Shelley Behrns

CAPE 6: EXTERNAL CONTEXT AND POLICY

Even though education should not be politicized, it has been. As a future educational leader, I will need to negotiate the political, social, economic, legal, and cultural contexts affecting education to improve education policies and practices. Over the past several months, I have attended many school board meetings that dealt with a considerable span of topics such as the Distinguished Schools Award, community workforce agreements (CWA), a possible bond measure, transportation program funding, the revision of the policy for removing instructional materials and books from schools or libraries, DELAC, All the Arts programs, and a facilities improvement project.

After these many meetings, I met with the principal at my school site and reflected on how these district policies and actions affect the district and our school. These meetings were a valuable learning time, making connections and seeing more of the big picture within our district. During this process, I have also been able to listen to many different reports from the stakeholders in the district (unions and parent groups). Additionally, I have been a part of several various budget discussions at the district and school levels and attended training, had open discussions, and meetings with administration and classified district staff, which covered topics like working with all types of employees to meet the needs of the district staff, parents and teachers.

As I continue down this path into administration, I will work to remain informed about all of the district, county, and state policies that affect education. I will also work to know and understand the political, social, economic, legal, and cultural contexts involving education.

CAPE 6: EXTERNAL CONTEXT AND POLICY

Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices.

6A: Understanding and Communicating Policy New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community.

6B: Representing and Promoting the School New administrators understand that they are a spokesperson for the school’s accomplishments and needs.

REFERENCE

California Commission on Teacher Credentialing. (2017). California Administrator Performance Expectations (CAPE). https://www.ctcexams.nesinc.com/content/docs/CAPE_Placemat.pdf

For CAPE 6, I am including my Action Plan for a Successful Culturally-Diverse School Climate paper for this connection evidence. The process of writing this paper allowed me to interview various stakeholders, including a parent, teachers, students, classified staff, and my administrator. I was also able to look into planning a change in the school that could help the school become a better place. In addition, I needed to also consider to factors of educational policies working in a culturally diverse school climate.

CAPE 6: Action Plan for a Successful Culturally-Diverse School Climate-EDUA 557 (Shelley Behrns) (2).pdf

For CAPE 6, I included this project because, as a part of a group, we researched and presented on school safety and security. Using a scenario, we came up with an action plan and the required pieces of training that would be needed to implement the proposed plan. We also determined the benefits, challenges, and political and legal ramifications.

Culminating Project (Group Project) Roque & Behrns