Do

• Identify the part(s) of your plan you were able to implement (given the nature of leadership work, your project may actually continue beyond submission of your Capstone Portfolio)

My project partner and I:

~ Identified necessary sessions for orientation week based on data

~ Secured administrative support for those sessions during the last full week in August (teacher work days)

~ Communicated Needs Assessment Survey and other data collection results with administration

~ Obtained documents such as: Human Resources paperwork, previous district mentor contract, etc.

~ Secured a pledge of financial support from administration to refine a more formal mentorship program

~ Set an action plan to develop the mentorship program in coordination with administration. We plan to run an initial mentor program in the 2021-22 school year and build up

from there.

~ Scheduled an August meeting with administration to go over the orientation schedule and mentorship program

~ Identified interest in classified as well as certified staff to lead orientation sessions.

• How successful was your action plan at addressing the challenge?

The action plan was fairly successful in addressing the challenge. We identified the need for orientation sessions and mentorship, interacted with a wide variety of stakeholders, and set schedules and meetings up for the fall to continue the work we started in the capstone project.

• Which stakeholders and association practice or program were impacted?

The stakeholders impacted will be experienced as well as new teaching staff, as well as administration. Experienced staff have the opportunity for leadership in the form of leading orientation sessions and/or mentoring new staff, with possible financial recognition for their efforts. New staff will participate in orientation and have a mentor as point person for questions and issues. The state expectation is for the district to provide mentorship, and we look forward to collaborating with administration to give them a voice in creating the program, as well as having first-hand exposure to the direct impact and benefits of mentorship in the district.

• How do you know (cite evidence)?

~ Positive feedback on the survey and comments in person.

~ Staff interest in becoming teacher leaders (Artifact 9).

~ Administration has expressed written approval for the development of both components of the capstone project (Artifact 7).

~ The offer of financial support of a formal mentorship program from administration.

~ Orientation and mentorship will occur in the 2021-22 school year; we will collect data throughout the year in the form of informal interviews and surveys.

• How were your four chosen competencies used in the implementation of your project?

~ Overarching Competency #1: Personal Effectiveness

I built and developed relationships during the survey and empathy interviews. I learned about effective communication and its impact on being a successful teacher leader.

~ Overarching Competency #2: Adult Learning

I researched principles of adult learning in Module 1, which showed how it varies from learning in a K-12 setting. The orientation sessions and mentorship will

address new staff's diverse needs, and the orientation sessions will utilize leaders' areas of expertise.

~ Foundational Competency: Explore & Challenge Inequity

The project addressed the inequities and gaps that teachers have starting at a new school. Involving a range of stakeholders gave us more holistic data and a better understanding of roles in the district. The articles and discussions throughout the modules, as well as my professional development this summer, provided opportunity to continue self-education and reflection.

~ Specific Leadership Pathway Competency: Instructional Leadership, Coaching & Mentoring

The mentorship component provides Kate and I the opportunity to lead by preparing and working with mentors throughout the year. It allows other staff leadership opportunities and helps everyone involved build collegial communities and stronger relationships.

• What obstacles, if any, did you encounter?

Obstacles that occurred were collecting sufficiently varied survey data, and collaborating with administrators.

• How did you address them?

For the people who did not complete the survey, Kate and I reached out and conducted empathy interviews to broaden representation of voices; we were able to collect data from a minimum of one person from each different job (human resources, technology, special education, food services, etc.), as well as new and experienced teaching staff and all administrators.

Regarding collaboration, the three administrators and human resources had different schedules so setting up meetings proved challenging. To address this, Kate and I recorded our Needs Assessment Survey and other data collection results presentation virtually so it could be viewed on their own time (Artifact 8). We also communicated via email whenever possible, and pushed meetings into the summer due to the end-of-year crunch so there is more availability in their schedule and less stress is placed on everyone.

• Given the outcomes, describe any changes you might make to the Capstone Project’s action plan.

Had I realized the complexity of the administrative schedules, I would have tried to set up meetings earlier in the process. Otherwise, I think we did well with the action plan considering we had 7 months from start to finish during a pandemic year.