ASAP Canada Case Study: The Canary in the Data Mine


SKU: ASAPCA-CS13 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: The Canary in the Data Mine

Effective School leaders actively cultivate, support, and develop other leaders within the organization, modeling trust, competency, and integrity in ways that positively impact and inspire growth in other potential leaders.

Effective school improvement refers to planned educational change that enhances student learning outcomes as well as the school’s capacity for managing change (Hopkins et al., 1994; Hoeben, 1998). Evaluative research, in order to be effective, can and should be collaborative (Ramsay & Clark, 1990). Successful schools use data to develop their school improvement plans and regularly monitor their progress toward goals, adjusting as needed. Principals who share leadership in the development, implementation, and monitoring of their school improvement plans have more school-wide staff commitment to the plans (Frunzi, 2013). This case provides details regarding the need to review and revise school improvement in a specific 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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