A competency is a combination of knowledge (factual and experiential) and skills that one needs to effectively implement the practices. Factual knowledge is simply “knowing” content; experiential knowledge is the knowledge one gains from understanding – it is knowing the when and why. Skills bring structure to experiential knowledge. It is when one can put their accumulated knowledge into a series of steps that – if followed – will lead to practice.
Communication - Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives.
During my time at Forest View, staff members often came to me with concerns or grievances. I am known to be an exceptionally good listener. On the administrative team, I am usually the person who drafts all-staff emails, memos, and notifications because of my communication skills. Artifact: Breakfast Traffic Flow Memo Artifact: Falcon Flash Example
Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.
One of the first steps in making change is getting an understanding of what changes need to be made. I worked with the current administration to conduct a needs assessment. Once that needs assessment was complete, I worked with the school improvement team to develop a plan to address the issues identified in the assessment. I also helped to shepherd through smaller changes, such as the new Breakfast Traffic Pattern and discipline policies. Artifact: Forest View Views Survey Artifact: Discipline Flow Chart
Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
Earlier in the year, we rolled out a new discipline plan. It fell to me to communicate the changes related to that plan. In one grade level meeting, a teacher became very combative and argumentative about the message I was delivering. I answered her questions as best I could in that setting, but it felt very "personal." Her reaction was much stronger than the message I was delivering. After thinking about it, I decided to approach the teacher about the incident. I went to her classroom and said, "It felt to me that the PLT meeting yesterday didn't go the way I had hoped. It felt combative and adversarial, and that's not what I was going for. I want you to know I heard the issues you raised, and I was not trying to antagonize. I know you follow policies and procedures, and if you aren't able to, there is a good reason." She responded apologetically, explaining that her mother had recently been diagnosed with cancer. We spoke for a few moments about the importance of moms, and offered her my support. That could have ended with the show down, but instead, it was an opportunity to build a relationship and offer emotional support to another person. Another example of managing conflict was when I recovered after not effectively communicating with IAs about half-day planning coverage. The Quarter 3 situation was a mess, but when planning for Q4, I learned from my mistake and reached out to IAs BEFORE creating the schedule. The difference was huge. Artifact: Thank You for Listening Email
Creative Thinking – Engages in and fosters an environment for others to engage in innovative thinking.
I have worked to help solve problems that arose creatively. For example, when our Multicultural Festival had to be postponed because of a combination of bad weather and flu, I helped to develop a solution that allowed us to still have the event, but to do it during the school day, rather than at night. Artifact: Multicultural Festival Logistics
Customer Focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
Every decision we make in a school should be centered on what will give the children an opportunity for the best possible education. This comes to instructional leadership, but also with student discipline. When a student comes to my office for a disciplinary matter, we spend time processing their actions, but also spend time focusing on how best to fix the problem. This empowering approach helps the children understand that they have a role in their success, but it also shows them that Ms. Faircloth believes in them, is invested in them, and knows they will do better next time. Artifact: Student Discipline Log
Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
Delegation has been a challenge, because it has taken time to learn the skills and abilities of the staff in the building. However, I have come to rely on our school secretary for help with several tasks, such as creating and distributing parent letters for MTSS meetings. I have also been able to delegate much of the compiling of data to one of our Interventionists. To help teachers identify students in need of intervention, she created a spreadsheet with for teachers which included iReady, Case21, and EOG scores. Finally, I have relied on my School Treasurer to order materials for our School Bus Driver Appreciation Week gifts, shown below. Artifact: School Bus Driver Gifts Another example of delegation comes from our grade level leadership positions. Each PLT has a representative to serve on a variety of school committees. Beyond providing resources and occasionally mediating an issue that may come up, these teams function independently and without close oversight. Artifact: Grade Level Leadership Teams
Dialogue/Inquiry – Is skilled in creating a risk-free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
I am a frequent collaborator on the school SWAT team. This decision-making body met monthly to solve problems and develop solutions to issues that arise within the school. This team is full of strong, opinionated people, and it's essential to be skilled at facilitating dialogue without the conversation devolving into arguments. The most recent example of this was this group's discussion of the Continue-Cease-Commence results - and how best to act on the suggestions made. Artifact: Continue-Cease-Commence Discussion
Emotional Intelligence – Is able to manage oneself through self awareness and self management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.
