Standard One - Strategic Leadership
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Element 1a. School Vision, Mission, and Strategic Goals:
The school’s identity, in part, is derived from the vision, mission, values, belief 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. In Culture and Collaboration class with Dr. Bass, I learned that the effectiveness of a school can be measured by its cultural elements. Principals and community stakeholders must work collaboratively to create a shared vision and establish the identity of schools through acknowledgement and improvement of their cultural elements. One of my assignments for this course was to create a presentation of a school that has a positive culture. In "Establishing a School Culture at Truth Elementary School," some of the cultural elements I focused on were collaborative decision making, systematic communication, and a shared vision, mission, and values. These elements laid the foundation for creating the identity for this school. |
Element 1b. Leading Change:
The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students. Every leader must have a vision for success, but a vision without an effective plan of action is useless. When I created the presentation, "Establishing a School Culture at Truth Elementary School" I developed a plan based on my vision of a school with a collaborative culture. It is my belief that when all stakeholders work together to accomplish a shared vision, growth and transformation are inevitable. |
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Element 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.
As principal resident of West Millbrook Magnet Middle, I wasn't an official member of the School Improvement Team, but I attended most meetings and was actively involved in analyzing EOG, perceptions, and quarterly data. At the end of the 1st quarter, our School Improvement Team chair sent out a Google form for Professional Learning Teams to input their quarterly data. Once all data was compiled, administration and SIT members met to review the data, discuss evidence of progress toward our SIP goals, and assess the current needs of our school.
As grade chair and a member of the Leadership Team at Brooks Museums Magnet Elementary School, I collaborated regularly with my colleagues to examine the Teacher Working Conditions survey and grade level and school-wide achievement data. Having opportunities to disaggregate and discuss data with other educators was and continues to be a powerful learning experience for me. Being a part of this process gave me a greater perspective of how all students were performing at Brooks in reading and math. Based on our grade level and SIT data dives , I was able to determine that one of the most critical areas of need at Brooks in grades 2 through 5 was reading proficiency. This comprehensive information served as the focus point for one of my graduate assignments for School Improvement class. For this assignment, I created a School Improvement goal and actions steps for what I would have done to increase student achievement in reading at Brooks, if I was the principal/lead learner during the 18-19 school year.
The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
As principal resident of West Millbrook Magnet Middle, I wasn't an official member of the School Improvement Team, but I attended most meetings and was actively involved in analyzing EOG, perceptions, and quarterly data. At the end of the 1st quarter, our School Improvement Team chair sent out a Google form for Professional Learning Teams to input their quarterly data. Once all data was compiled, administration and SIT members met to review the data, discuss evidence of progress toward our SIP goals, and assess the current needs of our school.
As grade chair and a member of the Leadership Team at Brooks Museums Magnet Elementary School, I collaborated regularly with my colleagues to examine the Teacher Working Conditions survey and grade level and school-wide achievement data. Having opportunities to disaggregate and discuss data with other educators was and continues to be a powerful learning experience for me. Being a part of this process gave me a greater perspective of how all students were performing at Brooks in reading and math. Based on our grade level and SIT data dives , I was able to determine that one of the most critical areas of need at Brooks in grades 2 through 5 was reading proficiency. This comprehensive information served as the focus point for one of my graduate assignments for School Improvement class. For this assignment, I created a School Improvement goal and actions steps for what I would have done to increase student achievement in reading at Brooks, if I was the principal/lead learner during the 18-19 school year.