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. This duty schedule was created by administration to ensure that students are safe so that learning can take place. The Stocks Facebook page was created to engage parents and the community by displaying classroom activities, programs, and events. For artifacts see Standard V and Standard VI |
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. I created a Staff Culture plan to address the culture needs of the school. This document was designed to give administration a plan to follow and consistently celebrate staff accomplishments leading to positive change in student achievement. For artifacts see Standard III |
Conflict Management – Anticipates or seeks
to resolve confrontations, disagreements, or complaints in a constructive manner. An email was sent to a teacher and long term sub having an issue working together. I led the meeting to resolve their personal issues. For artifacts see Standard V |
Creative thinking – Engages in and fosters an
environment for others to engage in innovative thinking. I was engaged in Professional Learning Communities at Stocks Elementary to help engage teachers in the total development of students and ensure their success. For artifacts see Standard IV |
Customer focus – Understands the students as
customers of the work of schooling and the servant nature of leadership and acts accordingly. For artifacts see Standard IV |
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. For artifacts see Standard I |
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. An email was sent to a teacher and long term sub having an issue working together. I led the meeting to resolve their personal issues. For artifacts see Standard V |
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.
I was able to build lasting relationships with staff members during my residency. Teachers often approached me with issues and often asked for support with parents and students. |
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.
Administration became aware of the concerns after the school shootings in Florida. We met to discuss ways we could prevent potential threats and ensure student safety. A ConnectEd was sent home to parents along with letters ensuring the safety of their child. We also put plans in place for our office staff to screen visitors before they enter the building. |
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.
I had the opportunity to visit Singapore and explore their educational system. I also attended ASCD Global Leadership Conference. As a leader I plan to make sure the students at my school are exposed to a vast global curriculum and given opportunities to explore other cultures. |
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.
I utilized a resource given during my training on Time Management to ensure that I responded to information and situations with a sense of urgency. Artifact: Daily Schedule |
Personal Ethics and Values-Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
During my residency, several teachers and staff members approached me to have confidential conversations. These "off the record" conversations gave me the opportunity to provide guidance for individuals and maintain positive working relationships along with a positive work environment. |
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.
I utilized a resource given during my training on Time Management to ensure that I responded to information and situations with a sense of urgency. Artifact: Daily Schedule |
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.
We were unable to fill the 5th grade science position at our school. I assisted in the hiring of a teacher assistant to assist with instruction in various classes. I helped to create a schedule for this teacher so that they were able to meet with me daily and assisted with the planning of the science class. |
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.
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Technology-Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
I was able to lead a professional development with our staff on Plickers during a staff meeting. |
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.
I utilized a resource given during my training on Time Management to ensure that I responded to information and situations with a sense of urgency. Artifact: Daily Schedule |
Visionary-Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
Organized and led STEM day activities. We encouraged students to think about careers in these areas and incorporated activities throughout the day. |
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.
I often seek advice and guidance in difficult decisions from my Executive Coach and Principal Mentor. We often discussed ways to improve my practice and ways to enhance specific strengths and weaknesses. |
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.
I attended several board meetings to stay informed with processes, procedures, and district mandates. I used the information from the board meetings to drive conversations with staff and the administrative team to improve student outcomes. For Artifacts see Standard VI |
Judgement- 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.
I often had to make quick decisions while dealing with discipline issues with students. This enhanced my ability to make quick, sound and reasonable decisions. |