1

Case Study: Fostering Inclusive Instructional Leadership

Aviva Barron

Elizabeth City State University

ELPS/ 605

Robert White

March 6, 2024
 2

Case Study

The case study presents a challenging scenario at Monroe High School, where academic

disparities, cultural diversity, and limited resources intersect, demanding a comprehensive

initiative to foster inclusive instructional leadership. As the newly appointed principal,

addressing these challenges requires a strategic and holistic approach. In this case study, we will

critically examine the key challenges, objectives, tasks, and anticipated outcomes.

Analysis

Monroe High School is a diverse urban school with a student population encompassing

various ethnicities, cultures, and socioeconomic backgrounds. The population of the school is

1,005 students of which the total minority is 94%. 48% of the students are disadvantaged.

Demographics include: Hispanic (60.5%), African American (29.9%),and White (5.7%). The

school has a history of challenges that include academic disparities, cultural diversity, and

limited resources (Public School Review (2024). Academic disparities are visible among student

groups and face challenges in creating an inclusive and equitable learning environment. The

identification of significant academic disparities among student groups is a critical challenge.

Understanding the root causes behind these discrepancies is essential for effective intervention.

Monroe High School has been identified as needing substantial improvement in addressing the

achievement gap among students from different backgrounds. Under my leadership, the school

aims to undertake a comprehensive initiative to revamp its instructional strategies and school

culture to ensure equity and inclusion for all students.

A more comprehensive analysis that involves teacher observations, student feedback, and

external evaluations would provide a more holistic understanding of the existing challenges.

After conducting a needs assessment, by utilizing schoolwide classroom observations and

performance indicators, it was determined some of the academic hardship stems from the lack of

curriculum in the classrooms and lack of classroom management. Because of the widespread

diversity throughout the school, students need to see more representation like themselves . The

school population is majority Hispanic and African American. White students make up the

minority but still manage to surpass the other students in scoring well on their district and state

assessments. The white students have outside exposure to a vast majority of the subjects

discussed in class. The staff must find a way to be intentional with what the students receive

exposure towards. Books, word problems, Lexile reading, whatever the content, students should

see their names or read about situations that are real-world to them.

Proposed Plan

Part of the proposed plan to revamp the instructional strategies and school culture to

ensure equity and inclusion for all students entails designating a curriculum committee to make

sure a great curriculum is found that covers the North Carolina Course of Study as well as the

North Carolina Standards. Focusing on the math curriculum because the scores are the lowest in

the students’ math performance, the curriculum team will have three curricula to compare and

choose from. Those are: Savvas Envision, Open Up, and iReady. Finding the right curriculum

could take up to one year. In the interim, to make sure the students and staff have structure, we

will order resources that are structured to help the students learn standard-based material.

In other classrooms outside of mathematics, educators are encouraged to use instructional

strategies that are geared towards the types of students that are in your classroom. We should all

be encouraging discourse (math discourse, ELA discourse, etc), reading and answering

questions, answering strategic questions, building vocabulary, incorporating visuals, and making

connections. Students need to be comfortable explaining how to solve word problems or

discussing math and expressing their way of thinking. After discussion with the teachers in each

department, I expressed six instructional strategies I wanted to see implemented by the next time

I performed walk-throughs. The teachers were told to pick one-to-two strategies to begin

working on and using in the classroom with fidelity. After about one month, the teachers should

be prepared to incorporate up to two more strategies, and then the teachers should be ready to use

the last two strategies in the third month.

Another area to improve is on classroom management for students and staff. We will

implement a PBIS Matrix. A PBIS committee was formed; they created L.E.A.D and a theme for

our students: we are game changers when we lead… Live respectfully, Embrace honesty, Accept

responsibility, and Display kindness. One reason for the achievement gaps with our students is

because they have no accountability in the classroom. With the new PBIS matrix, staff is to take

a week and teach each acronym along with implementing new classroom rules that are aligned to

the PBIS matrix. Students will be given a PBIS kickoff party at the end of the week to give them

an opportunity to see what rewards and fun can look like if they follow the rules. The PBIS

committee also came up with a “Fun Friday” during WIN Time for those students who

exemplified being game changers Monday through Thursday. Students will have virtual punch

cards to earn their way to Fun Friday. This will be conducted weekly.

Evaluation and Monitoring

Through this action research plan, I will monitor instructional improvements by making

sure evaluations cover teacher activities, group development activities, professional

development, curriculum development, and direct assistance. As we see progress or regression,

we will make adjustments immediately to help make sure this plan of action is successful for the

teachers and students. Establishing mechanisms for ongoing monitoring and evaluation is crucial
 5

for the sustainability of this initiative. This case study could benefit from specifying key

performance indicators and regular evaluation intervals to track progress effectively. The key

outcomes outlined in the case study are ambitious and align with the overarching goal of

transforming Monroe High School into an inclusive and equitable institution. However, these

outcomes lack specificity and measurable criteria. Clear benchmarks, such as percentage

improvements in test scores or qualitative shifts in student and teacher perceptions, should be

defined to gauge success accurately. The key outcomes outlined in the case study are ambitious

and align with the overarching goal of transforming Monroe High School into an inclusive and

equitable institution.

Conclusion

In conclusion, the case study presents a complex set of challenges at Monroe High

School, necessitating a thoughtful and strategic response. While the outlined objectives, tasks,

and outcomes provide a framework for action, a more detailed and nuanced approach is required

to address the specific needs of the school. Finding a culturally responsive curriculum,

differentiated instruction, intervention programs, professional development, student and family

engagement, student resources, inclusive school culture, monitoring and accountability, and

community partnerships will help students and staff grow. By incorporating a more thorough

analysis of current practices, detailed plans for stakeholder engagement, and explicit strategies

for each task, the action plan can be strengthened to ensure its effectiveness in fostering inclusive

instructional leadership at Monroe High School. Improving a high school with a significant

achievement gap requires a multifaceted and sustained effort. By addressing curriculum design,

instructional strategies, professional development, engagement, inclusive culture, resource

allocation, and community partnerships, the school can work towards creating an environment
 6

where all students have equal opportunities for success. Continuous monitoring, data-driven

decision-making, and transparent communication are essential elements for the success of the

improvement plan.
 7

References

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education,

53(2), 106-116.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American

Educational Research Journal, 32(3), 465-491.

Mocombe, Paul C., et al. Jesus and the Streets : The Loci of Causality for the Intra-Racial

Gender Academic Achievement Gap in Black Urban America and the United Kingdom,

University Press of America, Incorporated, 2015. ProQuest Ebook Central,

https://ebookcentral.proquest.com/lib/apollolib/detail.action?docID=4085826.

(2024). Public School Review.

https://www.publicschoolreview.com/monroe-high-school-profile/28112