COMPTENCIES

A. Leadership

A1. demonstrate leadership by collaboratively assessing and improving a professional culture of engagement, ethical and equitable practice, and systems perspective;

A2. demonstrate leadership by collaboratively developing a shared educational mission for the school or district, which provides purpose and direction for individuals and groups;

A3. demonstrate shared leadership and decision-making strategies and empower and entrust teachers and staff with collective responsibility for meeting the academic, social, behavioral, emotional, and physical needs of each student pursuant to the mission, vision, and core values of the school;

A4. understand how education is impacted by historical, local, state, national, and international events and issues;

A5. Through a visioning process, formulating strategic plans and goals with staff and community to promote the academic success and well-being of each student;

A6. demonstrate setting priorities in the context of stakeholder needs;

A7. demonstate an ability to serve as a spokesperson for the welfare of all learners to ensure high expectations; and

A8. Understand the dynamics of change and demonstrate the ability to implement change and educational reform.

B. Organizational Management

B1. Demonstrating an understanding of organizational systems; including structural and cultural dynamics;

B2. Define and use processes for gathering, analyzing, managing and using data to plan and make decisions for program evaluation;

B3. Plan and schedule personal and organizational work, establish procedures to regulate activities and projects, and delegate and empower others at appropriate levels;

B4. Demonstrate the ability to analyze need and allocate personnel and material resources;

B5. Develop and manage budgets and maintain accurate fiscal budgets;

B6. Demonstrate an understanding of facilities development, planning and management; and

B7. Understand and use technology as a management tool.

Reflection:

Every January after winter break support staff review the school-wide expectations with all kindergarten and first grade classes. We created the schedule of rotations for all of these classes. This is done every spring immediately after winter break. 

Reflection:

The organization "Every Meal" provides weekend meals for students and families in need. Every week, I would coordinate with the many volunteers to help distribute the meals to the students identified. This is a wonderful support for our students and families. 

Reflection:

One of our administrative responsiblilties is to document behaviors in the studetn database. Each week we analyze the data and input the information. Office Discipline Referral data is vetted by the administrative team. 

Reflection: 

At the end of every year each teacher must check out with an administrator to account for their classroom and materials. The administrator processes all curriculum, materials, and rooms to make sure they are ready for the summer. Also, if teachers are moving, rooms must be prepared for new staff. 

C. Diversity Leadership

C1. ensure that each student is treated fairly, respectfully, and with an understanding of each student's culture and context;

C2. recognize, respect, and employ each student's strengths, diversity, and culture as assets for teaching and learning;

C3. ensure that each studnts has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success;

C4. ensure policies and practices are in place that proactively encourage positive behavior, and respond to student behavior needs in a positive, fair, and unbiased manner;

C5. recognize, identify, and address individual and institutional biases;

C6. promote the preparation of students to live productively in and contribute to a diverse and global society;

C7. address matters of equity and cultural responsiveness in all aspects of leadership; and

C8. ensure policies and practices are in place that address student and staff mental and physical health and trauma.

D. Policy and Law

D1. understand and implement policy to meet local, state, and federal requirements and constitutional provisions, standards, and regulatory applications to promote student success;

D2. Recognize and apply standards of care involving civil and criminal liability for negligence, harassment, and intentional torts; and

D3. Demonstrate an understanding of state, federal, and case law, and rules and regulations governing general education, special education, and community education.

Refection: 

Every year Eden Prairie Schools is a part of Unity Day. This lesson is given every year at the beginning of the school year, and then again after winter break. I utilized this presentation when talking to teachers, families, and students about bullying and how it is defined whithin our community. 

Reflection:

This district policy helps to navigate situations in which pupil data must be protected. I utilized the language in this policy when meeting with parents that had concerns about other students in their child's classroom or grade. It has been incredibly helpful in describing the laws and policies around confidentiality. 

Reflection:

When discussing behavior interventions with another social worker and our team, we realized there is a need to educate teachers about how ADHD presents in the classroom. We created this presentation to share with teachers and support staff. It was helpful to teach about how ADHD and other disabilities might show up in a classroom setting. 

Reflection:

With other staff I was able to investigate threats that a student had made towards other students or staff. We utilized this document in processing situations and determining whether threats that were made were transient or more serious. 

E. Political Influence and Governance

E1. Exhibit an understanding of school districts as a political system, including governance models;

E2. Demonstrate an understanding of involving stakeholders in the development of educational policy;

E3. Understand the role and coordination of social agencies and human services to develop productive relationships and engage resources for the school community; and

E4. Demonstrate an understanding of processes to align constituencies in support of school and district priorities. 

F. Communication

F1. Understand the need to develop shared understanding of and commitment to mission, vision, and core values within the school and community;

F2. Demonstrate individual and team facilitation skills;

F3. Recognize and apply an understanding of individual and group behavior in all situations;

F4. Demonstrate an understanding of conflict resolution and problem solving strategies relative to communication;

F5. Make presentations that are clear and easy to understand;

F6. Respond to, review, and summarize information for groups;

F7. Communicate appropriately speaking, listening, and writing for different audiences such as students, teachers, parents, community, and other stakeholders; and

F8. Understand and utilize appropriate communication technology.

