This document provides instructions and a rubric for a strategic problem-solving assignment involving an agricultural science program. The assignment has three parts: a memo, documentation, and a reflection. For the memo, students must create a new vision statement for the program aligned with the campus vision. They must also describe steps taken to develop the vision statement and share details of stakeholder involvement. The memo must address these points using four "building blocks" - modeling collaboration, establishing expectations, defining roles, and aligning priorities. Documentation to support the memo and a reflective component are also required. The rubric evaluates students' demonstration of problem-solving skills and capacity to support a school's mission and vision through management and operations.

1. Week 2 Assignment
Strategic Problem-Solving Assessment – Activity One -
Building Relationships and Creating Ownership
(Instructions, and Rubric for Submission - W2LO2, W2LO3,
CLO1, CLO2)
This assignment has three components. The components include
a memo, documentation, and a reflection. Please review the
rubric. Use all three components of the assignment to influence
the opinion of the grader.
I. Memo #1:
You will assume the role of a new hypothetical principal at a
campus as you respond to the issues found in the letter of
concern by the hypothetical superintendent. It is found in the
resource packet. In this activity, the candidate will prepare a
four-paragraph written memo that addresses the following
prescribed actions:
a) Create and share a new vision statement for the Agricultural
Science Programidentified in theresource packet. It should be
aligned with the following campus vision statement - “IN
COLLABORATION WITH OUR SCHOOL COMMUNITY, WE
TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING
OUR BEST TO REACH EVERY STUDENT EVERY DAY”;
b) Describe and share with the superintendent the specific steps
taken to develop, articulate, implement and steward a new
vision statement for the identified program;
c) Share who was involved, sample activities conducted, how
progress toward establishing the programs vision will be
tracked, and how the program’s vision is aligned to the campus
vision statement.
Special note: While preparing the simulated memo and
attachments, you must address the superintendent directives
described above. When addressing the superintendent
directives, you will use the Stage 1 “BUILDING BLOCKS”

2. found below to frame your memo. Use each building block as
the topic for one paragraph.
Stage 1 Building Blocks
a) modeled a collaborative approach – paragraph one;
b) established expectations and built relationships – paragraph
two;
c) defined roles and shared responsibilities – paragraph three;
d) aligned strategic priorities – paragraph four.
In the memo, you should write one paragraph on each individual
stage one building block. It should prove easy to address the
superintendent’s directives (a through c) in these four
paragraphs.
II. Documentation:
Additionally, you are expected to attach simulated
documentation that supports your four-paragraph memo to the
superintendent. (Be creative!) The documentation is limited to
two (2) additional pages. Documentation examples include:
· Agendas from meetings
· Minutes from meetings
· Pictures from meeting
· Emails
· Thank you notes
· News Articles
· List of those invited/attended
· Calendar of upcoming events
· Letters asking for Information
· Charts and graphs
· Others – be creative
III. Activity Reflection:
This submission requires an Activity Reflection. Answers to the
following reflective questions are required in the Activity
Reflection: (BE BRIEF- Use no less than 3 and no more than 5
sentences to answer each question in the reflection.) These

3. questions were structured for you to advocate for points in the
rubric. Do not take this lightly.
* How does this response make sense?
* Describe how the response fits with the established criteria
and models the elements found in the building blocks?
* What issues did the response address?
* In what other way could this issue be addressed and prove
equally or more successful?
The Rubric Is Located On The Next Page – Attach Your
Assignment After The Rubric And Submit It In Blackboard
Rubric for Activity 1: Use the following rubric to guide your
work.
Principal Standards Pillar - Strategic Problem-Solving
EDLD – Competency 8, 9, & 10 - NELP 6.1
Strategic Problem-Solving Assessment – Activity One –
Building Relationships Defining Roles and Responsibilities
Does not meet minimum criteria
Approaches minimum criteria
Meets criteria

4. Exceeds criteria
W2LO2 – The student will use effective research-based
problem-solving techniques to creatively resolve a simulated
campus problem. (CLO2)
Candidate discussed problem-solving or strategic planning
processes
0 points
Candidate demonstrated a knowledge of problem-solving skills
8 points
Candidate demonstrated a knowledge of problem-solving
techniques and strategic planning processes by modeling
collaboration, building relationships & establishing
organizational expectations.
12 points
Candidate demonstrated a knowledge of problem-solving
techniques & strategic planning processes by modeling
collaboration, building relationships, establishing
organizational expectations, and defining roles & shared
responsibilities.
15 points
W2LO3 -The student will demonstrate the capacity to evaluate,
develop, and implement management, communication, and
operation systems that support each student’s learning needs
and promote the mission and vision of the school. (CLO3)
(NELP 6.1)
EDLD_Competency.010
EDLD_Domain.V
SBEC_Pillar.9
Candidate simulated:
a) an attempt to audit school processes.

