Benchmark – reviving the professional culture

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Your position as a new school leader will have an effect on the school’s culture (simply because of the change in leadership). In this assignment, you will have the opportunity to consider how you will begin your future position as a school leader.

For this benchmark, review the case study and respond to the scenario by developing a professional culture improvement plan.

Case Study

You were informed in February that you would be the new principal of Maynard High School beginning in July. The following is the information you gathered between February and the end of that school year:

The public high school is starting its second year of existence.
There are 1,100 students in Grades 9-11. Grade 12 has been in development and will begin next year, bringing the total student population to 1,450.
Currently there are 45 full-time teachers with nine new teachers budgeted for the fall.
The initial administration team consisted of a principal and three assistant principals. However, the principal and one assistant principal resigned at the semester break last December.
A transition principal and assistant principal from the district office were assigned to the school until the end of the current school year.
Seven teachers have given notice that they will not return for the next school year. They represent the core areas as well as electives.
There are three school counselors currently assigned by grade level, and a fourth is budgeted for the fall.
The office staff consists of a receptionist, an attendance clerk, an administrative assistant for the principal, and two administrative assistants supporting the assistant principals.
Not all of the teachers received an evaluation this last school year, and a few evaluations were written without a formal observation.
A few teachers told you that standard curriculum is available, but not everyone uses it.
A published professional development plan is available, but sessions have not been consistently offered.
Teacher development days (district supported professional development days for the school) have been presented as a short initial information download and then teachers are on their own in their classrooms.
Professional learning communities or collaborative learning communities are nearly non-existent.

It is now July and you are the school principal.

In 1,250-1,500 words, write a plan for the district administrators who hired you detailing what you are going to do to revive the school’s culture.

Include the following in your plan:

A brief summary of the existing school culture based on the information you gathered since February
Mission and vision statements for the school
At least two short-term and two long-term outcomes that will help to ensure that individual student needs inform all aspects of schooling
A description of how you will involve and collaborate with faculty/staff, students’ families/caregivers, and other community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment and student-centered culture
A description of how you will respond to the interests of students’ families/caregivers by building and sustaining positive school relationships with them
A description of how you will respond to community interests by building and sustaining productive school relationships with community partners
A description of how you will advocate publicly for the needs and priorities of students, families, and the community
Rationales for your decisions, including how your plans will establish a student-centered environment that promotes social justice within the school

Elaborate in the fictional case as you see fit. Cite 3-5 scholarly sources used as the basis for your decision-making.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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July 1, 2023

Distinguishing Inductive and Deductive Reasoning

Required Resources
Read/review the following resources for this activity:

· Textbook: Chapter 8, 9, 17 (Introduction)

· Lesson

· Minimum of 1 scholarly source (in addition to the textbook)

Click on the following tabs to review the concepts that will be addressed in this activity:

A valid structure is the way in which an argument is put together that assures it will pass the test of logical strength.

Deductive: In deductive arguments, the speaker asserts that her premises are true and, therefore, her conclusion must be accepted. Remember that in a deductive argument, logical strength does not depend on the literal truth of the premises. When we test for logical strength, we assume the premises are true. Once we determine that the argument is logically valid, we can then look at the actual – not presumed – truth of the premises.

Inductive: In inductive arguments, the speaker presents evidence that she claims support the probable truth of her conclusion – that her conclusion is the most likely true – and so you should accept it.

The Basic Structure of Deductive and Inductive Arguments
Argument examples:

Deductive Argument Example: “Tightening laws restricting the use and possession of firearms does not protect average law-abiding citizens; it only puts them at greater risk. Enforcing licensing restrictions, trigger locks, and waiting periods makes it more difficult for law-abiding citizens to defend themselves, and, as a result, encourages criminal activity. Only criminals benefit when ordinary citizens are deprived of their right to own a firearm and protect themselves, their homes, and their families" (Lott, 2000, p. 169)

Lott, J., (2000). More guns, less crime: Understanding crime and gun-control laws. University of Chicago Press.

The argument boils down to this:

· Laws that are obeyed by ordinary citizens and not obeyed by criminals are laws that put ordinary citizens at risk.

· Tight gun laws are laws that are obeyed only by ordinary citizens.

· Tight gun laws put ordinary citizens at risk.

However, the argument itself is composed of three intertwined syllogisms:

Only ordinary citizens are persons who respect tight gun laws.
Criminal persons are not ordinary citizens.
Therefore, criminals do not respect tight gun laws.

Tight gun laws restrict only ordinary citizens.
No criminal is an ordinary citizen.
No criminal is restricted by tight gun laws.

Laws that disfavor the good are laws that favor the bad.
Tight gun laws favor the bad.
Therefore, tight gun laws disfavor the good.

Notice that you cannot remove any of the “legs” and maintain the claim. Notice, also, that the reasons are closely connected and depend on or follow from each other. Notice, also, that the first premise (called the major premise) must be accepted as true, or the entire argument fails.

Inductive Argument: The United States is too dependent upon foreign oil. According to the U.S. Department of Energy, we rely on imported foreign oil for about 45% of our needs. Of the imported oil, most comes from Canada, but 22% comes from countries in the Middle East. Undeniably, this dependence shapes our foreign policy. We have vast oil reserves that could make us energy independent. Development of these resources would produce much-needed jobs, many of them in areas of the country suffering most from the recession. We should be developing an energy policy that makes us energy independent.

· Reason: We import 45% of our oil.

· Reason: Middle East oil imports shape our foreign policy.

· Reason: Our vast oil reserves could make us energy independent.

· Reason: Development of oil reserves could produce much needed jobs.

· Conclusion: For any or all of the above, independent reasons, we should become energy independent.

Notice that any one of these reasons, standing alone, could support the conclusions; they are not logically related to one another as they would be in a syllogism.

Initial Post Instructions
For the initial post, address the following:

· Find and post examples of deductive and inductive arguments. Do NOT use an argument example which clearly indicates it is an example of an inductive/deductive argument.

· For each example, evaluate its logical strength, using the concepts and ideas presented in the textbook readings, the lesson, and any other source you find that helps you to evaluate the validity (deductive) or strength (inductive) of the argument. You can use examples from the text, or you can find examples elsewhere.

oEditorials and opinion columns are a good source, as are letters to the editor. Blogs will also often be based on arguments.

oUse mapping and evaluative techniques to make sure it is an argument.

· Is it inductive or deductive? Explain why.

· Does it pass the tests of validity and strength? Explain.