ASAP Canada Case Study: Implementing an Instructional Plan


SKU: ASAPCA-CS10 Categories: ,


ASAP® Case Study Assessments for school leaders are aligned to specific Ministry of Education standards and proficiency areas. Districts can assign a combination of case study assessments for a more complete picture of a participant’s areas of strength and need based on the standards and areas of proficiency they wish to focus on. Case studies can also be selected based on their alignment with district learning initiatives to determine if specific learning objectives are being met.

In their ASAP Accounts, participants are given a case study to read and a series of questions that must be answered. Responses are to be no more than 2,000 words, typed in Microsoft Word, saved and uploaded to the website. District administrators are provided with a conceptual framework, a table of standards alignments, a copy of each participants response and a scoring rubric including examples of typical responses at three levels: exceptional, standard, and below standard. Case studies are to be marked by the school district.

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Case Study: Implementing an Instructional Plan

In our current educational landscape, leaders are expected to model practices and behaviors to assist educators in enhancing teaching and learning, helping to provide a common experience for them to replicate. Resistance to change is commonplace and effective transformational leadership encompasses the ability to get people to want to change and improve (Northouse, 2001). Transformational leadership is the responsibility of the organization, not just the individual (Hallinger, 2003) and to achieve this, transformational leadership behaviors must have direct and indirect effects on followers’ behavior, their psychological states and thus on organizational performance (Leithwood & Jantzi, 2006). Exercises and structures such as co-teaching and professional learning communities emphasize this approach. In support of professional growth and teacher effectiveness, administrators need to engage in observation and feedback in an ongoing process of development and evaluation. The case provides details regarding the situation but offers no solutions; learners will demonstrate proficiency in the given areas by responding to the questions following the case.


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