Standard I: 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 re-purpose itself by building on its core values and beliefs about its preferred future and then developing a pathway to reach it.
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 beginning of the year and prior to orientation, the new principal, Mrs. Woods and I, along with the entire Northeast Elementary School staff did a photo shoot to mark a new beginning for the school year. Additionally, Mrs. Woods and I discussed the goals for the year with staff members. We scheduled 1-1 meetings and discussed staff concerns, expectations and other useful information. Then the new principal outlined her expectations and goals as we began to transition for the new school year. Each staff member shared their “why” and as a school we evaluated our mission and vision to fit our school goals for the 2017-2018 school year. In addition, here is the link to the beginning of the year slideshow Mrs. Woods and I prepared for the school’s opening meeting.......https://drive.google.com/open?id=1MyH_LrtPJ9YnRcdO4RP-fKkqXmC2dZdaYe35noeoFQU
Click to set custom HTML
1B: Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
Prior to the start of the school year, I examined the 2016-17 EOG data. The data was disaggregated for all rising 3rd, 4th and 5th graders. Teachers were given a break down of the current proficiency levels of incoming students as well as bubble students (see the documents below). During staff and district meetings with testing coordinators, I presented the data along with suggested strategies to improve students performances levels. In addition, Mr. Corey, the testing coordinator, and I were able to calculate the number of students needed to increase proficiency levels to move Northeast Elementary from a “D” to “C” rating on the NCDPI report card. This task was completed using a mathematical formula to calculate proficiency and project growth.
Northeast Beginning of the Year Data for grades 3-5
Mathematical Spreadsheet and Formula is below and was used to help teachers determine growth and proficiency goals based on the above data.
|
|
|
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.
Throughout my residency, I have been a part of the School’s Improvement Team (SIT). Our goal was to provide the structure for the vision, values, goals and changes necessary for improved achievement for all students. During the Oct. 25th 2017 SIT meeting, the team and I continued to complete Northeast’s Comprehensive Needs Based Assessments with the plan for improved achievement for all students. In addition, during the March 9th, 2018 Leadership Team meeting I led the discussion to address data centered around observations, walkthroughs, and areas of strengths:
1D: Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
During the planning meetings for the Northeast Elementary Live Black Wax Museum, I encouraged teachers and teacher assistants to take an active role in the logistics of presenting the event as well as the decision making process throughout the school. Ms. Graham, (TA), volunteered to head the event. This entailed the designing and overall presentation of the event.