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References:
Addison, K. (December 13, 2017). Interview. Prince William County Public Schools, Finance Department.

Bryant, I. (January 10, 2018). Interview.

Rebore, R. W. (2014). Ethics of Educational Leadership, The, 2nd Edition. [Vitalsource]. Retrieved from https://bookshelf.vitalsource.com/#/books/9780133560657/ 

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o	Suggestions for strategies on how an empathetic and genuine administrator would handle this issue in her school is to promote the importance of diversity, and certain values are important, but there is no one value that overrides all other values that conflict with it (Rebore, 2014, p. 230).
o	Educational leaders must use the Declaration of Independence and the Bill of Rights to utilize the executive, judicial, and legislative branches of the government of the state, local, and national levels in the U.S. to guarantee the fundamental rights of the school’s stake holders like students, parents, teachers, staff members, and other administrators (Rebore, 2014, p. 230).

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o	According to Rebore, “it is important to recognize that such diversity enriches the educational and professional experience of everyone” (Rebore, 2014, p. 230). Educational leaders will be better prepared when they realize that some conflict is unavoidable because of diversity in values, which when dealt with properly makes that person better prepared to meet the opportunities (p. 230).

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o	In an assessment potential implications to improve the overall staff performance in the assessment of potential implications come from HR and finance do see the benefits of investing in professional development. Some of the main benefits for this particular school division are they attract teachers are the lower cost of living in PWCS in northern VA. Also, there is a mentoring program; they offer that for new teachers. Additionally, professional development is projected by the division’s finance department, which allocates funding throughout the area to school according to their projected budgetary needs. Once this assessment is conducted, the finance department approves or not the various professional development opportunities that will be offered for the entire school year to serve the needs of the staff to ensure they are trained accordingly (Addison, 2017).

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o	Conduct data analysis meetings with teachers to improve instruction in all areas
	This is done through the CLT with the supervising administrator which is passed on to the principal. They sit down to assess where they discuss their strengths and weaknesses (Bryant, 2018).
	Data drives the conversation with student and staff attendance, how to remediate students, mid-year and final year evaluations. This is ongoing throughout the school year (Bryant, 2018).

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o	Student achievement is linked to teacher performance
	It has to be linked with CLT’s by student and question analysis. It could be delivery of content as opposed to how others did the same thing but differently to make sure they are stronger in those areas. Have those conversations for content mastery for reteaching if needed (Bryant, 2018).
o	Value-added measures can be used for teacher improvement to increase student achievement
	Value-added measures can be used for teacher improvement to increase student achievement by being linked with CLT’s by student and question analysis (Bryant, 2018).
	It could be delivery of content as opposed to how others did the same thing but differently to make sure they are stronger in those areas. Have those conversations for content mastery for re-teaching if needed (Bryant, 2018).

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o	External forces that influence student achievement and cultural diversity in a school are where did the student originally come from, and the parent involvement and support in the home. Also, classes held at the school for non-English speaking parents, preferably those who are Spanish speakers, for the guardians to be able to communicate better with school officials.
o	This will impact training for educators because it makes them aware of how to be more sensitive to students with different learning abilities, and how to scaffold techniques to address the various learning styles of the children in their classes.

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o	Suggestion made for strategies on how an empathetic and genuine administrator would handle this issue in her school is to address each student with consequences served individually. If it is a student’s first time committing the offense, a warning can be given to the child and a parent, student, administrator meeting is called to alert all parties that if the offense or worse is committed again, the punishment will be severe.

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o	The issue will involve stakeholders like administrators, instructors, and students with teacher training to give them strategies of addressing arising problems with children who are disruptive, disrespectful, and don’t follow teacher directives. There is an administrative plan that teachers will follow, give the plan to instructors to use in the classroom, and have a student assembly to roll out the consequence plan according to certain offenses done by students.

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o	Potential implications of the issues for a school leader are when their supervising superintendent complains to them that the English 9 or 10 SOL scores are lower than the previous year and what plans have been made to lead their department chairs and assistant principals make school improvement plans to increase the test scores.
o	Another implication would be the area superintendent calling them out on in-school and out of school suspensions of students, particularly minority students who are African American and Hispanic.

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o	Data that should be collected and analyzed in order to develop and implement a school improvement plan that results in increased student learning is when benchmark assessments are taken according to standards, all teachers teaching that particular English 9 or 10 subject should have common assessments and compare their class scores by each standard tested. They will look at where students scored below 80% average and do remediation exercises during FLEX period classes to reteach and help students practice on standards they scored lower in.

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o	There are weaknesses with student achievement within the subgroups like with ESL students and students reading below their grade level. When ESL level 3 – 6 students are tested, and they cannot speak English or need Spanish/English interpreter resources to get through reading a sentence, that is an extreme challenge for them to overcome. Also, when a student with an IEP is below their reading grade level, and the accommodation may be that a teacher reads aloud to them during test administration, this can be a deterrent for them to master when testing for the SOL.

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o	Diversity is addressed in the school improvement plan by having the school focus on literacy for reading, comprehension and writing to address the needs of English Second Learning (ESL) students and American students who are reading below grade level.
o	There is extra funding was directed towards literacy to improve the reading and writing SOL scores. They required all core courses to incorporate reading passages with articles, novels, and other text so students will read and write more often on a daily basis.  