*** Paper needs to score an 80 or higher** please follow rubric for Unit 10 and fix unit 6/8 please.***

School Leadership and Management Practices Paper
This final paper has three components. Throughout the course, you have been working on the separate parts of the course project. The first two components were created and graded in Units 6 and 8—that is, School Culture and the Instructional Program and Managing a School and Stakeholder Collaboration, respectively. In this unit, you will revise the first two papers by:

Removing the original papers’ introductions and conclusions and replacing them with a new introduction and conclusion for the final paper.
Addressing comments from the instructor’s grading of the Unit 6 and Unit 8 papers.
You will present the revised papers as the final paper, along with the added Unit 10 paper component: Integrity, Fairness, and Ethics.

The final paper requires you to address key leadership concepts for acting ethically with integrity and fairness. It is important to review the distinctions discussed in Unit 8 between ethical and moral behaviors and learn the meaning of theories of efficacy listed in this unit.

In developing your final paper, consider the following:

Examine personal and professional perspectives relevant to educational leadership and reflect on their implications for practice.
Reflect critically on professional learning experiences in educational administration and plan for further growth.
Document the use of educational resources to support your thoughts.
Use the Unit 10 Assignment Template [DOC] (linked in the Resources) to complete this assignment. Your final paper should include the following components (which are all listed on the template), and it must be presented in sections as indicated below. Except for the Introduction, each section must have its own heading:

Introduction: Develop an introduction that provides an overview of the topics.
School Culture and Instructional Program: Revise and improve the paper you wrote for Unit 6. Be sure that you address the following:
School Culture: Advocate for what should be done to assess and sustain a positive school culture and instructional program that supports student learning by fostering collaboration, trust, and a personalized learning environment with high expectations for students. Incorporate theories on human development, personalized learning environment, and motivation (NELP 1.1, 3.1).
Instructional Program: Describe the process a school leader should use to create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. Incorporate curriculum development and instructional delivery theories. Incorporate how the school leader measures teacher performance. Consider multiple methods of evaluation, accountability systems, data collection and analysis of evidence. Explain how the school leader should use school technology and information systems to support and monitor student learning (NELP 4.4, 7.3, 7.4).
Supervision: Describe the process a school leader should use to develop and supervise the instructional and leadership capacity of the school staff. Incorporate high-quality professional development for school staff. Incorporate best instructional leadership practices. Incorporate leadership theory, change processes, and evaluation (NELP 4.2).
Technology: Describe the process a school leader should use to promote the most effective and appropriate technologies to support teaching and learning in a school level environment. Incorporate how technology should be used for instruction within the school (NELP 4.2).
School Management and Stakeholder Collaboration: Revise and improve the paper you wrote for Unit 8. Be sure to address the following:​
Evaluation of School Management and Operational Systems: Describe the process a school leader should use to understand, monitor, and evaluate school management and operational systems, including resources, marketing, and public relations functions. Incorporate how you will manage the marketing and public relations functions (NELP 6.1).
Group Processes and Distributed Leadership: Describe the process a school leader should use to develop school capacity for distributed leadership. Explain the meaning of distributed leadership in a school environment and how to create and sustain it (NELP 7.3).
Efficient Use of Resources: Human, Fiscal, and Technological: Describe the methods and procedures a school leader should utilize to efficiently employ human, fiscal, and technological resources in managing school operations. Explain how the school leader will ensure that resources are aligned to school priorities and forecasting requirements (NELP 6.1).
School Safety and Crisis Management: Describe the process a school leader should use to understand and promote school-based policies and procedures that foster a safe and secure learning environment, including discipline management policies and plans, prevention, crisis management, and public relations (NELP 3.3).
Integrating Management and High-Quality Instruction: Describe the supervision strategies a school leader should use to ensure that teachers maximize time spent on high-quality instruction and student learning. Include a discussion of pertinent management theories related to effective school time, priorities, and schedules (NELP 4.4).
Collaborating With Stakeholders: School and Community: Discuss and analyze how family and community resources can be used to boost learning, including distributed leadership; use of community agencies (for example, health agencies and social service organizations); services to special- and exceptional-needs students; and some of the best practices for the use of community resources, school resources, and public resources and funds to encourage communities to provide new resources to address emerging student problems. Also, discuss school or community diversity (cultural, ethnic, racial, economic, and special interest groups) and how school leaders should use this variety of perspectives to enrich school programs while meeting the needs of all students (NELP 5.1, 5.2, 6.1).​
Collaboration With Stakeholders: Discuss the processes a school leader would use to collaborate with stakeholders (school faculty, staff, and community members) to gather information needed to plan for improvement of the educational environment and share in decision making. Examine processes and systems a school leader would use to support the needs of all students, parents, and caregivers through open, effective communication (oral and written). Discuss ways school leaders can use to promote and monitor a culture of communication and collaboration with families and caregivers (NELP 5.1, 6.1).
Community Agencies: Discuss how a school leader could identify and mobilize community resources to build cultural competence and support the success of all students through integration of diverse cultural, social, and intellectual community resources (for example, health agencies, social service organizations, ethnic, racial, or cultural organizations). Include processes a school leader would use to promote effective communication (written and oral) and productive relationships with community partners. (NELP 5.2).
Integrity, Fairness, and Ethics.
Integrity and Fairness: Describe how a school leader demonstrates integrity and fairness to ensure accountability for each student’s academic and social success. Explain the practice of demonstrating the principles of integrity and fairness and the legal consequences of the leader’s decision making in schools (NELP 2.1).
Ethical Behavior: Describe how a school leader can model principles of self-awareness, reflective practice, transparency, and ethical behavior. Explain the basic principles of ethical behavior and the effect of ethical behavior on the school’s leadership (NELP 2.1).
Ethical Issues: Identify ethical issues related to leadership and school change practices that ensure a school leader can safeguard the values of democracy, equity, and diversity within the school. Provide examples to illustrate this principle (NELP 2.1).
Decision Making: Considering your topic, explain the potential moral and legal consequence of decision making in the school and strategies a school leader can use to prevent these types of issues from arising (NELP 2.2).
Social Justice: Describe how, as a school leader, you will promote social justice within a school to ensure that individual student needs inform all aspects of schooling. Consider the theories of efficacy (NELP 2.1). (Assignment tip: The most often missed element in this section of the paper is discussion of theories of efficacy. Albert Bandura’s theory of self-efficacy, also known as personal efficacy, is based on belief in one’s ability to influence events that affect one’s life and control how these events are experienced. “Self-efficacy reflects confidence in the ability to exert control over one’s own motivation, behavior, and social environment” (Carey & Forsyth, n.d.)).
Conclusion: Provide summative comments pertaining to the school leader’s role in stewardship of the school’s vision and assessment and promotion of positive school culture. Two or three paragraphs are sufficient to present the concluding section of the paper.
References: A minimum of 12 scholarly, peer-reviewed references also cited in the body of the paper, presented in adherence to current APA style and formatting guidelines.
Additional Requirements
Your paper should meet the following requirements:

