During the course, EDL 550, Managerial Leadership, I chose to focus on Leadership Disposition #9: to promote each student’s academic success and well-being, effective educational leaders demonstrate a work ethic required for high levels of organizational performance.  My leadership goal related to this disposition was: I will shadow the Deans at Fort Collins High School (FCHS) for a full school day to gain a better understanding of conflict management and school safety prior to the end of the 1st semester.  I will also continue to participate in the Poudre School District (PSD) Dean collaboration to understand district level safety procedures and threat assessment processes.

This disposition and goal align with Leadership Competency from Transforming Professional Practice component 1e- Promotes a positive school culture (establishes an environment of trust, tolerance, respect, and rapport; advocates equity, fairness, and diversity; sustains a safe and educationally sound climate; demonstrates cultural responsiveness).  This goal also aligns with component 4c- Upholds rules and regulations (upholds federal, state, and local laws, policies, and regulations; applies understanding of district policy, privacy, security, acceptable use, and online safety) (Strike et al., 2019).

To work toward achieving this goal, I laid out the following action steps:

1.     Select a day to shadow the 2 deans at Fort Collins High School prior to the end of the 1st semester.

2.     Consider a day in which restorative conversations might be scheduled for Newcomer students at FCHS, as discipline and behavior issues within this subgroup have seen an uptick.

3.     Attend future PSD dean collaboration meetings to gain additional insights around district level safety procedures and strategies to promote student success.

In working toward achievement of this goal, I was able to spend an entire school day shadowing the two deans of FCHS.  Additionally, I attended a PSD dean collaboration meeting, as well as the assistant principal and dean collaboration meeting for PSD.  Each of these experiences were valuable learning experiences, as well opportunities to reflect on providing equitable student outcomes for students within PSD.

During the AP-dean collaboration meeting, we were asked to reflect on and share leadership moves made during the first semester that corresponded to strategies for providing equitable student outcomes.  With the goal of disrupting disproportionality that may exist within PSD, leaders were asked to identify and share a celebration from the first semester that demonstrated providing coherent high-quality instruction, equitable access to programming and strategic supports, providing rigorous learning aligned to standards, and fostering an environment that affirms student’s culture and identity.  Ideas were collected on a Padlet, which is viewable here.  It was inspiring and affirming to hear what leaders in other schools were doing to provide equitable opportunities and disrupt disproportionality.  I will use these ideas as a reference as a future leader.

Shadowing the deans at FCHS gave me the opportunity to witness a wide range of disciplinary situations on a given day and a window into the variety of issues a school leader might handle.  The day began with concern over an anonymous tip report of a potentially suicidal student who had runaway the night before.  All hands were notified to be on the lookout for the student.  Luckily he was found by midday and was receiving community services.  I assisted one of our deans with generating attendance letters to be sent to parents and guardians for habitually truant students.  I observed disciplinary conversations with students and phone calls to parents based on a teacher-student altercation and suspicion of drug use.  I engaged in the SWPBIS system when we visited classrooms with high numbers of tardy students and rewarded students who had arrived to class on time with gift cards to local establishments, as well as students who had been nominated by teachers for exemplary behavior for the second quarter.  A near-fight had ensued off-campus between a group of newcomer students, students that I work closely with daily, and another group of students.  I was able participate in the restorative conversation between these groups of students. 

I will continue to grow toward competency of this goal as an action plan for second semester has been proposed to further create equitable outcomes for students.  Through collaboration with the district Language, Culture and Equity team we have developed a plan for reengagement of newcomer students who are struggling to attend and engage productively in school.  The action plan consists of conducting home visits and engaging in restorative circles with the students throughout the second semester.  As a site team, FCHS will collaboratively review the action plan and provide feedback on how to best proceed. 

I walked away from my day of shadowing with a new appreciation for the hard work that deans and administrators do, coupled with an interest in how varied the day can be, it certainly was not boring or easy, but rather left me with an excitement for the leadership work that might lie ahead.  I also valued the collaboration among district leaders, sharing strategies for providing equitable outcomes for students.  These experiences furthered my understanding of leadership disposition #9 in that I was able to gain an understanding of the work ethic and organizational performance necessary to promote a positive and safe school culture.

References: 

Strike, K. T., Sims, P. A., Mann, S. L., & Wilhite, R. K. (2019). Transforming professional practice: A framework for effective leadership (2nd ed.). Rowman & Littlefield Publishers.