Core Competencies: Judgement and Problem Analysis
K1 - Identify the elements of a problem situation by analyzing relevant information, framing issues, identifying possible causes, and reframing possible solutions
K2 - Demonstrate adaptability and conceptual flexibility
K3 - Reach logical conclusions by making quality, timely decisions based on available information
K4 - Identify and give priority to significant issues
K5 - Demonstrate an understanding of and utilize appropriate technology in problem analysis
K6 - Demonstrate an understanding of different leadership and decision-making strategies, including but not limited to collaborative models and model appropriately their implementation.
K2 - Demonstrate adaptability and conceptual flexibility
K3 - Reach logical conclusions by making quality, timely decisions based on available information
K4 - Identify and give priority to significant issues
K5 - Demonstrate an understanding of and utilize appropriate technology in problem analysis
K6 - Demonstrate an understanding of different leadership and decision-making strategies, including but not limited to collaborative models and model appropriately their implementation.
Artifacts
Reflection
During the pandemic, the year presented us with many challenges. As part of our Building Leadership Team, we had to prioritize and address issues ranging from scheduling, attendance, missing students, and distance learning expectations during bussing, lunch time, passing time, and release time at the end of the day. This group had to identify and prioritize significant issues and constantly adapt to meet new covid numbers and regulations.
Another significant piece of evidence that meets almost all of the strands listed above is the Minnewaska Momentum Program. Over the past two years the district I work for experienced some momentum only to be halted by Covid. This year is truly a pivotal time in education and schools need to be thoughtful to ensure they are "pivoting" in the right direction. Students are not partaking in what is being served. This is not a new issue but one that has been amplified due to Covid. The big question is how can we create a learning environment that reflects the real world and gives students flexibility and learning opportunities that lead them to want more? This program came from a group of 16 educators from the 9-12 building who volunteered to meet twice a week to address just that. The meetings were based on honesty, trust, positivity, and collaboration! Within a month, we defined actionable steps to build better student culture for next year!
Another significant piece of evidence that meets almost all of the strands listed above is the Minnewaska Momentum Program. Over the past two years the district I work for experienced some momentum only to be halted by Covid. This year is truly a pivotal time in education and schools need to be thoughtful to ensure they are "pivoting" in the right direction. Students are not partaking in what is being served. This is not a new issue but one that has been amplified due to Covid. The big question is how can we create a learning environment that reflects the real world and gives students flexibility and learning opportunities that lead them to want more? This program came from a group of 16 educators from the 9-12 building who volunteered to meet twice a week to address just that. The meetings were based on honesty, trust, positivity, and collaboration! Within a month, we defined actionable steps to build better student culture for next year!