The BB&T Leadership Institute session "Leadership Dynamics in Practice" helped me to understand what triggers a negative reaction within me and others. This understanding has helped me avoid reacting emotionally in conflict situations and to de-personalize the emotional reactions of others. Within our school, we have implemented a Trauma-Informed practices to help support our students' social and emotional needs. Artifact: Thank You for Listening Notes
Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.
I feel it is essential to stay abreast of the current educational trends. I subscribe to several mailing lists and blogs, including EdNC and curriculum updates from NCDPI. Because I read these communications, I was able to inform my principal and PLT leaders about upcoming changes in the NCSCOS, even before the official district communication. This early notice allowed my teachers to be informed, but also to have a voice in the revision of district curriculum documents. I also follow several education thought leaders on Twitter. That allows me to be informed about issues that impact schools and our students - such as the planned March for Our Lives and school walkouts that were planned in response to the February 2018 high school shooting in Parkland, FL. Being aware of these things allowed our school to plan our response, rather than have that thrust upon us. Artifact: PLT Meeting Notes - February 2018 Artifact:@FVFalcons on Twitter
Global Perspective – Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.
Our school is extremely diverse, so it's not theoretical. We have students from over 35 countries attending our school. We celebrate this global diversity through our school's Multicultural Festival. During this celebration, each classroom selects a country to learn about. The class explores all facets of the country - from culture to economy - and creates a display to teach the other classes about their chosen country. The first and second graders take this a step further, combining this with their social studies unit on producers and consumers. This early exploration helps students understand the role they will play in the economy of the future. Also, at my suggestion, we will be having a spring career fair after the End of Grade tests - to expose students to some options they have for future jobs. Artifact: Multicultural Festival Photos
Judgment – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.
Every day, I have to use judgement when handling a myriad of tasks. The most common is student discipline. When a situation arises, I have to gather the details of the situation, filter out the emotional context, listen to all sides of the story, and decide consequences. Often, the situation is colored by teacher exasperation, student hunger or fatigue, or other mitigating factors. Often, the most appropriate consequence is a conference with students. Artifact: Student Discipline Log
Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.
Organization is a personal strength of mine. I have employed a goal-focused planning system that allows me to balance the day-to-day business of school administration with my home life and personal responsibilities while keeping my goals front and center. This helps me to set my priorities and budget my time to reflect those priorities. Below is an example of my weekly calendar and a snapshot from my daily planner.
Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
This competency is one that is easy to do in theory, but when faced with difficult decisions through the course of the day, can erode if one is not careful and aware. This, above all other skills, is the one that must be used to navigate every decision. For example, during my residency, it became clear that there are groups of people who feel heard in the building and those who do not. More than once, I found myself being approached by members of the "unheard" group. Sometimes, I was approached with legitimate concerns. Other times, I was approached with petty or gossipy issues. It was up to me to determine what was credible and what was not, and to respond appropriately. Early on, when with happened, I consulted my cooperating principal for guidance. He worked to build the school culture, and my chief concern was to avoid undermining that environment, so I followed his lead when faced with those situations. What I learned was it is possible to hear people out without compromising the integrity of the school culture or your own personal integrity. However, it is a difficult balance. It is essential to know from the beginning what the priorities are, and then to navigate by my personal values and integrity while supporting those priorities. That meant that not every group of people in the school got their way, but every person I encountered felt heard, respected, and safe. Artifact: Thank You Note My personal ethics and values are also evidence in my vision statement. I believe in the dignity, worth, and value of every person who enters my school building, and I work to reflect that belief in all my actions. Artifact: Vision Statement
Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.
The greatest strength a professional can have is the ability to be reflective. Reflection allows me to both recognize my successes and learn from my failures. Every week, I conduct a Weekly Review of my accomplishments and my progress toward my goals. This review helps me to respond to setbacks and capitalize on successes and to keep moving forward. I also actively seek out feedback from stakeholders. My principal and I have frequent check-ins - where he and I debrief about a particular situation. He provides feedback on what he saw - and then guides me to think more deeply or in a different direction. This way, I find that I am able to consistently improve - and avoid making the same mistake twice.