Template: Use the Unit 10 Assignment Template to develop this paper.
References: A minimum of 12 scholarly, peer-reviewed resources on the References page (that are also cited in the paper).
Font and font size: Times New Roman, 12 point.
Length of paper: 18–24 double-spaced pages, not including the title page and references page. Do not exceed the page limit.
APA format:
Follow current APA style and formatting for text citations.
Include a title page with the following title: School Leadership and Management Practices Paper. Use the Title Page example available at the APA Guide: The Title Page: Course Papers (link given in the Resources).
Set proper margin justifications.
Paginate your paper properly.
Incorporate appropriate headings and subheadings.
Title your running headers after removing the words running head. Use APA format for the running header, which should be an abbreviated title of no more than 50 characters including letters, punctuation, and spaces, using all uppercase letters. Use your word-processing program to generate headers that will appear at the top, flush left of each page, rather than typing the header repeatedly on each page.
Review APA Style & Format for additional guidance.
Proficiency on the School Leadership and Management Practices Paper
The School Leadership and Management Practices Paper is an assessment that measures the candidate’s proficiency related to select specialization outcomes and the NELP Standards. It is imperative that candidates demonstrate their proficiency on this project to successfully complete this course. As such, candidates will need to score at least an 80 on the School Leadership and Management Practices Paper. If a candidate scores anything below an 80, he or she will be required to revise the final project until the scores is at least 80 or above. Candidates who score below an 80 on the School Leadership and Management Practices Paper will receive an incomplete (I) for the course until the final project has been revised to meet the minimum requirement. It is important for candidates to understand that an incomplete in this course may impact their ability to enroll next quarter, if future courses have this course as a prerequisite. Thus, candidates who have to revise the final project will need to do so as soon as possible to avoid hindering their progress in the program.

Use the SafeAssign Draft option to check your writing and ensure that you have paraphrased, quoted, and cited your sources appropriately. Run a SafeAssign report, saving your paper as a draft. Based on your SafeAssign results, make any necessary changes to your paper before submitting your final assignment to your instructor for grading.

Portfolio Prompt: You are required to save this learning activity to your ePortfolio.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information. Use the Library Essentials page and the Leadership and Administration page of the Education Library Research Guide for help gathering scholarly resources.

Reference
Carey, M. P., & Forsyth, A. D. (n.d.). Teaching tip sheet: Self-efficacy. Retrieved from http://www.apa.org/pi/aids/resources/education/self-efficacy.aspx


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