COMPETENCY & ARTIFACT |
DESCRIPTION |
I was in charge of planning and facilitating the New Teacher Orientation. For the teacher that was unable to attend due to summer conflicts, I created screencasts of the presentations that the new staff in attendance experienced. This allowed for the new staff to all get a consistent message. There was also a google form created for new staff to ask any questions, which I personally answered. |
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My Problem of Practice is based on how we increase student growth and success on the EOG for all students through skill-based, direct instruction, test-taking strategies, and differentiation while still being required to teach the EL Education curriculum. As we conducted walkthroughs and observations it became clear that our teachers struggled to differentiate and explicitly teach while trying to balance the EL curriculum which was taking all of their instructional time. The outline and logic model shows the process used to problem solve and create a different instructional plan for Language Arts in Grade 3. |
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I am the administrator assigned for the First Grade Professional Learning Team. This team was having conflict amongst the teachers on the grade level and were struggling to collaborate due to damaged relationships. I conducted a restorative circle with the entire team in October with hopes of creating a safe space for dialogue to help repair the damaged relationships. In December, we held a follow-up to the circle to see how they group was progressing. The artifact shown in the recap which focused on the initial issues which were Micromanagement, Delegation, Respect, Professionalism, Teamwork, Communication and Productivity. |
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When creating my implementation plan for my Problem of Practice, I created an initial template and wanted the 3rd Grade team and specialist to collaborate to create a plan that would meet the needs of providing direct instruction, differentiation, and remediation for students that struggle with foundational reading skills. This artifact is the revised implementation proposal from the 3rd Grade team lead. |
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We are a Capturing Kids Hearts showcase school. Each year, our CKH program is measured by the Flippen Group so that they can tracks improvement on the success factors that impact our school's performance. The goal is to make sure our model is implemented with fidelity and to ensure that our teachers are creating a relational connection to students. The data in this artifact is the result of our CKH Implementation and CKH Climate and Culture captured by our administrators and teachers. |
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One of my first tasks during my residency was to organize the New Teacher Orientation. Because several of the team (Principal, AP, and Instructional Facilitator) was on vacation, I sent an email delegating the various roles and duties of the orientation. This was done to ensure that all of the work was shared and the tasks were completed in a timely fashion prior to the week the teachers returned from summer vacation. |
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During a school rewards celebration, I taught third and fourth-grade students who were not able to attend due to their behavior. I designed a lesson plan that required exploration, inquiry, and dialogue around the term, "respect". This artifact is the shared understand that third graders generated after unpacking the word through several scenarios and discussions. |
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Following our three Professional Development sessions on equity, we created a survey that was given to all teachers to see how helpful the training was to their teaching practice. Teachers were asked to rate each training individually and to provide any questions or concerns for me and the Principal who presented during all three sessions. |
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During my Principal Residency, I have attended the Board Advisory Council meetings for the Eastern Area. Through these experiences, I hear from district personnel regarding issues such as zoning, spending, and community perceptions. Our school board representative is the host and we also discuss common issues, trends, and solutions for unique problems faced in the Eastern area. |
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I had the opportunity to attend the ASCD #Empower2020 Conference in Los Angeles. This conference allowed me to learn from Tara Linney regarding how to connect globally by harnessing empathy and purpose in a digital age. I also learned from the Keynote Speaker, Levar Burton who presented on "Technology and Storytelling: Making a Difference in the Digital Age". This conference allowed me to learn more about the current issues in education, increased my understanding regarding how to teach students to connect on a global level and providing the right tools. |
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One of my major roles during my Principal Residency was student discipline and referrals. Many of our students who receive consistent referrals have various issues stemming from home environment, mental health, childhood trauma, and the classroom environment. I work daily with students to get to the root of the issue and use my professional judgment regarding the appropriate consequences as it relates to their behavior. This requires me to analyze and interpret complex information on a case by case basis and the consequence is not always what is in the student due process manual. As an artifact, I have shared our Student Support Document that we use to record student referrals and the outcomes by grade level. |
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A school administrator has many meetings and commitments that require one to effectively schedule their time. I use Google Calendar to schedule my day. This is a great tool because it sends notifications to my cell phone which ensures that I do not forget something. This also allows me to add others to meetings and events to make sure I am communicating the scheduled time and location. |
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At the beginning of the school year, I joined the Principal and front office team at their retreat. At the retreat, the principal and I fine-tuned a new process for developing the social contract. We tested the process during this meeting and then implemented it with the Leadership team during the Leadership Luau. The six steps outlined in the artifact focus on beliefs, values, and behaviors we want to see at Knightdale Elementary. |
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Over the course of my Principal Residency, I have submitted a log of my activities and a weekly reflection to include what I have learned for the week to my coach and executive director for my cohort. My coach and director provide timely feedback from my reflections and onsite visits. |
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From post-observation conferences with teachers, it became apparent that many did not understand the strands of our walkthrough tool focusing on Rigor, Equity, and Personalization. To help during post-conferences and to serve as a reference as teacher created lesson plans, I created a REP tool to serve as a checklist to help teachers with their understanding of each area. |
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I was the administrator who was a part of the hiring team for the long-term substitute teacher for third-grade. We selected a teacher that the third-grade team really wanted. However, it became evident very quickly that this teacher was struggling with the basics of teaching and classroom management. This artifact is the email recapping a conference with here where we discussed her informal observations and ways to help her improve quickly. Along with Instructional Facilitator, we worked with the teacher to create three goals that would be monitored over the next week. This also was the documentation requested by the principal to aid in the decision of keeping her or hiring someone else. |
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Every morning, I am visible in the hallways to make sure that I see as many students as possible. I walk around and check on students and I also chat with them to see how they are doing, give a hug, wipe a tear, build rapport and help get their day started on the right foot. In addition to being present in the hallways, I make a point of talking with teachers in the morning before school, during lunch duty, and at school events about topics other than school. This allows me to connect with them on a more personal level and let them know I am a person they can trust and not just an unapproachable disciplinarian. It also shows that I am sensitive and attuned to the needs of the students. |
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As an administrative team, we have been going through the Team Initiated Problem Solving (TIPS) process for literacy. Using this method, we made observations, reviewed data, developed a hypothesis, created a problem statement, and developed an action plan. Once this process was completed, the administrative team action plan will be reviewed for effectiveness. |
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As the Principal Resident at Knightdale Elementary, I took the paper Parent Survey that was administered during the summer and uploaded the responses into Google Forms so that the data could be captured and displayed visually in graphs and charts. This also allowed the data to be manipulated via Excel. |
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I worked with the principal and Instructional Facilitator to create a new first-grade schedule that would maximize instruction time while adding time for science and social studies. We had to make sure each core subject met the district's time requirements. |
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Through the Wake Principal Leadership Program, we spent time searching within ourselves to bring our core values, educational philosophy to develop a meaningful personal vision statement. This vision statement has evolved over the course of the program as a result of self-exploration, experiences, and my residency. |