Reflection:

On Tuesday May, 28th I was able to attend Eden Prairie Schools Board meeting. I know that all legal, staffing, and other important moves are voted on and decided by the school board. Seeing these decisions made in real time in a formal setting was incredibly enlightening for me. Also, it is helpful to remember that board members may also have full time jobs they are responsible for. 

Reflection:

In the beginning of the year our Special Services director gave the school social work a task to update the job description for school social workers in Eden Prairie Schools. We worked on this document throughout the year and kept sending it back to Human Resources for approval. It also had to be sent to the director of Special Services and up through the associate superintendent and the superintendent. Individually, we all spent time working on this job description. 

Reflection:

In the beginning of the year our Special Services director gave the school social work a task to update the job description for school social workers in Eden Prairie Schools. We worked on this document throughout the year and kept sending it back to Human Resources for approval. It also had to be sent to the director of Special Services and up through the associate superintendent and the superintendent. Individually, we all spent time working on this job description. 

Reflection:

The two weeks after winter break are crucial to re-establishing school norms and expectataions. I was able to send out a review of the Zones of Regulation to parents to go over with their students at home. This helps students and staff become more aligned with language and behavior school-wide. 

G. Community Relations

G1. Articulate organizational purpose and advocate publicly for the needs and priorities of students, families, and the community;

G2. Demonstrate the ability to engage the extended community;

G3. Effectively generate and respond to various forms of communication through media;

G4. Promote a positive image of schools and the school district;

G5. Monitor and address perceptions about school-community issues; and

G6. Demonstrate a community-centric perspective and the ability to identify and articulate critical community issues that may impact local education.

H. Curriculum, Instruction, and Assessment for the Success of All Learners

H1. Implement state academic standards, a coherent system of culturally responsive curriculum, instruction, and assessment that promotes the mission, vision, and core values of the district to embody high expectations for student learning;

H2. Develop, assess, and support teachers' and staff members' professional knowledge, skills, and practice through differentiated opportunities and emerging trends for learning and growth, guided by understanding professional and adult learning and development;

H3. Apply research and best practices on integrating curriculum, technology, and relevant resources to help all learners achieve at high levels;

H4. Understand and assess the implementation of alternative instructional designs, curriculum, positive approaches to behavior management, and assessment accommodations and modifications as appropriate in all programs;

H5. Demonstrate the ability to use data from valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement to monitor student progress;

H6. Lead, support with meaningful and effective feedback, and assess instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student; and

H7. Promote and support instructional practice that is consistent with knowledge of child learning and development, is intellectually challenging, is authentic to student experiences, recognizes student strengths, and is differentiated and personalized.

Reflection:

Every spring, all fifth grade students in the district are invited to sixth grade orientation. We started in the Performing Arts Center (PAC) with hundreds of new sixth grade students. Parents were also able to tour the school and sit and eat a meal wth their student in the cafeteria. 

Reflection:

For many of our teachers, Social Emotional Learning is a large area of interest. I was able to work with groups of teachers and interns to inform them about the need for Social Emotional Learning. This was a great learning experience for me and our staff members. 

Reflection: 

In February of every year Eden Prairie Schools has spring conferences. It was my job to carry over the list of zoom call addresses per teacher. Also, I made sure that the links were working and could be accessed by families. 

Reflection: 

When meeting with teachers and staff during MTSS meetings, I would often refer to this flow chart to help coach the teacher in engaging students. Also, when discussing student behavior with teachers, I would often refer to this resource. 

I. Human Resource Management

I1. Demonstrate knowledge of diversifying, effectively recruiting, selecting, and retaining personnel;

I2. Demonstrate an understanding of staff development to improve the performance of all staff members;

I3. Demonstrate the ability to select and apply appropriate models for supervision and evaluation;

I4. Describe and demonstrate the ability to apply the legal requirements for personnel selection, development, retention, and dismissal;

I5. Demonstrate an understanding of management responsibilities to act in accordance with federal and state constitutional provisions, statutory and case law, regulatory applications toward education, local rules, procedures, and directives governing human resource management;

I6. Demonstrate an understanding of labor relations and collective bargaining; and

I7. Demonstrate an understanding of the administration of employee contracts, benefits, and financial account.

J. Values and Ethics of Leadership

J1. Demonstrate an understanding of the role of education in a democratic society;

J2. Demonstrate an understanding of and model democratic value systems, ethics, and moral leadership;

J3. Demonstrate the ability to balance complex community demands in the best interest of learners;

J4. Help learners grow and develop as caring, informed citizens; and

J5. Demonstrate an understanding and application of the Code of Ethics for School Administrators under Part 3512.5200.