5. (NELP 6.1a)
b) the use of research to discuss operational systems. (NELP
6.1b)
c) the discussion of an action plan regarding operation systems.
(NELP 6.1c)
0 points
The candidate simulated:
a) a collaborative audit of school process to discuss measurable
goals.
(NELP 6.1a)
b) the initiation of research to analyze tactical challenges of the
school system that ultimately lead to improved experiences for
students. (NELP 6.1b)
c) the collection of data to support the development of a vision
and action plan. (NELP 6.1C)
8 points
The candidate simulated activities that promoted the mission
and vision of the school including:
a) a collaborative effort to audit program processes and
discuss measurable goals and/or benchmarks for priority areas

6. that are aligned with identified needs. (NELP 6.1a)
b) the development of a research-based action planning process
that would analyze program challenges and solutions aimed at
improving student experiences (NELP 6.1b)
c) the development and articulation of a data-driven program
vision statement and
d) promoted the development of action steps aimed at improving
management, communication, assessment, and operation
systems. (NELP 6.1c)
12 points
The candidate simulated activities that promoted the mission
and vision of the school including:
a) a collaborative effort to audit program processes and discuss
measurable goals and/or benchmarks for priority areas that are
aligned with identified needs, and focused on improving student
experiences (including facilities, and personnel needs (including
the building of capacity of instructional leadership or other
identified personnel issues). (NELP 6.1a)
b) the development of an action plan that would use research to
develop solutions to challenges c) illustrated transformational
leadership during the planning of clear and articulated
initiatives capable of being monitored that would lead to
improved experiences for students. (NELP 6.1b)
d) the development, articulation, & stewardship of a program
vision statement aimed at increasing student achievement by
improving management, communication, assessment, and/or
operation systems.
e) the promotion of a data-driven, multi-step planning process
that would initiate changes in practice, and/or procedures
needed to support program improvement efforts. (NELP 6.1c)
15 points

7. Mechanics
5 or more spelling or grammatical issues.
0 points
No more than 4 spelling or grammatical errors.
1 point
No more than 3 spelling or grammatical errors.
2 points
No more than 2 spelling or grammatical errors.
5 points
Attach your assignment below this line.
_____________________________________________________
______________
Article Review Papers
-651 Computer Systems Security Foundations

8. · What is the security threat?
· How common is it?
· How easy is it?
· How many times has it caused problems?
Paper double-spaced (minimum of 2 pages, no more than 3
pages)
Two assignments, (One APA Format on an Article and One
powerpoint slides on the same article.)
Find an Article (software to hack) for your final paper (hack an
iPhone remotely) and review it.
***APA Format please see attachment.
***5-10 PowerPoint slides on article 1 review (slides should be
on the software being used)
EDLD 5339 Strategic Problem-Solving Resource Packet
I. Superintendent Letter
Dear New Principal:
I am excited about your arrival to our district. I have already
noted the positive impact that you are making at Ima Leader

9. High School here in Azodi, Texas. I hate to rush into issues that
we are facing. However, I need immediate assistance with
issues in our Agricultural Science Program in the Career and
Technology Department (CTE). The issues cannot be ignored.
Nor, can they be resolved overnight. Below, I will describe the
challenges confronting us. Following an explanation of the
challenges, I will map out improvement initiatives that I want
you to lead and a progress reporting process for you to follow.
I want to thank you in advance for your professionalism and
hard work.
I also want you to know that I am committed to improving this
situation. Our children and community deserve better. Together,
we can make a difference.
Challenge #1
In the past 12 months, we have received several complaints
from parents and community members regarding inappropriate
conduct in the Ag Science classes. Our previous principal
investigated the conduct and determined that there were some
specific issues of sexual harassment from some male students
toward female students. Those issues were addressed, and
appropriate consequences were handed out.
I remain concerned that there could be an unhealthy
environment in the classes. Here are some of the concerns:
* We have around 250 students in the Agricultural Science
classes. However, only 20 female students are enrolled in the
courses. Our male/female ratio at the high school finds that 62%
of the school are female.
* Out of the 250 students, 80% of those enrolled are listed as
white males and we only have 15 seniors enrolled in the classes.
This does not come close to matching the demographic profile
of our campus.