Responsiveness – Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.
One advantage of good time management is my ability to handle situations quickly. When a member of my staff emails me with a question or a request, I am sure to respond within 24 hours of the request. An example of this is with work orders. At the beginning of the school year, a teacher came to with a request to have a white board hung in her classroom space. She had made the request to another member of the staff at the end of the last school year, but it hadn't happened. I got right on it! With the help of the school treasurer, I ordered the board and put in the work order to have it installed, once it arrived. The teacher was shocked when - less than a week after her request - she had a whiteboard ready to go in her room. Since then, word got around, and most of the teachers have been coming to me with their maintenance requests. While I can't get the work crew out faster, my promptness in getting the work orders uploaded into the system has cut down on wait times for routine classroom repairs. A teacher recently told me that they know to come to be when they want to get things done, and I take pride in that.
Results Orientation – Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.
During my residency, there have been several times where I was left as the administrator on duty. During those times, I stepped up and handled the disciplinary decisions that needed to be made. Additionally, I led the school in a playground lock down drill. During that time, I went out on the playground during each grade level's recess and we completed a lock down simulation. During these simulations, it became clear that our instructions were not clear, so I took on the responsibility of clarifying our procedures, communicating them with each grade level, and updating the staff handbook to reflect the changes. Artifact: Lock Down Drill Email Artifact: Faculty Handbook
Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds .
When dealing with a large staff, inevitably they will have different needs. Some are very open about their lives, and others are private. I've worked hard to establish relationships with all of them, and to support them in the best way for them. For example, the teacher mentioned above needed a bit of extra time and space. I tried to tread lightly and when I did inquire about her mother, but I did it privately - because I perceived that she was a very private person. This sensitivity allows me to interact with people in a way that is best and most comfortable for them. I have also learned to check in with key stakeholders when trying to get something done. For example, when I was setting up the half day PLT plans, I knew to check in with the Instructional Assistants and interventionists before making the schedule. This courtesy was appreciated - and I had much greater cooperation from those essential people. Artifact: Half Day Planning Email
Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
Any time we make a decision, I think about how it can impact the larger mission and vision of the school and the district. Because I have experience working at the district level, I have a good sense of how to navigate within the school system. When I a problem or question arises, I know who to contact to get the solutions or answers we need. I also find that I am able to influence decisions that are consistent with the greater mission and vision of the school district. Artifact: District Science Specialist Emails
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
This is a strength of mine. This year, I have led my principal to embrace digital communication. We have converted our faculty handbook to a Google Document, available electronically to the entire school. I have used various Apps to flip staff communication. That is, I have made videos to disseminate information - cutting down on time in meetings. Artifact: Faculty Handbook Artifact: TrueNorthLogic Show Me Video
Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
My system of organization helps me to be very intentional with my time. I set daily priorities which are linked to my weekly goals. Those weekly goals are derived from my yearly goals. This layering of priorities helps me to maintain focus on what's most important. It also ensures that I have minimal wastes of time, because I always know how I should be spending my time most efficiently. I complete assignments, observations, and other tasks on time (and frequently early). In fact, because of my efficiency, I have occasionally been able to pitch in and help members of my admin team meet their observation deadlines. I am also a thoughtful steward of others' time, through my use of technology to help disseminate information and cut down on time spent in meetings. Artifact: TrueNorthLogic Show Me Video Artifact: PLT Leaders Agenda
Visionary – Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
This school year, I have learned so much about what is possible in a school. I've been keeping a journal of ideas and plans that I will enact when I have "my own school." These include ideas for management I have collected from the schools we have visited, ideas for building a positive school culture, ways to approach discipline with a trauma-informed lens, and ideas to onboard new staff members. As I've collected all these ideas, a vision of my ideal school has begun to emerge. I look forward to the opportunity to build that vision and to bring along the members of the school community in which I am called to serve.