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Once one of the 10 subtopics is selected, the professor then contextualizes the issue in any of the 9 schools; a possibility of 90 different scenario combinations exists. At this point, the professor may plan to have an entire class address the same topic in the same school or may assign different cases to groups. A greater variety of scenarios within the class will enrich discussion and will serve to illustrate how the same scenario in a different context is handled. Multiple issues exist within each of the schools; it is from among these multiple issues that the learner is to identify the main underlying concern to be addressed. The 9 schools from which the professor may contextualize the issues are as follows:
| ELEMENTARY SCHOOLS | ||
| Roosevelt Elem Sch | Seneca Elem Sch | H. Usher Elem Sch |
| Low Performance | Average Performance | High Performance |
| Rural | Suburban | Urban |
| MIDDLE SCHOOLS | ||
| Reyes MS | Santiago MS | Cold Springs MS |
| Average Performance | High Performance | Low Performance |
| Rural | Suburban | Urban |
| HIGH SCHOOLS | ||
| Rainer HS | Stromburg HS | Underwood HS |
| High Performance | Low Performance | Average Performance |
| Rural | Suburban | Urban |
Below is an example of an ill-structured scenario:
Case Scenario: Imagine that you are a member of the leadership team at Seneca Elementary School, in a suburban location. A new principal has just been hired who connected well with individuals in both the central office staff and the local community during the interviews. Many people viewed the school as simply drifting along and expressed a desire for her to take the school to the next level. During the first administrative team meeting, the new principal has asked for opinions from team members on future directions that would be shared and supported by the community. Your task is to identify the primary issue(s) that need to be addressed and the action steps to take in order to develop areas of excellence within the school.
The specific problem itself is identified by the learners as they explore the content on both the fictitious school’s public website and internal intranet. The school’s website includes 34 data sources, and the intranet includes 10. Once students know the topic, subtopic, school context, and case scenario, ETIPS prompts them to plan a strategy for analyzing the data. They are asked to click on 8 of the following 44 data sources that will reveal valuable information related to the scenario:
| SCHOOL WEBSITE | ||||||
| About the School | Students | Staff | Curriculum&Assessment | Technology Infrastructure | School Community Connections | Professional Development |
| Mission Statement | Demographics | Demographics | Standards | Schoolwide Facilities | Family Involvement | PD Plan |
| School Improvement Plan | Performance | Mentoring | Instructional Sequence | Classroom-based Facilities | Business Involvement | Resources |
| Facilities | Schedule | Leadership | Computer Curriculum | Community Facilities | Higher Education Involvement | Leadership |
| Student Leadership | Faculty Schedule | Classroom Pedagogy&Assessment | Technology Support Staff | Community Resources | Learning Community | |
| Faculty Meetings | Policies&Rules | PD Process Goals | ||||
| Faculty Contract | Technology Committee | |||||
| Technology Survey Results | ||||||
| Technology Plan&Budget |
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