Christy Croll

Administrative Philosophy

Authentic leaders cultivate a unique self-reflective perspective and recognize this process is true for many of those with whom they interact. Reflection on how to honor these differences and successfully blend multiple viewpoints requires leaders to take responsibility for creating respectful discourse and fostering trust. Administrators who build trust form a solid foundation for the whole school system, creating the potential for connections and learning to happen at all levels.

Leaders facilitate interpersonal connections by showing patience, enthusiasm, wisdom and supporting the hopes and visions of the many, yet still making room for the individual. Hope and positivity grown through a leader’s focus on authenticity not perfection, integrity not pacification, and growth not complacency help weave together a strong school community in which staff and students value innovation, skills, and most important, relationships that last a lifetime.


  • be authentic and act with integrity
  • build a place of interiority for myself and mirror it for my students
  • be accountable for growth and change by coaching teachers and students
  • implement and cultivate positivity within myself and the school culture
  • integrate technology as a tool to communicate with beauty and purpose
  • build relevant standard-based curriculum that allows for individualized learning
  • envision a positive innovative future


Administrative Action Plan During Internship

District Level and Leadership Cohort

  • completing Action Plan to present to Board in the spring
  • serving on Back-to-School fair planning committee

Current Administrative and Leadership Duties

  • lead staff-wide professional development/book study /Twitter Chat over A Beautiful Constraint (8 sessions)
  • spearhead campaign to give each Marcus student “Somewhere To Belong” – an effort to measure and enhance student involvement and engagement through club-based charity and service activities.
  • serving and working with assistant principals on multiple leadership sub-committees to:
    • improve social and mental health of staff and students
      • created a 15-minute lesson on SEL that was administered to the entire student body
      • determining use of grant from LEF to improve SEL for our students
      • improve attendance and student engagement
      • improve perceived staff connections
        • created rogue’s gallery with each employee’s name and picture posted in central location
        • implemented school-wide program to update uniform identification plaques with teacher’s college logo and information for each classroom
    • increase college awareness by installing 50+ college banners throughout hallway
    • identify attendance issues with targeted students to allow for individualized approaches
    • coordinated extensive data collection and analysis on extracurricular clubs and academic honor societies to identify needs and patterns for improvement
    • serve on Parent Education Program (PEP) COMMITTEE:
        • updated PEP website
        • September: created Skyward and technology tips and presented to parents
        • January: assisted with college and AP placement information workshop with parents
        • February: coordinated multiple vendors and helped plan Healthy Families, Healthy Kids workshop
        • March: helped coordinate presentation of the documentary Winning the Fight
    • serve on RtI committee
    • serve on PAWS committee
  • Upcoming Administrative and Leadership Duties
    • complete trend walk-throughs, evaluate classrooms and shadow current administrators
    • assist in discipline to improve student behavior issues
    • help with an improvement plan for a teacher in need of improvement
    • assist with completion of master schedule
    • assist with emergency drills
    • serve as a supervisor at functions and games

TWU Honors:

    • invited to be guest panelist for first-year teachers
    • President of 21st Century Literacy Council

Myers-Briggs: ENFP

Extrovert, Intuitive, Feeling, Perceptive

curious, observant, process-focused,

strong communicator, energetic,

maintain harmony,

naturally use personal feelings and values when making decisions



Understand Others

Believe in Purpose



My Why

My 8th grade science teacher, Mr. Roach, taught me science but more than that he taught me to value myself - he was "that teacher" for me. He touched my heart, effectively reflecting parts of my being that had been unknown before. But Mr. Roach was one of the few teachers who made a difference. The rest of my teachers left me grateful to leave school and I couldn't imagine school being a place of care and learning. So it was with reluctance that I took a part-time position in an elementary school right out of college. However, that aide position turned out to be a connection that inspired me to gain my teaching license because school was re-imagined for me as a place where I could be the source of care and inspiration, like Mr. Roach had been for me. I became a science teacher, continuing down a unexpected yet happy path.

Throughout many years of teaching, I have been continually drawn to learn more and grow so that I can do more for and with my students. Along the way, I have been impacted by strong and not-so-strong leaders and I quickly realized the difference that a strong leader makes in a school. I chose not to pursue leadership until my daughter was older, but now she is a happy student at an amazing school with a strong principal and I am able to pursue the ability to create and re-imagine school in a new way, as a leader. I want to be a stronger, more effective part of the continual effort to allow our students to thrive and create an amazing future, just like my daughter is able to do each day.