| Course | HLTH 6433 Foundational Leadership in Health Education |
|---|---|
| Module | Module 6 |
| Paper type | Leadership action plan |
| Length | 1,280 words, about 5 pages plus title and reference pages |
| Format | APA 7 student paper |
| School | American College of Education |
| Program | Ed.S. in Public Health Education |
| Updated | September 2026 |
Free sample paper for HLTH 6433 Module 6
Open, Earn Trust, Make It Permanent: An Eighteen-Month Leadership Action Plan for School-Based Health Centers in a Piedmont District
Student Name
American College of Education
HLTH6433: Foundational Leadership in Health Education
Module 6 Assignment
Instructor Name
May 25, 2026
Purpose of the Plan
The five earlier modules prepared a district health services coordinator to open school-based health centers at two secondary schools, one middle and one high, in a composite Carolina Piedmont district, in partnership with a community health center. They set out a leadership approach, a data-based site decision, a map of relationships and trust, a legal and ethical framework and a strategy for leading change. This action plan turns that preparation into eighteen months of dated, assigned and measurable work, from the summer before opening to the end of the second semester of the following year. It has three goals: open the centers well, earn and keep the trust of those who use and work with them and make the centers a permanent part of the district.
Goal 1: Open the Centers Well
In June and July, the coordinator and facilities director will complete the middle school's room conversion and the high school's wing renovation, and the partner will hire and credential the nurse practitioner, counselor and medical assistant. In July, the coordinator and the district's attorney will finalize consent forms, referral forms and the data-use agreement. In early August, school nurses, counselors and center staff will attend a joint orientation led by the coordinator, and principals will introduce procedures at staff meetings. Consent forms will be distributed at registration in August, with staff at each school to answer questions in English and Spanish. The centers will open in the second week of school, beginning with a sports physical day at the high school and an October flu shot clinic at each school.
Goal 2: Earn and Keep Trust
Trust work will run throughout. The coordinator will meet monthly with the two school nurses and hold weekly huddles between nurses and center staff for the first semester, then every two weeks. The steering group, including two parents per school, will meet monthly. The coordinator will meet the ministerial alliance in September and invite pastors to visit in November. The referral agreement with the two pediatric practices will be signed before opening and reviewed in January. A trust survey of the steering group, the nurses, both principals and some teachers will run in December and May, and the coordinator will act on low scores within a month through direct conversations.
Goal 3: Make the Centers Permanent
In the spring of the first year, the coordinator will prepare a first-year report and present it to the board in May, with a recommendation for a policy establishing the centers and for the third site at the west middle school after renovation. In the second year, the coordinator will ask the district to fund space, upkeep and part of the coordination work from its regular health services budget, will renew the memorandum of understanding with the partner and will add the centers to new staff orientation. Anchoring the centers in policy, budget and routine is what allows them to outlast any one leader (Kotter, 1996).
Resources
The plan relies on resources already committed. The partner covers clinical staff salaries through its federal health center funding and billing, with a two-year start-up grant from a regional health foundation covering equipment, telehealth carts and uninsured visits. The district contributes space, utilities, custodial service, the renovation costs budgeted in its facilities plan and a share of the coordinator's time. School nurses remain district employees with their current duties, adjusted to include referral and follow-up. The coordinator's time is the scarcest resource: during the launch, about half of it will go to the centers, which means the deputy superintendent has agreed to reassign some routine reporting duties for the first year. If any of these commitments changes, the steering group will revisit the timeline rather than stretch staff further.
Measures and Targets
Progress will be measured on the five RE-AIM dimensions (Glasgow et al., 1999). For reach, the targets are signed consent for at least 60% of middle school students and 45% of high school students by November, with enrollment tracked by grade, language and insurance status. For effectiveness, the targets are at least 85% of students back in class after their visit, a 25% reduction in nurse dismissals at both schools by the end of the year and a two-point reduction in chronic absence at the middle school, recognizing that absence has many causes. For adoption, the target is referrals from at least 70% of teachers at each school by spring. For implementation, the measures are the share of scheduled clinic hours staffed and the median time from referral to visit. For maintenance, the measures are board adoption of a policy, a renewed memorandum and a budget line.
Risks and Contingencies
Four risks are most likely. If the partner cannot fill the nurse practitioner position by August, the centers will open with telehealth visits supported by a medical assistant until the position is filled. If consent rates fall below target by October, the coordinator and parent members of the steering group will hold additional sessions and review the form's clarity. If a controversy arises over services, the coordinator will refer questions to the board's established policy and respond publicly with facts, not defensiveness. If teachers report excessive class time lost, appointment scheduling will shift toward lunch and elective periods, and the data will be shared at the next staff meeting.
Communication Calendar
Communication will follow a fixed calendar so that no group hears about the centers only when something goes wrong. Staff will receive a brief update at monthly staff meetings. Families will receive a letter in August and January and short notices through the district's messaging system before vaccination days. The board will receive a written update each quarter and the full report in May. Community partners will receive a short newsletter each semester. The coordinator will publish de-identified monthly visit counts and return-to-class rates on the district website, showing that the centers report their results openly.