10. * We have 2 Agricultural Science teachers. Last year, each of
these teachers missed 30 days of class to attend contests and
stock shows. They have a group of about 40 students that
participate in these events. The teachers have been quoted as
calling these participants – “THE REAL MEN from Leader High
School.”
Challenge #2
It is hard to determine if a curriculum is being followed.
Consider the following:
* The substitute teachers who filled in during the many days of
absences report that the students seem lost and use the class to
visit and do homework from other classes.
*The assistant principals deal with quite a few behavior issues
and report that they have never seen any instruction going on in
the classes during drop by visits. They have seen the
competition teams working on projects and tending to show
stock.
*The local metal fab business reports that they have attempted
many times to hire our graduates with little success. The
students do not know basic safety or welding skills.
*The previous principal informed me that he visited with the
Agricultural Science Teachers about the curriculum. Each
teacher allegedly replied that ‘they did not like the state
curriculum and preferred to win at contest with the real
“winners” of the program. Both teachers received poor
evaluations as they showed little if any concern for the
instructional effort in the classes.
* Examination of the budget shows not expenditures for
technology, textbooks, software, or other instructional

11. expenses. Eighty-seven percent of the budget is spent on travel
and related expenses.
Challenge #3
CONFIDENTIAL - Personnel issues exist.
*Mr. Pritchard has 25 years of experience. He was written-up
and suspended last year for coaxing a SPED student not to
report a harassment incident to the office because it could affect
the eligibility of a student in a stock show and it would look
bad for the school. Because of this incident, the previous
principal created a growth plan for Pritchard that has been
followed to the “T”. Mr. Pritchard has seen the light and wants
to improve the Ag Science classes and has asked for assistance.
Because of this attitude and willingness to strive for
improvement, the previous principal recommended the renewal
of Pritchard’s contract.
*Mr. Fails is a former student of Mr. Pritchard. He has a degree
from a major agricultural university in Texas. He is capable and
when not feeling like a student, he has many ideas and could be
the future of the Agricultural Science program for our school.
*The district is committed to expanding the staffing and
offerings in the Agricultural Science program. However, neither
teacher sees the need to expand. They are happy in the kingdom
they have created. This is troublesome because we have
expanding agricultural opportunities in this region of Texas.
There are metal working jobs, meat processing jobs, feed and
fertilizer jobs, landscaping jobs, forestry jobs, florist jobs, fish
and wildlife management jobs and other industries that need a
capable workforce.
* The district is committed to the professional growth of each
teacher. However, it is now time to grow or GO. We cannot

12. allow our staffing to block the achievement potential of our
students.
Challenge #4
We have the following facility issues:
* We have three freshman classes that have 50 students in them.
We only have one Ag Science classroom and one lab area. This
is a very crowded situation.
*Both Ag Science teachers have their own office with a
restroom. They are proud of this office area and spend an
enormous amount of time in them on the phone…. reportedly
even during instructional time.
* The Ag Science area of the school only has one restroom.
Currently, when a female uses the facility, a red flag is posted
on the door to advise the male students not to enter.
* The Ag Science area of the school only has one locker area.
When the females change into their work clothes, they use the
classroom. One girl guards the door while the others change.
*The Wi-Fi network does not reach the Ag Science area of the
school.
Please review these challenges. As time passes, I will be
sending out some directives and activities that I want you to
address. If you ever have questions, feel free to contact me. I
know you will make a difference in our school.
Sincerely,
Dr. Hypothetical Superintendent

