STANDARD ONE: Strategic Leadership
A. School vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, belief and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.
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Personal Vision Statement
Early on in this educational journey I learned that a unified vision among all stakeholders is essential to enact effective change in a school. During my ELP 551: Contexts and Challenges of School Improvement course, I was challenged to dig into my personal vision. During my principal residency, I have seen how important it is for all of the stakeholders to believe in this common vision. When all stakeholders share the same vision, the culture of the school is positive and very productive. |
B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
School Improvement Goals and Action Steps
While in my ELP 551: Contexts and Challenges of School Improvement course I learned how important it is for school improvement teams to create true SMART goals. By digging deeper into other school improvement goals, I found that some goals were not true SMART goals. Many schools had a handful of goals. My coursework taught me that it is important for schools to focus on a small number of goals to work on during the school year. When you focus on a smaller amount of goals that are specific, measurable, attainable, relevant and time bound, school improvement will be easier. I learned that is not easy to create such goals and it is important to have a group of individuals on your team that share the vision and mission of you school. |
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C. School Improvement Plan: The school improvement plan provides the structure for the vision. Values, goals and changes necessary for improved achievement for all students.
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IA School Improvement Plan
Innovation Academy's school improvement team meets once a month to discuss the progress of the school improvement plan as well as any other changes needed for the betterment of our students and school community. Our members are comprised of our admin team, a representative from each grade level, office staff, counselor, and a parent. Being an active member of this team, I realize how important it is for all school members to have a common vision and believe in the mission of the school. Numerous times we have referred to staying true to our school's vision when making whole school decisions. All of the topics discussed during our SIT meetings are focused on our school improvement goals. |
D. Distributive leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
Morning Meetings with Admin and SEL Teams
At West Smithfield Elementary, there was a school wide focus to implement social emotional learning opportunities daily with all students. I was asked to help create a time where all students could learn some strategies, while giving the teachers extra time to plan together each week. As an admin team, it was decided that each morning, one grade level would meet with the Social Emotional Learning team and a member of the admin team in the gym. The SEL team consisted of our behavior specialist, school counselor, and our social worker. Each week, the SEL team focused on an area and adjusted the activities according to grade level. When creating the plan, I had to revise it a few times. I learned to look through the lense of an administrator. I had to be very specific when it come to certain logistics and specific duties. I took notes and adjusted as needed once the plan started. |
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Innovative Teams
To include teachers in decision making within our school, we created specific teams comprised of all grade levels. We sent out a google form in which they indicated which team they would like to ba a part of. Using that information, I created the teams so there is at least one person per grade represented per team. I wanted to make sure staff had an opportunity to join the team they wanted as first pick. During my course work, I learned teachers are more invested in a team if they have a desire to work on it rather than being told to participate. I learned that giving teachers an option is key in creating meaningful teams that will enact change. |