STANDARD ONE
Strategic Leadership
Principals 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 the developing a pathway to reach it.
Principals 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 the developing a pathway to reach it.
Element 1A: School Vision, Mission 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.
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.
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One of the first tasks I was completed during my MSA Program was the development of my personal vision statement. This assignment challenged me to put My Why in writing. The process included personal and class assignments with reflections and rewrites and demonstrated the importance of visionary leadership. A visionary leader is one who develops a vision for the school and supports the staff in making it happen. A vision cannot become a reality without a leader to model the school’s beliefs and values to support that vision.
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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.
As a teacher, I made it a practice to observe other teachers in action. I viewed those opportunities as a chance to glean ideas and to recognize the teachers for the work they were doing. As a Principal Resident, I learned how those informal observations are tools that provide consistent data and can be used to improve instruction. Working with my principal mentor and guidelines for walkthroughs agreed upon in grade level PLC's I created the ECES Walkthrough Tool for grade level informal observations. This tool enabled the Admin Team to provide immediate feedback to teachers after a classroom visit.
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.
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 is a living document that was created before I was assigned to East Clayton by the School Improvement Team. The School Improvement Team along with district representatives attended JCPS District Leadership the summer of 2019. This team is made up of one teacher from each grade level, one Enhancement representative, parent stakeholders and the admin team developed the plan you find attached and is housed in Indistar. The school improvement team meets monthly to discuss progress toward School Improvement Goals and make decisions for the school as a whole. Attending these meetings has allowed me to be involved involved in tracking the progress toward our school improvement goals and introduced me to the Indistar platform.
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Element 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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Leaders must recognize that running a school is not a one person endeavor. It takes an entire administrative team functioning as a whole to accomplish the task. In our response to COVID 19 our team developed new roles and ways to process information. I created the shared document as a way to communicate these new roles with our faculty and staff. This organizational table gave them a visual reminder of who to contact about what and established the new chain of command.
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As COVID 19 forced East Clayton to approach PLC's in a new way, I was tasked with being the administrator of the Fourth, Fifth and Teacher Assistant PLC's. During my first Zoom call with each group I explained that I would be a facilitator and the contact for and with Mrs. Tyler. I also gave the duties of organizing the meetings and setting the agenda to the team leaders. The document shared is an example of an agenda created by a teacher on the Fifth grade team for our second PLC meeting. By allowing the teachers to take ownership of the process they become invested and will contribute authentically to the work of the group. Leaders must work to develop systems that will run in their absence.
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