Connections to CAPES & EDA 636 by Robert Adams

popgiant63 — 2025-10-16 02:22:00 UTC

2A: Personal and Professional Learning

2B: Promoting Effective Curriculum, Instruction, & Assessment

2C: Supporting Teachers to Improve Practice

2D: Feedback on Instruction

popgiant63 — 2025-10-16 02:22:42 UTC

3A: Operations and Resource Management

3B: Managing Organizational Systems and Human Resources

3C: Managing the School Budget

popgiant63 — 2025-10-16 02:22:54 UTC

4A: Parent and Family Engagement

4B: Community Involvement

popgiant63 — 2025-10-16 02:23:10 UTC

6A: Understanding and Communicating Policy

6B: Representing and Promoting the School

Chronic Absenteeism

2025-10-24 00:05:31 UTC

The article we read this week for the group chat ("Hidden in Plain Sight") primarily aligns with CAPE 3--management and learning environment--as it directly affects student engagement, learning conditions, and overall school performance. However, there is a secondary alignment with CAPE 4, which deals with Family and Community Engagement. While CAPE 3 addresses school management, CAPE 4 supports collaborative outreach and relationship building as a way of solving the problem and eliminating barriers.

2025-10-25 03:23:13 UTC

Chapter 3 and 4 Coherence- covers promoting effective curriculum instruction and supporting teachers to improve practice- by using practices to build capacity.

Review of LCAP

2025-10-25 03:28:31 UTC

Reviewing the LCAP assignment goes over how schools manage the budget, resources and where these expenditures are focused. It ties into organizational systems and how they are funded to touch on specific groups and to address specific goals and what programs will be funded.

Fishbone

2025-10-25 03:31:46 UTC

Identifying a problem- such as chronic absenteeism and then looking at the potential policies and/or practices that need changed, kept or removed to address the problem area. Then creating new policy to address the area requires communication to successfully implement a change.

Learning to Improve chapter 3

2025-10-25 15:21:50 UTC

Understanding of systems before improving systems thinking. Using data to how how a process works-driver diagram.

Chapter 1-Coherence

pedrobobadilla — 2025-10-25 21:12:05 UTC

Definition of Coherence: Coherence is defined as the shared depth of understanding about the purpose and nature of the work in the minds and actions of people, both individually and collectively. When everyone can articulate the key ideas and actions that define an organization, coherence is achieved.

Supports Cape 4A and 4B, getting family, parent and community to feel they are contributing to the learning and culture of the school will help create the coherence talked about in the book.

Cape 3C - Management the School Budget

pedrobobadilla — 2025-10-25 21:24:25 UTC

Day 2 :School Improvement Leadership PowerPoint Presentation pages 23-38 LCAP 101, provides an overview of funding sources.

Community Involvement

2025-11-02 13:01:21 UTC

The articles we compared this week for chat 2 ("Creating a Climate for Achievement" and "Your School Improvement Plan Will Only Work if You Do This") illustrated the need for community involvement, getting voices and input from all stakeholders to move a school forward. School improvement happens when everyone has a clear plan and purpose. Goals, data, systems, teamwork, reflection and a shared vision will help students succeed. Getting community involvement through on-campus events, School Site Council, and ongoing conversations pull in all voices. A school improvement plan works "when it is done with people, not to people". (Fanion, 2024)

Chat #3

2025-11-06 01:12:16 UTC

Chenoweth (2015) highlights that principals drive school improvement by addressing organizational challenges (schedules, systems, routines) and intellectual challenges (teacher beliefs, instructional knowledge). This connects to the CAPEs: CAPE 2 (building a collaborative teaching culture), CAPE 3 (creating supportive structures), CAPE 1 (equity in learning), and CAPE 5 (professional responsibility). By guiding both systems and mindsets, the principal acts as a lead learner, fostering collaboration and high expectations, which lays the foundation for meaningful and lasting student achievement.

Article #4 What is the School Leader's Role in Building Collective Efficacy

2025-11-12 21:47:45 UTC

The article from Week 4 states that effective school leaders work to build the capacity of others and create a culture where collective efficacy can take root. This was the theme in the book Multipliers as well and confirms the concept of building a collaborative culture by investing in leadership around you (CAPE 2).

Threshold Theory (Day one of class)

2025-11-30 21:28:28 UTC

Some people will act with almost no one else doing something (low threshold), others only after lots of others have joined in (high threshold). This applies to instructional leadership when we think of implementation of new curriculum or ideas. Early adopters try a strategy first, others see it is doable and join in. Leaders can lower staff thresholds by having a clear idea of what success looks like, by protecting true collaboration time, and making sure that feedback is quick and helpful. Examples of this are in the Chenoweth article.

CAPE 2B and 2C Marzano Leadership

2025-11-30 22:17:30 UTC

21 Responsibilities of a School Leader ties to this CAPE in that he suggests that leaders work toward fostering a positive culture, acting as a change agent, maintaining order and focus, and managing relationships with teachers, students, and the community. (Summary from Google but at least points us in the right direction to make connections.)

Richard DuFour

2025-11-30 22:29:01 UTC

Day 3

Slides 20-22

Particularly the "What do we get tight about" slide

Preparing and presenting school data as related to the ELCAP/SPSA goals to a mock site council team, which is comprised of parents, certificated and classified staff.

2025-12-03 01:10:21 UTC