Core Competencies: Leadership
A1 - Demonstrate leadership by collaboratively assessing and improving a professional culture of engagement, ethical and equitable practice, and systems perspective
A2 - Demonstrate leadership by collaboratively developing a shared educational mission for the school or district which provides purpose and direction for individuals and groups
A3 - Demonstrate shared leadership and decision-making strategies and empower and entrust teachers and staff with collective responsibility for meeting the academic, social, behavioral, emotional, and physical needs of each student pursuant to the mission, vision, and core values of the school
A4 - Understand how education is impacted by historical, local, state, national, and international events and issues
A5 - Through a visioning process, formulate strategic plans and goals with staff and community to promote the academic success and well-being of each student
A6 - Demonstrate the setting of priorities in the context of stakeholder needs
A7 - Demonstrate an ability to serve as a spokesperson for the welfare of all learners to ensure high expectations
A8 - Understand the dynamics of change and demonstrate the ability to implement change and education reform
A2 - Demonstrate leadership by collaboratively developing a shared educational mission for the school or district which provides purpose and direction for individuals and groups
A3 - Demonstrate shared leadership and decision-making strategies and empower and entrust teachers and staff with collective responsibility for meeting the academic, social, behavioral, emotional, and physical needs of each student pursuant to the mission, vision, and core values of the school
A4 - Understand how education is impacted by historical, local, state, national, and international events and issues
A5 - Through a visioning process, formulate strategic plans and goals with staff and community to promote the academic success and well-being of each student
A6 - Demonstrate the setting of priorities in the context of stakeholder needs
A7 - Demonstrate an ability to serve as a spokesperson for the welfare of all learners to ensure high expectations
A8 - Understand the dynamics of change and demonstrate the ability to implement change and education reform
Artifacts
Purpose of Education Survey
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Reflection
,Over the course of the different leadership roles I have taken and in my practicum, I have been able to identify and assess what it means to lead and facilitate meaningful and sustainable change. I have had the privilege of serving on the strategic planning committee for both districts that I worked for. It is a process in which all stakeholders share their hopes for teaching and learning and nail down a set of priorities to guide the district. These experiences highlighted the importance of being a transparent and collaborative leader. Additionally, I included a video that highlights 7 key takeaways I learned from The Principal's Guide to School Budgeting by Goldsmith and Sorenson. It was with these 7 key points that I developed a budgeting interview for my superintendent. This activity confirmed that budgeting and financial decisions should be guided by the school's strategic plan. When this is done, it provides stakeholders with the capacity to meet the goals set forth in the strategic roadmap. It also creates clarity and a positive culture and climate because everyone knows and understands the work that guides every decision.
Other artifacts listed above are linked to the Minnewaska Momentum Program. The purpose of the program was to dream and develop a program that we know kids deserve. The "momentum" for the program came from Covid-19 teaching frustrations...students are not eating what's being served. How do we develop real world educational opportunities where kids are engaged and desire more? The work was guided by our strategic roadmap and involved multiple stakeholders such as teachers, paraprofessionals, administrators, and custodians. First, we started with surveys to identify our culture and climate to identify obstacles that have prevented our 9-12 building from changing in the past. Then, we discussed the proper steps to sustain change utilizing the infographic linked above. In the end, around 12 educators voluntarily met to develop and lead actionable steps toward change. This committee is still ongoing and will reconvene in August to finalize plans and sub-committees.
As mentioned in prior competencies, I developed the district's Teacher Induction Mentor Program. As I began to assemble this program, I surveyed new teachers to identify the district's current strengths and weaknesses and gather baseline data to identify growth over the years. I surveyed all teachers to assess teachers' areas of expertise and who would be willing to lead professional development. This same survey asked for all teachers' input on criteria they felt would be necessary to develop a high quality program. In the end, there are three pillars to this program: mentor system, monthly professional development, and instructional coaching. The components of this program demonstrate the importance of empowering and entrusting teachers and staff with the collective responsibility for meeting the academic, social, behavioral, emotional, and physical needs of each student pursuant to the mission, vision, and core values of the school.
Other artifacts listed above are linked to the Minnewaska Momentum Program. The purpose of the program was to dream and develop a program that we know kids deserve. The "momentum" for the program came from Covid-19 teaching frustrations...students are not eating what's being served. How do we develop real world educational opportunities where kids are engaged and desire more? The work was guided by our strategic roadmap and involved multiple stakeholders such as teachers, paraprofessionals, administrators, and custodians. First, we started with surveys to identify our culture and climate to identify obstacles that have prevented our 9-12 building from changing in the past. Then, we discussed the proper steps to sustain change utilizing the infographic linked above. In the end, around 12 educators voluntarily met to develop and lead actionable steps toward change. This committee is still ongoing and will reconvene in August to finalize plans and sub-committees.
As mentioned in prior competencies, I developed the district's Teacher Induction Mentor Program. As I began to assemble this program, I surveyed new teachers to identify the district's current strengths and weaknesses and gather baseline data to identify growth over the years. I surveyed all teachers to assess teachers' areas of expertise and who would be willing to lead professional development. This same survey asked for all teachers' input on criteria they felt would be necessary to develop a high quality program. In the end, there are three pillars to this program: mentor system, monthly professional development, and instructional coaching. The components of this program demonstrate the importance of empowering and entrusting teachers and staff with the collective responsibility for meeting the academic, social, behavioral, emotional, and physical needs of each student pursuant to the mission, vision, and core values of the school.