STANDARD ONE - Strategic Leadership
School executives will create conditions that result in strategically re-imaging the school’s vision, mission, and goals in the 21st century. Understanding that schools ideally prepare students for an unseen but not altogether unpredictable future, the leader creates a climate of inquiry that challenges the school community to continually re-purpose itself by building on its core values and beliefs about its preferred future and then developing a pathway to reach it.
1A: SCHOOL VISION, MISSON, AND STRATEGIC GOALS
The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.
Vision of Self As A Leader
My Vision of Self uses the six components of an inspiring vision and the concepts of ethos, pathos, and logos in regards to vision. I worked with my classmates to review my vision statement draft, revise my vision statement. I have bolded what I learned in the program and my connection to the coursework.
My Vision of Self uses the six components of an inspiring vision and the concepts of ethos, pathos, and logos in regards to vision. I worked with my classmates to review my vision statement draft, revise my vision statement. I have bolded what I learned in the program and my connection to the coursework.
Philosophy of Leadership Statement
I was to write about my personal leadership philosophy. This has been developed throughout the program. Using the book, "Leadership and Self Deception" to help frame my thinking, I created a philosophy that reflects my core beliefs, values, my "why for educational leadership and what I expect of myself and my team.
I was to write about my personal leadership philosophy. This has been developed throughout the program. Using the book, "Leadership and Self Deception" to help frame my thinking, I created a philosophy that reflects my core beliefs, values, my "why for educational leadership and what I expect of myself and my team.
School Slideshow for Visitors
I created a school slide show that reflects the school culture, the 4C's, and the school focus for each grade level. This is displayed in the main office so that visitors learn more about the school, our demographics, and our priorities when they enter.
I created a school slide show that reflects the school culture, the 4C's, and the school focus for each grade level. This is displayed in the main office so that visitors learn more about the school, our demographics, and our priorities when they enter.
1B: LEADING CHANGE
The school executive articulates a vision, and implementation strategies, for improvements and changes which result in improved achievement for all students.
Problem of Practice - Logic Model
While at Knightdale Elementary, I developed a Problem of Practice that focused on increasing student growth and success on the End of Grade Assessments through skill-based, direct instruction, test-taking strategies and differentiation while still being required to teach the EL Education curriculum. This logic model outlines the process that was used during implementation.
While at Knightdale Elementary, I developed a Problem of Practice that focused on increasing student growth and success on the End of Grade Assessments through skill-based, direct instruction, test-taking strategies and differentiation while still being required to teach the EL Education curriculum. This logic model outlines the process that was used during implementation.
Parent Survey Data
I took Parent Surveys that were distributed at the end of the 2018-2019 school and disaggregated the data. From there, I created a data presentation that outlined the findings based on qualitative and quantitative data. The data was used to identify priorities, and areas of focus for parent sessions during the upcoming 2019-2020 school year.
Data Use
This Data Use Project uses my School Data Audit where I collected 30 unique sources of qualitative and quantitative data at my school. In Part II: Data Analysis I organized my analysis around who we are as a school, how we do business, what people think of us, and whether our educational program is a success for all. In Part III: Data Presentation, I created a PowerPoint where I focused on important findings from my analysis. I also created and two-page data report that consisted of a summary of my analysis and an infographic.
This Data Use Project uses my School Data Audit where I collected 30 unique sources of qualitative and quantitative data at my school. In Part II: Data Analysis I organized my analysis around who we are as a school, how we do business, what people think of us, and whether our educational program is a success for all. In Part III: Data Presentation, I created a PowerPoint where I focused on important findings from my analysis. I also created and two-page data report that consisted of a summary of my analysis and an infographic.
Learning Walks
As a part of the School Improvement Plan, I performed classroom walkthroughs and observations to reinforce and monitor instructional practices. These walkthroughs also served as data about instructional practice and student learning. This data was used to determine the direction of Professional Development and post-observation conferences. The data also allowed us to have informed conversations about teaching and learning.
As a part of the School Improvement Plan, I performed classroom walkthroughs and observations to reinforce and monitor instructional practices. These walkthroughs also served as data about instructional practice and student learning. This data was used to determine the direction of Professional Development and post-observation conferences. The data also allowed us to have informed conversations about teaching and learning.
1C: SCHOOL IMPROVEMENT PLAN:
The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
Leadership Luau - SIP Review & Re-do
During the Leadership Luau before the opening of school, I served on the team that reviewed each objective in our school improvement plan. We also unpacked each objective and connected them to the committee responsible for each. Then we reviewed what was recorded for full implementation and data provided last year. Next, we re-wrote what full implementation would look like for this school year. The action steps from last year did not address the issues outlined so we updated and had the action steps re-written. The consensus was built around the priorities and actions.
