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By May 31, 2017 I will purposefully engage constituents in productive dialogue to develop and create co-ownership of a shared mission and vision that addresses equitable student academic, civic and social and emotional outcomes. I will also collaboratively develop systems and build the capacity of others to create and maintain relational trust between and among staff, fostering a healthy professional culture where members work in service of the school vision.
Dimensions of Goals: II & III
- Leadership for Visionary Change
- Leadership for Healthy Relationships and Culture
Elements of Dimensions II & III
- VC 1.2 Shared Vision, Collaborative Dialogue and Development
- RC 3.2 Staff Relational Trust and Professional Culture
Step 2 is my Goal.
My goals supports movement toward my Site Plan focus goals and equitable outcomes for the community I serve because I believe our Theory of Action: “We build authentic engagement to eliminate intellectual apartheid and ensure students master cognitive skills.”; intertwined with our Mission needs leadership that has a visionary aspect and intentionality behind it. Our community suffers from deep divides in learning achievement and in order to achieve closing this gap productive collaboration and is mandatory to produce results.
I will use my current strengths of being sensitive and efficient with deadlines to not only balance the emotional needs of staff but the need to have leadership with integrity. I am authentic when I engage coaching or facilitation of teams and I continually put trust at the forefront of learning conversations.
Some challenges I foresee are the workstream demands of being the an Asst. Principal including 60-70% of my time being consumed by discipline versus teacher observations, preparing for meetings and/or diving deeper into data to inform decisions.
Qualitative Data: Mindset Journals, Student Culture including referral data tracker of 7th Grade, Team Surveys, Teacher/Team Member Attendance at Team Meetings
Quantitative Data:
Teacher’s I coach/admin. SMARTE Goal data
7th Grade Team Referral Decrease from last year to end of this year and decrease in academic intervention at the end of the year or decrease in failing students for 7th grade
Number of SST’s held and tracked with follow through
Sped. Meetings held and Dept Theory of actions list reviewed and results followed up
Evidence from LGDS Framework:
VC 1.2
- Staff can explain the vision and the process they used to develop it
- School vision includes a focus on student academic achievement and social/emotional development
- School mission and vision are visible in the school and are present in school-level conversations that include staff, students, and community members.
RC 3.2
- Relational trust building is part of school activities and meetings.
- Teachers receive feedback on their communication skills
- Structures and protocols are used to support hard conversations between staff members.
- Structures are in place for accountability of staff-made agreements
- Staff knows their roles and responsibilities for the implementation of the site plan.
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