Communication: Effectively listens to others; Clearly and effectively presents and understands information orally and in writing; Acquires, organizes, analyzes, interprets, and maintains information needed to achieve school or team 21st century objectives
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For beginning and new teachers to the school, the administration held a welcome meeting. I was a co-presenter at the meeting, which provided an introduction to the school and policies/procedures. Being new to an organization is most likely overwhelming, bringing excitement as well as fears. Making sure new staff feels comfortable in their surroundings, with detailed information about expectations provides calm as they prepare for the most important part, meeting students. It is important to make sure teachers understand the clerical side, to reduce stress and free them to focus on building connections and mentally preparing for student contact.
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The Phantom Focus Newsletter, is a weekly publication that is sent to staff by administration. The newsletter contains upcoming events, watercooler conversation updates/answers, weekly duties, schedules, document hyperlinks, and general announcements. I was a contributing member, and added my updates weekly. Based on staff feedback, I was able to see the value in providing staff with updates in a few yet informative way, that avoids being overwhelming.
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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.
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BMS is in the process of learning techniques presented by Marzano Academy. Within the program, administration is required to assume certain responsibilities to properly implement Marzano strategies and techniques. Within the program, I was in charge of making sure the seventh grade team was integrating Marzano Academy into their lessons, instructional practices, and meeting weekly goals. In order to effectively implement this program, there needed to be constant communication with team members, in order to discuss what is working well and what needs more support. In order to successfully implement a program like Marzano Academy, I realize the importance of having staff buy-in and shared vision.
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After classroom observations and a review of behavioral data, it was evident that a system for behavior management was needed to streamline expectations and guidelines. BMS is in the process of implementing this type of support, but is experiencing the discomfort of change. The principal gave me the opportunity to develop a tiered, behavioral management plan to empower teachers, and actively support student growth and regulation. The tiered system focuses on individual needs of the classroom teachers, as well as the regulatory needs of students in crisis. The targeted Intervention Plan, asks a series of questions to determine the level of support needed. Based on information, the administration team and Behavioral Mentor support system can guide students and staff through moments of contention up to serious crisis. Additionally, it seeks to empower teacher growth in behavior/classroom management skills, as well as provide strategies and support for social-emotional growth of students. I was able to witness initial stages of school transformation as consistent behavior management plans are being put into place and high expectations for staff and students are being applied. I am fortunate to be able to witness how behavior truly impacts learning, culture, and connections.
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Conflict Management: Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner
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At BMS, there is a need for streamlined processes during investigations of student misconduct. I created a form that supports administration and provides a checklist for gathering and reviewing statements from all parties involved (e.g., students, teachers/staff, parents, SRO). The form organizes all statements and makes sure administration has completed each step in the process, ensuring that protocol is followed, resulting in a drastic reduction of errors. In order to make sure due process is given, administration must complete all paperwork and process steps regarding investigations in the same way to avoid discrepancies.
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In order to minimize upset and disorientation during conflict, I modified a form for students to use to build self-regulation skills. The original form I created was for the “High Flyers”, but could be used to support students who want a way to identify moments of crisis, triggers, and calming strategies. This chart is designed to help students learn to recognize the level of support they need, during any given moment of upset, no matter the severity. Meeting students where they are emotionally, helps to build trust and a foundation for them to learn how to self-regulate. |
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Creative Thinking: Engages in and fosters an environment for others to engage in innovative thinking.
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Collaborating with two teachers, we developed the Phantom Socialites Club. The club attempts to appeal to students and staff, by emulating current pop culture. The club interviews staff and students, covers sporting events, publishes a newsletter, and provides a presence on social media. The Phantom socialites club helps to cultivate the social climate of the school to mirror current communication and technology systems used by students. Sharing information in ways that appeal to and appreciate that of students, encourages connectivity and helps to bridge cultural and generational gaps.
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I created a document to list logistical information from power block, the time for remediation and/or acceleration. This document helps administration determine scheduling for students who receive support during the power block. The chart helps to minimize disruptions, alerts staff to their responsibilities/duties within the power block, and keep staff and students organized and on schedule. |
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Customer Focus: Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
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BMS uses positive office referral forms to celebrate and acknowledge student achievement and/or exemplary choices. If administration and staff observe students making exceptional choices, they refer them for recognition via the positive office referral form. They student is then recognized over an announcement and will receive a cookie at lunch. This system recognizes and reinforces that students’ choices and actions are seen, and should be celebrated, with the added bonus of “someone is always watching”. |
I sent an email to teachers and parents about a needed change to a student’s schedule that required careful consideration regarding said student’s educational and behavioral needs. The student had a connection with a teacher that would be leaving for an extended time, and needed a schedule that would provide support continued support for behavior and would minimize upset. |
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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.
