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 re-purpose itself by building on its core values and beliefs about its preferred future and then developing a pathway to reach it.
Artifacts Element Ia. 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. Artifact: Coaltion Planning DocumentWith Leadership team, worked to devise a Professional Development plan that integrated several initiatives: Coalition of Schools Educating Boys of Color (COSEBOC), Responsive Classroom, and Trauma Informed Leadership Teams (TILT) to support the school focus to "Build positive learning environment that enables all children to learn and make at least a year's worth of academic growth." This also supports our school belief in the dignity, worth, and value of every child in our care.
Artifact: We Are Forest View Digital Story Our school hosted a group of county commissioners, district administrators and school board members for a discussion about the impact of class size legislation. As part of that visit, I created a digital story that captured the mission and strengths of our school. This video was used in several promotional ways.
Element Ib. Leading Change: The principal articulates a vision, and implementation strategies, for improvements and changes which result in improved achievement for all students. Artifact: Continue - Cease - CommenceMid-year, at my suggestion, we engaged the staff in an opportunity to give feedback on the direction of the school. Staff members were asked to identify things that are working well and should Continue, things that are not working and should Cease, and things that we aren't currently doing that we should Commence. After receiving the feedback, the administrative team and the School Steering Team acted on several of the suggested items.
Element Ic. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students. Artifact: School Improvement Team (SIT) Work Plan and Update As a member of the SIT team, I was responsible for several focus indicators. The most significant ones were B2.03 - dealing with the establishment of team structures and planning time and A2.08 - which calls for making metacognitive strategies a focus in classroom instruction. As shown, B2.03 is fully implemented and now in the maintenance phase. The bulletin board below shows the very beginning of implementation for A2.08. This focus on metacognition helps to increase the rigor of our instruction, and empowers students to be active participants in the learning process. This will focus is intended to increase student achievement.
Metacognition discussion board in the staff work room.
Element Id. Distributive Leadership: The principal creates and utilizes processes to distribute leadership and decision making throughout the school.
Artifact: Grade Level Leadership TeamsWith the Leadership Team, I led the grade level PLTs to choose members to serve in various leadership capacities. Below is the record of these leadership positions.
Artifact: Coaltion Planning Document This plan required the participation of staff members from a variety of grade levels and disciplines. Each member of the team "owned" his or her area, and all worked together to create a cohesive experience for our staff.