During the Leadership Luau before the opening of school, I served on the team that reviewed each objective in our school improvement plan. We also unpacked each objective and connected them to the committee responsible for each. Then we reviewed what was recorded for full implementation and data provided last year. Next, we re-wrote what full implementation would look like for this school year. The action steps from last year did not address the issues outlined so we updated and had the action steps re-written. The consensus was built around the priorities and actions.
School Improvement Plan - School Improvement Team
I serve on the leadership/ school improvement team and below you will find the SIP plan we created. We meet once a month to monitor the action steps and to discuss the implementation process. This plan serves as the focus as we lead school change and reform. The Summary Report shows our SIP team roster our current progress on each indicator.
I serve on the leadership/ school improvement team and below you will find the SIP plan we created. We meet once a month to monitor the action steps and to discuss the implementation process. This plan serves as the focus as we lead school change and reform. The Summary Report shows our SIP team roster our current progress on each indicator.
School Improvement Goal and Action Steps
I used my existing school data to pick an area that needed improvement and wrote an improvement goal. In this plan, I listed all of the action steps needed to achieve this goal. Using the SMART (specific, measurable, achievable, relevant, and time-bound) goal format, I addressed each of these components in my narrative. These steps included time frames and costs where applicable. Lastly, I included my rationale behind my school improvement goal.
I used my existing school data to pick an area that needed improvement and wrote an improvement goal. In this plan, I listed all of the action steps needed to achieve this goal. Using the SMART (specific, measurable, achievable, relevant, and time-bound) goal format, I addressed each of these components in my narrative. These steps included time frames and costs where applicable. Lastly, I included my rationale behind my school improvement goal.
1D: DISTRIBUTIVE LEADERSHIP
The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school.
Professional Learning Teams
Grade level chairs serve as a key point of contact for the Professional Learning Teams (PLTs). They ensure there is a shared responsibility for improved student outcomes and a balance of roles and responsibilities for PLT members. PLTs participate in data analysis and PLT leader facilitates discussion based on results, creating and monitoring learning goals and targets. Their leadership has the PLC to engage in evidence-based, best practice, resulting in collective buy-in. Lead Teachers take responsibility for the creation and implementation of PLT agenda which is found below. Through this experience I have learned how important it is for the administrator to have a clear vision, structure and monitoring schedule for the work of the PLT as they can easily become non-productive.
Grade level chairs serve as a key point of contact for the Professional Learning Teams (PLTs). They ensure there is a shared responsibility for improved student outcomes and a balance of roles and responsibilities for PLT members. PLTs participate in data analysis and PLT leader facilitates discussion based on results, creating and monitoring learning goals and targets. Their leadership has the PLC to engage in evidence-based, best practice, resulting in collective buy-in. Lead Teachers take responsibility for the creation and implementation of PLT agenda which is found below. Through this experience I have learned how important it is for the administrator to have a clear vision, structure and monitoring schedule for the work of the PLT as they can easily become non-productive.
Committee Meetings
To distribute leadership roles, all teachers are assigned to six committees (ILT, Alignment, Social and Emotional Learning, Parent Partnership, MTSS and PBIS). Each team is connected to an indicator on the school improvement plan. They evaluate the action steps, and then create a monitored progress plan that drives the work of the committee. These teams meet monthly.
To distribute leadership roles, all teachers are assigned to six committees (ILT, Alignment, Social and Emotional Learning, Parent Partnership, MTSS and PBIS). Each team is connected to an indicator on the school improvement plan. They evaluate the action steps, and then create a monitored progress plan that drives the work of the committee. These teams meet monthly.
Armor Ambassadors
Student leadership group that meets once a month with the administrative team. This group of leaders comes up with service projects based on the focus for the school year. I facilitate the meetings with the administrative team. In the meetings, I share insight with our fifth-grade girls on topics such as confidence, friends, sophistication, and bullying. I have learned that girls need additional mentoring as they transition to middle school and a safe place to have candid conversations and receive support or encouragement.
Student leadership group that meets once a month with the administrative team. This group of leaders comes up with service projects based on the focus for the school year. I facilitate the meetings with the administrative team. In the meetings, I share insight with our fifth-grade girls on topics such as confidence, friends, sophistication, and bullying. I have learned that girls need additional mentoring as they transition to middle school and a safe place to have candid conversations and receive support or encouragement.