establish respect amongst the school community. (Disposition

27)

Success and accomplishments should also be regularly celebrated. The dedication of the

stakeholders to promote the school’s vision needs to be recognized. Being grateful for the work

of the school community is essential. Houston, Blankstein and Cole (2008) explain, “Enlightened

leaders are grateful to the people around them and to life itself for the countless gifts they have

been given. They have an “attitude of gratitude” and show it both internally and externally”

(p.23). A teacher leader needs to analyze data and acknowledge school growth and progress

towards the school’s vision and success of all students. (Dispositions 18 and 20)

School improvement is a complex and difficult process. A leader needs to be adaptable

and flexible to change. A school’s vision must be continually reviewed and restructured to

address the needs of the learning community. Data should be used to monitor and adjust the

systems and analyze the effectiveness of the school vision. In addition to that, all stakeholders

must feel empowered to participate in the shaping of the school’s vision. As a teacher leader I

will try to be mindful as I go about my work in guiding the direction of my school. “Mindfulness

creates an attraction to others and for others, thus creating a compact between leader and led that

allows leadership to blossom fully” (Houston, Blankstein & Cole, 2008, p.10). I hope to use my

position as an opportunity to guide my school in a positive direction that ensures the success of

all students.

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References

Continuous Improvement Plan. (2015). Retrieved November 18, 2015, from http://www.lwsd.org/school/Frost/SiteCollectionDocuments/Title1/FrostAnnualReport2015 v2.pdf

Houston, P., Blankstein, A., & Cole, R. (2008). Spirituality in educational leadership. Thousand Oaks, CA: Corwin Press.

Kingsgate, Washington. (2015). Retrieved November 18, 2015, from

http://www.city-data.com/city/Kingsgate-Washington.html#b

Kirkland, WA (Kingsgate). (2015). Retrieved November 18, 2015, from http://www.neighborhoodscout.com/wa/kirkland/kingsgate/

Owens, R., & Valesky, T. (2014). Organizational behavior in education: Leadership and school reform (11th ed.). Boston: Allyn and Bacon.

Vision and Mission Statement - Robert Frost Elementary. (2015). Retrieved November 18,2015, from http://www.lwsd.org/school/Frost/About-Us/Pages/Vision_Mission-Statement.aspx

Washington State Report Card. (2015). Retrieved November 18, 2015, from http://reportcard.ospi.k12.wa.us/summary.aspx?schoolId=1519&OrgType=4&reportLevel=School

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