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During my time at BMS, I was asked to run a public relations committee to increase and support positive relationships between school staff and the Benson community. The community and new school personnel are in the process of healing and building trust. During my time as committee lead, I reached out to staff members, to facilitate the committee meetings. I learned to assess committee member’s strengths in order to encourage them to lead meetings. Recognizing and appreciating staff members’ unique talents and strengths, led to increased staff buy-in and willingness to lead.
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Working with the social media coordinator, we presented a best practices guide for navigating social media for students and staff. This outlines the expectations for students and staff to follow, and the consequences for inappropriate content. Having the presentation, meant avoiding confusion and left no room for questions regarding content. |
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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
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Upon realizing that my time at BMS may be coming to an end, I needed to ask for recommendations as part of my resume. I asked a teacher for a recommendation, and was overwhelmed by the content. Even though this is for the purpose of inquiring about a position and seeking employment, it was truly humbling to read her impressions of me and how I performed my job duties. After reading her recommendation, I understand how the little things can make a big impact, and that the “ripple effect” is indeed true. |
As a member of the administration team, I share in the responsibility for responding to watercooler forms submitted by staff. Staff are able to anonymously provide concerns, complaints, and questions to administration. The administration team, looks over the forms and responds appropriately. The team decides whether or not to address individuals or school-wide. This gives teachers and staff a direct link to administration, knowing that they will receive answers within a set time limit. |
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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.
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The intervention team (e.g., administration, guidance counselors, social worker) created a system for storing student information regarding behavior and interventions. This system allows team members to quickly access information and prepare for meetings regarding students. Due to the number of supports needed for some students, it reduces time spent researching needs, and allows more time for group planning, and providing immediate and consistent interventions to students. This system supports students as they continue to work on self-regulating strategies. It provides the adults, who are supporting, information so they can continue to provide consist and individualized strategies and techniques to assist students to independently recognize triggers and self-regulate.
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Given my history with athletics and training in basketball, I was able to assist the coaches during practice and games. I provided support with drills and fundamentals, and provided moral support in order to connect with students outside of their classrooms. This built trust and communication, and a sense that I was available and present to support students in any way I could. |
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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.
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Based on teacher reporting, cell phone usage was a major concern. In order to minimize cell phone distractions, administration and SIT team worked to create a policy regarding cell phone usage. The team agreed to implement a policy restricting cell phone usage from arrival to dismissal bell. I was in charge of creating a poster to inform and remind students of the new policy regarding their cell phones. In the digital age, cell phones are a constant staple in educational settings. However, it is reasonable to expect students to follow rules, and detach from devices. It is unreasonable to expect them to do so, without the consistency of staff to enforce rules.
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At the beginning of my Principal Residency, I was asked to look over the student handbook and provide suggestions to enhance information and create a more user friendly framework. Working with another Assistant Principal, we updated policy changes, rearranged sections, and clarified confusing language in the student handbook. Having an easily accessible handbook, leaves no room for negotiation and misinterpretation. When students and parents question policy/rules/procedures, it is important to have documentation as another source and reference. A clear and concise student handbook, leaves very little room for disagreement and/or excuses.
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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.
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As part of the NELA program, the team traveled to Washington D.C. to attend a conference presented by the American Educational Institute. During the presentations, I was exposed to different perspectives and educational ideas/pedagogy from educators who have taught in a variety of settings with diverse populations of students. Additionally, presenters from agencies outside of the educational setting were asked to present. There were presenters from the media and policy think-tanks. They presented information about education from the perspective of the media and those who effect educational policy. These presentations showed me the value of looking at education through a broader lens, and that students from my school will eventually travel beyond their school, city, state, and quite possibly country.
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The NELA cohort was invited to walk-through Smithfield-Selma High School to observe some of their global initiatives. The Avid Program, International Baccalaureate and Career and Technological Education programs are designed to introduce high school students to a world beyond the classroom. I was unfamiliar with some of the new programs being introduced at the high school level, and found them to be meaningful to all students. I believe these programs and others like them, can be modified and then integrated in to the curriculum at all levels of education. |
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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.
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As a member of the interview team, I developed a list of interview questions to guide decision making when recommending an applicant for a position at BMS. I learned the importance of having questions, reading body language and making sound judgements to better assist in the hiring process at the educational level. I took part in a number of interview processes and found that each interview is unique in the answers provided and the interactions with the potentioal employee. |
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.
In order to help teachers with the observation schedule and licensure requirements, I developed individual sheets outlining each teacher’s cycle and observation schedule. This form allowed teachers to keep track of items needed, timelines for observations, and PDP timelines. Helping teachers stay organized was well-received and greatly appreciated. |
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Since the NCEES system falls within my assigned duties at BMS, I created a spreadsheet to organize observation schedules and track completion. The spreadsheet includes sections for teacher, licensure cycle, due dates, type of observation needed, peer mentor, etc. Teacher licensure has many working parts, and can become overwhelming for teachers as well as administrators. Making sure there is a system in place, creates calm in the midst of chaos. I learned that teachers appreciate knowing that administration was proactive and providing details regarding their observations and licensure cycles. Several teachers reported that it was a relief to have more information, and alleviated one more thing off their ever burgeoning “plates”.
