Leadership

1. Demonstrate leadership by collaboratively assessing and improving a professional culture of engagement, ethical and equitable practice, and systems perspective;

2. Demonstrate leadership by the development of an educational mission for the school or district, which provides purpose and direction for individuals and groups;

3. Demonstrate shared leadership and decision-making strategies and empower and entrust teachers and staff with collective responsibility for meeting the academic, social, behavioral, emotional, and physical needs of each student pursuant to the mission, vision, and core values of the school;

4. Understand how education is impacted by historical, local, state, national, and international events and issues;

5. Through a visioning process, formulate strategic plans and goals with staff and community to promote the academic success and well-being of each student;

6. Demonstrate setting priorities in the context of stakeholder needs;

7. Demonstrate an ability to serve as a spokesperson for the welfare of all learners to ensure high expectations; and

8. Understand the dynamics of change and demonstrate the ability to implement change and educational reform.

Artifact 1: Continuous Improvement Plan Creation (Sub-competency 5)

Description:

I worked to created and implemented CIPs that align with the vision and mission of the district as well as the strategic plan. I helped create CIPs with teams from three high schools as well as two curricular teams (Learning & Teaching and Innovation)

Reflection:

I found that thinking through and creating CIPs in buildings and in our teams allowed us to really ground ourselves and our work in our District's strategic plan. This alignment is not something I've thought much about in the past, but this process required me to think about the work I currently do and the work I SHOULD do that will be most beneficial to our students, staff, and district overall.

Artifacts:

Examples of CIPs are included below for Apollo HS, McKinley ALC, Learning & Teaching Team, and Innovation & Technology Team.

Artifact 2: Science Vertical Team (Sub-competency 1)

Description:

The vertical team is a group of educators at various grade levels who work together to help more students acquire the academic skills necessary for success. Often, teachers at the elementary level don’t know what their colleagues in middle school and high schools are teaching and vice versa. As a result, teachers operate in isolation, spending either too much time or not enough time on skills or content. We gather teachers of specific content areas grades K-12 twice a year to partner to create consistent and connected learning environments and get a better understand of learning of science at all grade levels.

Reflection:

This teaming allows teachers at all levels to see how aspects of learning are implemented at each grade level and allows teachers to create connections between grade levels for students. This year we focused on the cross-cutting concepts highlighted in the new MN science standards with activities that show how these cross-cutting concepts are taught and connect at each grade level with ideas and resources for implementation.

Artifacts:

Science Vertical Team Agenda & Presentation 8/31/22, Science Vertical Team Agenda and Presentation 11/8/22, NGSS cross cutting concepts activity video

Artifact 3: Innovators Cohort (Sub-competency 8)

Description:

In order to provide support to teachers who are looking to try new and better things in their classrooms. We created the innovators cohort. Teachers (preK-12) were identified by principals to participate and were offered a paid day in June to get together and work on innovation and new ideas. I was able to lead this team in creating a shared definition of innovation so we were all grounded in our work for the day. Teachers were able to break into groups of various types throughout the day to talk about and plan for the next school year.

Reflection:

I think starting by creating our shared definition of innovation was key. We asked small groups to come up with their definitions, then during a break our innovation team worked to put all those definitions together. We were able to get ideas from EVERY team's definition into the shared vision. This was key to moving into the next phases of the day. Teachers were much more willing to take risks and think in new ways.

Artifacts:

June 7th presentation and the shared definition that was created.

Additional Resources and Artifacts of Learning