Reflection: 

I was able to support another administrator in conducting reference checks for some support staff members. This was incredibly educational for me. It was good to be a part of the hiring and onboarding process in this way. 

Reflection:

At Eagle Heights Spanish Immersion school we invited a group of interns from all over the world to come join us and learn how to teach at a Spanish immersion school. Part of their training is learning about what our programs are. I gave multiple presentations about the PBIS system within our school. 

Reflection: 

Myself and another staff member gave a presentation to support staff about the district's performance review process. It helps inform staff about our mission and our values, and also, what we might be looking for when conducting a review. 

Reflection:

When onboarding a new teacher this spring semester I was able to teach her about the rubric for probationary teachers in their first year. This helped the new teacher focus on areas where she should focus on improving throughout the rest of the year. This helped me learn more about coaching and supporting teachers. 

K. Judgment and Problem Analysis

K1. Identify the elements of a problem situation by analyzing relevant information, framing issues, identifying possible causes, and reframing possible solutions;

K2. Demonstrate adaptability and conceptual flexibility;

K3. Reach logical conclusions by making quality, timely decisions based on available information;

K4. Identify and give priority to significant issues.

K5. Demonstrate an understanding of, and utilize appropriate technology in, problem analysis; and

K6. Demonstrate an understanding of different leadership and decision-making strategies, including but not limited to collaborative models and model appropriately their implementation.

L. Safety and Security

L1. Demonstrate the ability to develop and implement policies and procedures for safe and secure educational environments; and

L2. Demonstrate the means to address emergency and crisis situations.

Reflection

The MTSS process is important to supporting our students. Once a week our team convenes to discuss students that have needs in the classroom and the building. It is also a way to help teachers develop skills and strategies when engaging students in the learning process. 

Reflection:

It is important that our school-wide expectations are up to date. It is also essential that we are able to communicate these expecations to students, staff, and families. I was able to utilize this matrix when addressing behaviors throughout the year. 

Reflection: 

The Washburn school-based mental health connection with Eagle Heights is an added support we have for students. I would meet with our provider weekly to discuss students and their progress. Also, we worked closely with teachers, staff, and families to decide which students are showing the most need. 

Reflection:

In January, I reviewed the bus and library expectations with kindergarten, first grade, and second grade classes. This is a big part of our post winter break review.  It is essential to ensure safety expectations and procedures are followed. 

A. Instructional Leadership

A1. Support teachers and staff in the implementation of state academic standards, coherent systems of culturally responsive curriculum, instruction, and assessment that promote the mission, vision, and core values of the school district to embody high expectations for student learning; and

A2. Demonstrate the ability to understand and apply districtwide literacy and lead schoolwide literacy efforts in all content areas including numeracy.

B. Monitor Student Learning

B1. Demonstrate the ability to create a culture that fosters a community of learners;

B2. Demonstrate an understanding of student guidance support systems and services;

B3. Demonstrate the ability to implement and monitor student management data systems;

B4. implement schoolwide policies and practices that encourage positive behavior, and respond to student misconduct in a positive, fair, and unbiased manner;

B5. Demonstrate the ability to develop a master instructional schedule;

B6. Demonstrate the ability to meet the diverse learning needs of all students; and

B7. Demonstrate the ability to understand and support a comprehensive program of student activities.

Reflection: 

The "Small Moves Big Gains" exercise was a helpful tool when speaking with teachers about student growth. It provides pathways for teachers to improve their craft. It was an opportunity for me to learn more Spanish as well when engaging students. 

Reflection: 

During the start of MCA testing season I asssisted administrators in drafting the testing schedule. It was also useful for me to communicate the schedule(s) to outside providers. This was important when planning groups and class interventions as well. 

Reflection:

These "Dame Cinco" visuals were created by myself and our PBIS team for teachers to put in their classroom. This is one of the artifacts from our work in recreating the Tier one expectations for teachers. By the end of the year, every student knew how to use this visual and follow it. 

Reflection: 

We would have school-wide PLC meetings weekly. I utilized this form to help grade level teams organize their thoughts throughout the process. Also, following up on their ideas was helpful as teams evolved. 

C. K-12 leadership

C1. Demonstrate understanding of the articulation and alignment of curriculum from pre-school through grade 12;

C2. Demonstrate understanding of different organizational systems and structures at pre-K, elementary, middle or junior high and high school levels;

C3. Demonstrate the ability to work with children of all ages;

C4. Demonstrate the ability to work with parents, teachers and other staff in all levels of schooling;

C5. Demonstrate understanding of the characteristics of effective transitions from one level of schooling to the next; and

C6. Demonstrate understanding of developmental needs of children of all ages.

Reflection:

We presented this powerpoint at various meetings and trainings. After winter break I used parts of it to review with staff. Also, I used it when presenting to the interns at Eagle Heights. I would often pull some slides as visuals to describe student behavior to staff.