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 repurpose itself by building on its core values and beliefs about its preferred future and then developing a pathway to reach it.d description of standard and add content for each part of the standard including artifacts and descriptions of those artifacts.
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.
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.
My vision statement represents my core values and beliefs. Great leaders have a visual image of what they want their organization to look like and is able to articulate their vision to others.
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1B. Leading Change:
The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all.
The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all.
The leadership team at Daniels Middle School participated in a leadership retreat during Summer 2020. The retreat involved leadership planning and discussing schedules and immediate needs of the school. One issue that was heavily discussed was Equity. I was assigned to be supervising administrators over the equity committee and worked very closely with committee members to determine next steps for a staff wide book study.
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As part of a NCSU course requirement, I conducted an audit on the student, staff, and family data used at WG Pearson Elementary. I analyzed each data type, purpose, and how each was used within the school. My analysis highlights the extensive amount of quantitative data that the school has access too to make effective school improvement decisions. The problem is that the data is not being used to effect change. My recommendation is for administration to support teachers in using data to drive instructional decisions.
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.
The school improvement plan provides the structure for the vision. Values, goals and changes necessary for improved achievement for all students.
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As an administrative intern at both Oberlin Middle and Oakview Elementary I was an active member of the School Improvement Teams. My role was to support the progress of the school's vision, mission, goals and improve academic achievement. At Oberlin Middle each subcommittee (i.e. Leadership, PATH, Equity, Global and Intervention) worked closely with the school improvement team to ensure their goals aligned with the overall school goals. One key goal for Oakview is for all teachers to employ effective classroom management and reinforce classroom rules and procedures by positively teaching them. The team comprised of support staff, grade level chairs and administration meets monthly to discuss progress towards achieving school improvement goals. At Oakview, I made sure to ask the right questions to help members think critically to ensure equitable practices were in place for every learner.
As part of NCSU coursework, I had to created a school improvement plan for WG Pearson Elementary based on reaching achievement scores and trends. I used a backwards design approach, using data collected to create a smart goal and determine action steps needed to achieve the goal. Listed below is a reflection on what school improvement means to me as an educational leader.
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1D. Distributive Leadership:
The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
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At Oberlin Middle School, I was one of the supervising administrators for the equity team. Through forums and discussion we decided to engage in school wide book studies. I sent out a google form for teachers and staff to sign up to be book study leaders. Book study leaders would periodically as a group to discuss activities and appropriate discussion questions for upcoming readings before meeting with their assigned groups.
I also developed a schedule for instructional assistants at Oberlin to assist interventionists and sped teachers in monitoring students during virtual learning. |