Personal Leadership Goal:
Embedded Files
Indicator number: 5.1.3
Indicator name: Systems Leadership
Recognize the difference between leadership responsibilities that are shared or delegated and/or those reserved for decision by the principal.
Monthly Action Plan for Progress:
Action Steps:
By when, and with whom?
Results/Impact?
September: Delegated the responsibility of monitoring recess and lunch to teachers and other admin team members while ensuring I was available for immediate support when needed.
September 1, 2024 with Ms.Norma
This allowed teachers to take ownership of recess supervision, leading to a smoother and more organized break period. It also freed up my time to focus on other administrative tasks, increasing overall efficiency with our admin team.
October: Collaborated with the principal and leadership team to identify areas for shared decision-making regarding school wide initiatives.
October 4, 2024 with Ms.Norma, Ms.Jackson, Ms.Knott and Mr.Jones
This collaboration fostered a sense of collective responsibility among the leadership team, leading to more cohesive and inclusive decision-making. Last year we did not have this type of collaboration. As a result, school initiatives were implemented with greater buy-in and alignment with staff needs.
November: Held individual meetings with teachers to clarify areas of responsibility and ensure clear understanding of leadership roles in decision-making.
Ms.Herrera, SpEd Teacher Ms.Wolfberg, Kinder Lead Teacher
November 1, 2024
These conversations helped clarify expectations and strengthened teacher confidence in their roles. Teachers felt more empowered to take initiative, which improved overall engagement in school-wide projects.
December: Assisted the principal in making final decisions on school policies by gathering input from staff and presenting data for informed choices.
December 6, 2024 with Ms.Norma
By providing data and staff feedback, I helped ensure the principal’s decisions were grounded in the realities of the classroom, increasing staff trust in the leadership team. This approach also led to more effective policy implementation with less resistance from faculty.
January: Facilitated a staff meeting to discuss the delegation of responsibilities for upcoming school events, ensuring everyone understood their role in event planning.
January 8, 2025 during our Wednesday PD with all staff
Our school while events are getting better and better each time. This clear division of tasks will lead to a successful event with minimal confusion or overlap in responsibilities. The staff felt more confident in their ability to contribute, increasing engagement and teamwork.
February: Support teachers in leading professional development sessions by providing guidance on content and delivery, while allowing them autonomy to shape the session.
February 3, 2025
MultiLingual Task Force
Two teachers led a pd about ELL strategies and teachers practiced the strategies with their class for 3 weeks. They modeled the stratetegies and how to implement them across different content areas.
March: Support teachers in leading professional development sessions by providing guidance to give teachers feedback on their practice.
March 12, 2025
Teachers found 2 out of the 4 strategies helpful. The strategies they enjoyed the most involved students speaking to each other using sentence frames (with compound / complex sentences) to improve their writing.
April: Established a team to help develop / improve our PD's for next school year.
April 4, 2025
This empowered teacher leaders to contribute their expertise and increased staff buy-in. The final plan was more aligned with both staff needs and school-wide goals.
May: Established a team to help develop / improve our PD's for next school year.
May 9, 2025
Teachers expressed that there would be a better instructional alignment across the school considering our academic goals and current needs.
June: Met with team to review planning days for the summer.
June 9th
Team is excited and ready to begin the work over the summer. We reviewed ELPAC data that came in from this school year to pin point what domains we will target during our summer meetings.
Evidence of Growth or Competency:
The artifact you see is the agenda from one of our multilingual task force meetings. This task force is made up of four educators from different grade levels and roles who meet regularly throughout the year. Together, we review ELPAC data to identify trends and areas of growth for our English Learners. Based on what we find, we prepare professional development for teachers that focuses on effective ELD strategies. We also support our teachers by modeling lessons, observing instruction, and giving feedback on how those strategies are being used in the classroom.
Another big part of our work includes meeting directly with students. We check in with our ELs at different points during the year to hear about their experiences, answer their questions, and make sure they feel supported. We also take time to connect with our newcomers and help them feel welcomed and seen. This work helps guide the direction of our supports school-wide.
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