Personal Leadership Development
The plan also sets goals for the coordinator's own growth, since the transformational approach adopted in Module 1 depends on credibility built over time (Bass & Riggio, 2006). The coordinator will ask the deputy superintendent to serve as a mentor and meet monthly; will request anonymous feedback from steering group members in December on listening, fairness and follow-through; will complete a course in negotiation and conflict management before the second year; and will keep a leadership journal recording decisions, their reasoning and what happened, reviewing it each quarter. Readiness at the two schools will also be revisited, since commitment and efficacy change as people gain experience (Weiner, 2009).
Review and Accountability
The steering group will review the plan quarterly against its measures and may revise actions, dates or targets with a written explanation. The coordinator will report progress to the deputy superintendent monthly and to the board quarterly. At the end of eighteen months, the steering group will decide whether the plan's goals were met and set the next plan, including the third site. Evidence that school-based health centers widen access to care (Arenson et al., 2019) justifies the effort; the measures will show whether this district has achieved that access for its students.
Conclusion
This action plan turns a course of leadership preparation into assigned, dated and measured work. Opening the centers well, earning trust and making them permanent are distinct goals with distinct actions, and each depends on the others. With clear measures, contingencies, communication and a commitment to the coordinator's own development, the plan gives the district a realistic path from a board vote to clinics that students, families and staff consider their own.
References
Arenson, M., Hudson, P. J., Lee, N., & Lai, B. (2019). The evidence on school-based health centers: A review. Global Pediatric Health, 6, Article 2333794X19828745. https://doi.org/10.1177/2333794X19828745
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum Associates.
Glasgow, R. E., Vogt, T. M., & Boles, S. M. (1999). Evaluating the public health impact of health promotion interventions: The RE-AIM framework. American Journal of Public Health, 89(9), 1322-1327. https://doi.org/10.2105/AJPH.89.9.1322
Kotter, J. P. (1996). Leading change. Harvard Business School Press.
Weiner, B. J. (2009). A theory of organizational readiness for change. Implementation Science, 4, Article 67. https://doi.org/10.1186/1748-5908-4-67
Reading the HLTH 6433 Module 6 instructions
The final HLTH 6433 module frequently asks for a leadership action plan that brings the course together. Prompts typically want goals, specific actions with timelines and responsible people, measures of success, anticipated obstacles and responses and a plan for communication. Many also ask how the leader will continue to develop. Draw on the approach, data, relationships, legal groundwork and change strategy from the earlier modules, so the plan reads as their culmination rather than a new idea. Make every goal measurable and every action assignable. Ask whether a table, a Gantt chart or a narrative is expected. Naming where resources come from, and what happens if they change, makes the plan credible.
How the HLTH 6433 Module 6 example is put together
A purpose section summarizes the five earlier modules and names three goals. Each goal then receives its own section of dated actions and owners, from facilities work and consent forms to trust surveys and a board policy. A measures section applies each RE-AIM dimension with numeric targets and data sources. Four risks are paired with specific contingencies, and a communication calendar sets what each audience hears and when. A section on personal leadership development sets mentoring, feedback and training goals, and a review section explains how the plan will be revised and judged at eighteen months. A short resources section names what each partner contributes and which resource is scarcest.
Where the points sit in the HLTH 6433 Module 6 rubric
Action plans are usually graded on specificity, feasibility and alignment. Rubrics tend to reward goals that are measurable, actions that have dates and owners, measures with targets and data sources and realistic contingencies. Alignment with the leadership approach, data and strategies from earlier modules shows the course has built toward the plan. Attention to communication and to the leader's own development often distinguishes strong plans from merely complete ones. An orderly layout with APA 7 references for the frameworks behind the measures and strategies complete a plan that could actually be followed. Plans that show where money and staff time come from are judged more realistic than those that assume them.
HLTH 6433 Module 6 help from the desk
Action plans often list good intentions without dates, owners or measures. If you would like help turning your course work into goals, assignable actions and measurable targets, a writer can build it alongside you. Share your earlier modules and the prompt, and the Module 6 plan a writer drafts will lay out who does what and when, how success will be measured and what happens if things go wrong. If your instructor wants a table or timeline chart, the plan will include one in the required format. We can also help you set realistic targets from your own baseline data and decide how often to review them.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official American College of Education document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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- HLTH 6433 Module 4: Legal and Ethical Analysis
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HLTH 6433 Module 6 questions, answered
What does HLTH6433 Module 6 usually ask for?
HLTH6433 frequently closes with a leadership action plan: goals, dated actions with owners, measures, risks and contingencies, communication and the leader's own development.
What makes a leadership action plan measurable?
Targets with numbers and dates for each goal, a named data source for each measure and a regular review against those targets.
Should an action plan include the leader's own development?
Often yes. Many instructors expect goals for feedback, mentoring and skill building, since the plan depends on the leader's capacity.
Where can I find a free HLTH 6433 Module 6 sample paper?
This page carries the complete Module 6 action plan for two school health centers, with three goals, dated actions, RE-AIM targets, contingencies and a personal development plan.
How long should a leadership action plan cover?
Twelve to twenty-four months is common; plan the first months in the most detail and set a date for writing the next plan.