13. II. Student Achievement/Performance Information from Asst.
Supt
IMA LEADER HIGH SCHOOL
Student Achievement Data Prepared for our new principal
Ima Leader High School, Azodi, TX
Students per teacher
16.1
Statewide: 15.1
Avg. teacher experience
4.5 years
Statewide: 10.9 years
Four-year graduation rate
70 %
Statewide: 89.1%
As of the 2017-2018 school year, the high school had 1200
students. The school district received an accountability rating of
“met standard.” At the high school, 62.5% of students were
considered at risk of dropping out of school. 19.8% of students
were enrolled in bilingual and English language learning
programs.
An average teacher's salary was $46,681, which is $5,844
less than the state average. On average, teachers had 4.5
years of experience. The average SAT score at Ima Leader High
School was 1168. In the Class of 2016, 79.7% of students
received their high school diplomas on time or earlier. The
dropout rate was 3.7%. Less than 25% of the students plan to
attend college.
For exact performance on the State’s Assessment, refer to the
TAPR. Last year, approximately 40% of the student body failed

14. one or more classes for the year. Approximately 15% of the
student body participates in extracurricular activities. The
attendance rate for the campus is 83%.
If you need additional data, please let me know.
Sincerely,
G.A. Harrison
Asst. Superintendent
III. Staffing Patterns
To: New principal
From: Director of Personnel – P. White
RE: Staffing patterns at Ima Leader High School
Staffing Patterns
(We run an 8-period day. Each teacher has one conference
period.)
Subject
Number of Teachers
Students Served
Language Arts
11
1200
Mathematics
9
1000
Social Studies
10
1200
Science
9
1000

15. SPED
8
400
Athletics (Coaches are also teachers and are included in the
course count.)
12
Band/Choir/Art
5
400
CTE (Career Tech – Ag, Health Careers, Marketing, Building
Trades, Auto Mechanics) Special note – some of these classes
are for two hours.
6
600
IV. Relevant Memo about Personnel
To: New Principal
From: Dir. of Personnel – P. White
RE: Relevant Personnel Information - CONFIDENTIAL
Teacher #1
James Pritchard, Lead Agricultural Science Teacher
Years of Service – 25
Years in District – 25
*Mr. Pritchard attended High School at Ima Leader and
graduated in 1985. The school was much smaller then. In 1985,
we had 500 in the high school. He graduated from college with
a BS in 1993. He started as our Ag. Science teacher in 1994.

16. *Pritchard has had a less than stellar history of performance in
the last 15 years. During his first 10 years of service, he
enjoyed outstanding ratings from his former Ag. Science teacher
who had been promoted to the principal role.
*He is a teacher in need of assistance. His principals have noted
issues with classroom management, lack of curriculum focus,
attendance problems, and spending/fiscal irregularities. During
the past 10 years, his principals have mentioned that he needs
additional training to bring him into the modern era. I am not
sure what has been done.
Teacher #2
N. Everett Fails, Ag. Science Teacher – (junior member)
Years of Service – 5
Years in District – 2 (Fails came to our district after assisting in
a very successful program in East TX.)
*Mr. Fails attended High School at Ima Leader and graduated in
2008. Mr. Pritchard was his Ag. Science teacher. He graduated
with a master’s degree in Agricultural Technology from a major
university in just 5 years after high school. He is an expertise
includes the use of computerized drones, DNA analysis, and
marketing software.
*He is a teacher in need of assistance. His principal noted
issues with a lack of assertiveness. He sits and waits for
instruction from Mr. Pritchard. However, in private
conversation, Mr. Fails recognizes that the program is in a bind.
He does not know what to do.
V. Demographic Profile and Abbreviated Ag. Science Budget

17. Abbreviated Student Demographic Report of Ima Leader High
School
(Taken from the TAPR)
N=
African American
Hispanic
White
American Indian
SPED
Eco Dis.
ELL
9th Grade
400
40%
18%
40%
2%
20%
58%
12%
10th Grade
300
45%
20%
35%
*
15%
50%
12%
11th Grade
250

18. 40%
18%
40%
2%
22%
54%
12%
12th Grade
250
37%
20%
40%
3%
14%
50%
12%
All Grades
1200
Abbreviated Student Demographic Report for Ima Leader High
School Vocational Agriculture Classes
N=
African American
Hispanic
White
American Indian

19. SPED
Eco Dis.
ELL
9th Grade
150
2%
*
98%
*
24%
*
*
10th Grade
50
2%
*
98%
*
15%
*
*
11th Grade
35
2%
*
98%
*
10%
*
*
12th Grade
15
2%
*
98%
*