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Personal Ethics and Values: Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
During the course of conflict resolution with a parent, the Board of Education prompted her to select one person of contact out of the administration team, for all correspondence. Through a positive email, this parent indicated that she had chosen me as the contact person. She indicated that she trusted me to ensure the safety and well-being of her child, and that she believed I would follow-through and be honest with her. She viewed me as having integrity, and thought our interactions were respectful and productive. The important thing for this family, was the need to be heard and respected, and that is how I tried to approach the situation. While administration and families may disagree there is always room for mutual respect along with facts.
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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.
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In order to reflect on performance and maintain high quality standards, I create weekly reflections about curriculum in practice. These reflections include instances of growth, hands-on learning opportunities, and moments where classroom studies meet real-world situations. The reflections are a way to discover strengths and areas in need of refinement. |
My executive coach routinely meets with me to go over administrative standards and competencies, to discuss how I have integrated them into my Residency. Additionally, he provides written reports to summarize meeting notes, and provide feedback. During these meetings, he poses scenarios and poses questions to encourage personal reflection and seek out opportunities to refine skills. |
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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.
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During my time at BMS, a large portion of my responsibilities revolved around digital communication. Responding to teacher, staff, administration, and family emails in a timely manner is crucial. The email is time stamped indicating an initial response time of less than thirty minutes, and the conversation that followed, exhibiting immediate responses. This email shows my accessibility to staff, and my commitment to be present and assist in the problem solving process. |
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.
I am part of a team that developed a schedule within a schedule that is constantly adjusting to track the movement of students through advancement and remediation tutorials, clubs, etc. This schedule supports instructional time for students who may need remediation or more challenging curriculum. Additionally, it allows students who may need the support of a club to promote social-emotional skills/health, the opportunity to have time to attend. Developing this type of schedule, requires the input and support from all staff, and is the responsibility of administration to help staff be engaged in this type of scheduling system
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I used the NC check-in system to present data results to the SIT team. Based on the data, the team began to assess subgroups and determine a process for meeting individualized needs for each group. I learned the importance of presenting the information in a way that will drive questions and solution oriented. |
Sensitivity: Effectively perceives the needs and concerns of others; deal 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.
Through out my time in my internship I learned that one of the most valuable skills is to be able to deal tactfully with others during time of conflict. This needs to be done with clarity and understanding of individual backgrounds and preconceived biases. I relied on past experience as an educator and our crucial conversations training to make sure that all individuals felt heard and many of the situations left with a positive resolution for both parties. This is an example of one of those conversations that I had during the training. |
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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.
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I created a calendar that lists the administration days and times for county and statewide testing. Teachers have a direct link to test days and the subject matter that will be tested on each day. The calendar is a quick guide to support teachers with lesson planning and review dates, in order to prepare students for state mandated testing. I learned the importance of pre-planning and making sure that the information is being consolidated into an area that is easy to access and follow. |
Technology: Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
Plickers is an online platform, in which teachers can track Marzano Academy’s standard operating procedures (i.e., classroom routines). By using this platform, teachers can track student progress and acquire data quickly, resulting in increased instructional time. I learned that technology that is current and relevant to student and teacher development is ever changing and having a good understanding of these tools is essential for those in leadership positions. |
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.
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The intervention team (e.g., administration, guidance counselors, social worker) created a system for storing student information regarding behavior and interventions. This system allows team members to quickly access information and prepare for meetings regarding students. Due to the number of supports needed for some students, it reduces time spent researching needs, and allows more time for group planning, and providing immediate and consistent interventions to students. |
Administration creates all staff meeting agendas in order to keep meetings running smoothly and on time. Teachers appreciate when meetings follow the agenda, and they can be released in a timely manner. There is no greater gift to a teacher than time. |
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Visionary: Encourages Imagineering by creating an environment and structure to capture stakeholders dreams of what the school could become for all the students
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The administration team presented the school’s initiatives and data to the board of education. Due to the situation of being a restart school, presenting this information to the board of education is required. I learned proper planning and preparation are necessary to eloquently articulate proposals. |
During my time at BMS, I was asked to run a public relations committee to increase and support positive relationships between school staff and the Benson community. The community and new school personnel are in the process of healing and building trust. During my time as committee lead, I reached out to staff members, to facilitate the committee meetings. I learned to assess committee member’s strengths in order to encourage them to lead meetings. Recognizing and appreciating staff members’ unique talents and strengths, led to increased staff buy-in and willingness to lead.
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