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Develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being. Education leaders support the professional learning of effective, caring teachers and leaders who are able to work with students productively in the classroom and who can collaboratively lead a school or district. Building an effective staff requires careful personnel recruitment, selection, assignment of responsibilities, support, evaluation, and retention. Developing the professional skills of educators involves such activities as coaching, creating supportive conditions, and fostering a professional learning community. Effective leaders:
Recruit, hire, assign, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty in an equitable manner based on school needs, and local, state, and federal requirements.
Plan for and manage staff turnover and succession, providing opportunities for effective induction including mentoring of new personnel by carefully selected and trained mentors.
Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development.
Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student.
Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice.
Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement.
Recognize the achievements of highly effective teachers and others by developing the capacity, opportunities, and support for teacher leadership and leadership from other members of the school.
Promote the personal and professional health, well-being, and work-life balance of faculty and staff.
Address their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance.
Summary/Application of the Standard
Summary/Application of the Standard
I believe teachers thrive when they are empowered and supported. I will invest in professional learning that helps educators grow in content knowledge, instructional strategies, and leadership. My goal is to develop a team that holds one another accountable and is always striving to improve. Great teachers make great schools, and I will champion their success.
Clinical Experiences Artifacts
Clinical Experiences Artifacts
Project Zero Classroom Schedule.pdfProject Zero Classroom
Project Zero Classroom
Attending Project Zero Classroom has been one of the most rewarding experiences of my educational career. I was able to be exposed to current research in learning and application of that research. The facilitators of the plenaries, mini-courses, and study groups were well-renowned and pioneers in their field. I was overjoyed to converse with Tina Blythe, Ron Ritchhart, Mark Church, and David Perkins.
Level Up Fulton
Level Up Fulton
LevelUp Fulton provided an opportunity to engage in professional learning that could be translated to my classroom so that I could provide a better learning experience for my students while meeting their social emotional needs. I especially enjoyed learning that I need to focus on my strengths and surround myself with others who are strong in my weaker areas.
GAE training.pdfGAE Leadership Training
GAE Leadership Training
The True Colors portion of the training provide a different perspective on looking at how people look at the world. Interacting and collaborating with board members in developing the budget, goals for the year, and planning events allowed me to get a feel for running an organization.
Coursework Artifacts
Coursework Artifacts
Maple - Action Research Report 6 Reflection_Conclusion .pdfAction Research
Action Research
I have been actively engaged in action research during and after a Master of Teaching at Georgia State University. Action research has been integral in informing and shaping pedagogy so that the education of students can be transformed from rote memorization to true learning. Previous action research has focused on incorporating critical thinking and higher-order thinking skills into the instructional environment. This research effort elevates those endeavors to focus on creating a culture of thinking paramount in classrooms for both teachers and students. This effort provides a foundation that can be built up to change the mindset of classrooms, schools, and entire school systems.
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