Standard 10

Act as agents of continuous improvement to promote each student’s academic success and well-being. Educational leaders foster an environment among stakeholders where data are analyzed and used to continuously improve the academic and social success of the students, staff, and the community of learners. Leaders ensure a systematic and collaborative process that promotes a culture of school improvement and accountability. This plan, do, check, act process is created with input from all stakeholders. The leader uses current and relevant research and effectively gathers, analyzes, and interprets student data from multiple sources to promote a shared vision for instructional improvement that engages all stakeholders in decision-making that drives and sustains school improvement for each student. Effective leaders are willing to make difficult decisions and confront adverse situations to promote student academic success and well-being. Effective leaders:

• 1. Use a systematic continuous improvement process to achieve the vision, fulfill the mission, and promote the core values of the school.

  2. Create a continuous improvement culture within the school and community that promotes mutual commitment and accountability for student success.

  3. Develop the capacity of staff to effectively lead strategic teams in a systematic process of school improvement.

  4. Employ situationally-appropriate strategies for improvement, including transformational and incremental, adaptive approaches and attention to different phases of implementation.

  5. Build the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for school improvement.

  6. Develop systematic processes of data collection, management, and analysis to determine root causes and inform the decision-making process.

  7. Adopt a systems perspective ensuring alignment among improvement efforts and within all aspects of school organization, programs, and services.

  8. Manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts.

  9. Develop and promote leadership among teachers and staff for inquiry, experimentation and innovation, and initiating and implementing improvement.

PSEL Standard 10 Summary

Standard 10 focuses on continuously being agents of continuous improvements. Effective leaders should be innovative, creative, and always searching for new ways to improve their school community. This requires a leader to use data to inform decision-making as it relates to school improvement. An effective leader should work towards developing a forward thinking community that uses communication and collaborations to inform the school community on new ideas or resources that may provide better opportunities to meet the needs and promote the academic success of students. The principal should be data-informed enough to introduce new concepts to the school community and emphasize the “why and how” the concept would benefit the school. An effective school leader empowers a staff to own improvement initiatives and be reflective and transparent enough to share positive and negative outcomes with the staff. Some leaders are able to assign staff members the responsibility of identifying area in need of improvement and develop an action plan to address those needs. A good leader serves as a facilitator, but provides teachers and staff with the autonomy to truly invest in creating strong practices.

Class Assignment = CA Practice-Based Experience = PBE

Artifact #1 Help Links For Infinite Campus (PBE)

Artifact 1 is a help link for teachers created during mentor meeting down time. My role in this was impromptu. During my mentor meeting, we discussed the problems teachers were having with IC, so I took the liberty to create a quick link spreadsheet.

https://docs.google.com/document/d/1aPKu3375A2pTdF2ARzk7XfLapAdH6_-f7qC86tCqvcU/edit

Artifact #2 CHRIS 180 Push-in Schedule (PBE)

Artifact 2 is a schedule spreadsheet for our Social work organizational partnership group to be able to pull students or observe students in a classroom setting. My role was to help determine the best time for them to present and discuss their roles and schedule with my grade level. I also facilitated the presentation.

https://docs.google.com/spreadsheets/d/1LQBT1NnBXYCoOg0MJMUSKKhDokKDq_v5dpqsmiOr1SU/edit#gid=0

Artifact #3 Playworks Games list and protocol (PBE)

Artifact 3 is a list of games available through a structured recess group. The organization provides team building games that allow students to play safely and practice social emotional skills. My role was to co-facilitate the presentation to my grade level.

https://docs.google.com/document/d/19ZTpPHsRpf8IvLYePbmPZU4v9ULuzdhQExDH-m9v4qs/edit

Artifact #4 .Recess Duty Assignments and Protocol (PBE)

Artifact 4 is an assignment sheet that provides teacher duties and protocol during lunch, recess & dismissal. I created the sheet and presented it to the grade level.

https://docs.google.com/document/d/1dEW8YgLUHlCXAKYjyyyqBsZiiBy93UNCA3AOyfVCLK8/edit

Artifact #5 Standard 5 Article Analysis (CA)

Artifact 5 is an assignment from course 8970 in which we had to find articles related to PSEL standards and write a summary. In our response, we also had to explain the findings, results and connection with the standard. We also could make recommendations based on the analysis of the article.

https://docs.google.com/document/d/1bXKNR7lOxDLEaa4xc6C00z9EAegRHDjrpAgIUygKprM/edit