20. *
*
*
All Grades
250
2%
*
98%
*
*
*
*
Abbreviated Budget for the Ag. Science Classes
Category
Budgeted
Class Supplies
3000
Technology
500
Travel
23,000
Substitute Teachers
7500
Salaries & Benefits
120,000
Federal Grants
2800
Ag. Truck
12,000

21. VI. Letter from Chamber of Commerce
Chamber of Commerce
Azodi, Texas
Dear New Principal,
It is my pleasure to welcome you to our community. As
principal at our high school, you play a vital role in the life of
our community. I want to invite you to participate as much as
possible in the many activities of our growing community. As
you know, the quality of our school is important to the
continued growth and prosperity of our community.
We have around 25 churches in our community. Most are small
and have been here a very long time. We do have a new non-
denominational church that has just built a large sanctuary. The
pastor there has created a huge church in a short amount of
time.
Our community is rural. However, we are 30 minutes from a
large metropolitan area. Many of our community members work
there. However, we also have an industrial park that is the home
to six strong businesses. Most of these businesses are
agricultural in nature. We have 3 fabrication plants, two lumber
mills, and a new meat processing business that has invested
millions of dollars in a new facility. Our community also
supports several “mom and pop” retail businesses. We used to
have more of them. However, the new Super Walmart was too
much competition.
Uniquely, our greater community has many tree farms and
ranches. We also have a large fishery just north of town. The
timber from the tree farms is trucked daily to the paper mill in a
neighboring city. There are also many vehicles on the road
providing services to our ranches and the fishery.
Consequently, many of our citizens work in the support
businesses that keep these industries profitable.

22. The average value of the homes in our community is between
160,000 and 185,000 dollars. We have seen a huge growth in
our population as people move here to enjoy life outside of the
city. However, we are also the home town to many who cannot
afford a home. These citizens live in government housing or
neighborhoods that are deteriorating. Wouldn’t it be great to
help these families our of their culture of poverty?
It is the hope of the chamber that many of our high school
students will decide to live here in Azodi when they become
adults. We need them to help us grow into the future. Of
course, that means that we need quality capable students
graduating from our high school. We have placed a lot of hope
into your hands!
In the future, I would enjoy visiting with you about planning for
the future. I hope that we can work together for the common
good. Please feel free to contact me if I can ever help you or if
you need additional information.
Sincerely,
K. Delahoussey
Chamber President
VII. Facilities Report from Director of Operations
School Facilities Report
Agri-Science Facility
Ima Leader High School
Dear New Principal:
The Agri-Science facility at Ima Leader High is about 100 yards
from the High School Gym. It has its own parking lot that can
hold 20 vehicles. The Ag. Science teachers award parking
stickers for this lot to students who are members of their
competition teams. The remaining Ag students park in the high

23. school student parking lot.
Below, one will find a short description of the facilities. If you
need additional information, please do not hesitate to contact
me for assistance
H. Ed. Insand
Director of Operations
Building – the building was constructed in 1968.
* Classroom with 30 desks.
* A fabrication lab that is 40x40
* 2 offices for the Ag teachers
* 1 locker room
* 1 restroom
Grounds
* The Ag Building is on approximately one acre.
* There is a small garden and greenhouse on the property
also.
Technology
*Each office has a phone.
*The building has an intercom that works most of the time.
*I have been told that the offices also have computers.
Assignment Building Blocks
Week 2 – Activity 1
Stage 1 Building Blocks
a) modeled a collaborative approach – paragraph one;
b) established expectations and built relationships – paragraph
two;
c) defined roles and shared responsibilities – paragraph three;
d) aligned strategic priorities – paragraph four.
Week 3 – Activity 2

24. Stage 2 Building Blocks
a) Ensured alignment of activities/actions – paragraph one;
b) Identified and recommended changes in practice, procedure,
and policy needed to support improvement efforts – paragraph
two:
c) Built capacity of instructional leadership – paragraph 3;
d) Predicted needed resources needed including personnel,
supplies, facilities, and others – paragraph 4.
Week 4 – Activity 3
Stage 3 Building Blocks
a) Initiated a collaborative review process identified in a
timeline – paragraph one;
b) Included students in the teaching of values/ acceptable
behaviors to peers – paragraph two;
c) Distributed leadership on the instructional team – paragraph
three;
d) Considered the impact of future resources – paragraph four.