This paper is a case study on data indicators and testing results in my district compared with results from the state of Texas. I also focus on how the No Child Left Behind Act has affected our educational system in terms of how data can be utilized in a positive or negative manner.

This paper demonstrates mastery of the Arizona Professional Administrative Standard 1, which states the administrator facilitates the development, articulation, implementation, and management of an organization's mission. In this paper, the indicators explored under this Standard are:

Indicator 6: Sets priorities in the context of community, student, faculty and staff needs;

Indicator 8: Describes the role of education in a democratic society within an historical context; and

Indicator 10: Develops, implements, and monitors changes to the organization's mission to improve student achievement.

This paper also demonstrates mastery of the Arizona Professional Administrative Standard 2, which states the administrator facilitates the success of all students by understanding, responding to, and influencing the social, cultural, and legal aspects of the community. In this paper, the indicators explored under this Standard are:

Indicator 5: Develops procedures to provide for equal educational opportunities in educational programs; and

Indicator 7: Applies strategies for addressing international issues affecting teaching and learning.

This paper also shows mastery of the Arizona Professional Administrative Standard 4, which states the administrator effectively manages services, programs, operations, and resources. The performance assessment shall measure the extent to which the administrator. In this paper, the indicators explored under this Standard are:

Indicator 2: Defines and uses effective processes for gathering, analyzing, and using data for decision making;

Indicator 4: Identifies priorities and formulates plans of action to meet internal and external expectations;

Indicator 8: Secures, allocates and manages human and material resources;

Indicator 12: Identifies the potential legal issues affecting school personnel selection, development, supervision, retention, and dismissal;

Indicator 13: Demonstrates knowledge of student services and programs for which students may be categorically eligible; and

Indicator 15: Demonstrates knowledge of social agencies and services available in the community.

This paper also shows mastery of the ISLLC Standard 6. Standard 6 states a school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. The NCLB act is a political and legal document which affects the social dynamics as well as the economic and cultural dynamics of a school district.

This paper is a case study on creating an assessment tool to critically analyze and interpret communication skills and create a Professional Development Plan based upon the findings.

This paper demonstrates mastery of the Arizona Professional Administrative Standard 1, which states the administrator facilitates the development, articulation, implementation, and management of an organization's mission. In this paper, the indicators explored under this Standard are:

Indicator 6: Sets priorities in the context of community, student, faculty and staff needs;and

Performance Indicator 7: Serves as an articulate spokesperson for the welfare of all students in a diverse community.

This paper also demonstrates mastery of the Arizona Professional Administrative Standard 2, which states the administrator facilitates the success of all students by understanding, responding to, and influencing the social, cultural, and legal aspects of the community. In this paper, the indicator explored under this Standard is:

Performance Indicator 6: Promotes the importance of understanding and appreciating the diversity in the community.

This paper also shows mastery of the Arizona Professional Administrative Standard 3, which states the administrator implements positive and proactive communication strategies for effective parent and community involvement to improve the learning environment for all students. The focus of this paper is communication, and the indicators explored under this Standard are:

Performance Indicator 1: Articulates organizational purpose and priorities to the community and news media;

Performance Indicator 2: Requests and responds to community feedback;

Performance Indicator 3: Demonstrates consensus building and conflict mediation;

Performance Indicator 4: Formulates and implements plans for internal and external communications;

Performance Indicator 5: Uses communications skills to strengthen community support;

Performance Indicator 6: Develops support for organizational priorities; and

Performance Indicator 7: Responds appropriately to the electronic and printed news media

This paper also demonstrates mastery of the Arizona Professional Administrative Standard 4, which states the administrator effectively manages services, programs, operations, and resources. In this paper, the indicator explored under this Standard is:

Performance Indicator 14: Evaluates and promotes improved organizational morale.

This paper also shows mastery of the ISLLC Standard 2. Standard 2 states a school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. This paper is an exploration on how to effectively determine the areas of need for professional growth, and how to present those needs in a non-threatening environment of trust.

Finally, this paper shows mastery of the ISLLC Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources, with an emphasis on providing opportunities for staff to develop collaborative skills.