Strategic Leadership
Principals will create conditions that result in strategically re-imaging the school’s vision, mission, and goals in the 21st century. Understanding that schools ideally prepare students for an unseen but not altogether unpredictable future, the leader creates a climate of inquiry that challenges the school community to continually re-purpose itself by building on its core values and beliefs about its preferred future and then developing a pathway to reach it.
Element 1a. School Vision, Mission and Strategic Goals:
The school’s identity, in part, is derived from the vision, mission, values, beliefs 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.
The school’s identity, in part, is derived from the vision, mission, values, beliefs 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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In the beginning of the school year, I meet with the 8th grade teachers to review the school's vision. This was a great opportunity to allow teachers to establish grade level goals that would be aligned with the school's main purpose. I also highlighted rules and procedures to ensure they were aware of the expectations from the administrative team. The faculty handbook is used as a resource for teachers throughout the year to refer to, if they have any questions about job requirements.
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During the beginning of the school year; I created a letter to the staff, students, and parents of Carrington Middle School. In the letter, I gave a brief description about myself, the purpose of why I will be there for the school year, and how my vision aligns with mission and vision of the school.
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Element 1b. Leading Change:
The principal articulates a vision, and implementation strategies, for improvements and changes which result in improved achievement for all students.
The principal articulates a vision, and implementation strategies, for improvements and changes which result in improved achievement for all students.
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During the welcome back staff meeting, I presented on the educator's handbook. I informed teachers that the system is used to document classroom incidents and interventions, parent contact, and office referrals.
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As the 8th grade administrator, I met with the 8th grade teachers along with Principal Emmanuel and reviewed their EVVAS data to establish personal goals and improve student achievement. |
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I created a walkthrough schedule for the leadership team. The schedule was able to ensure a teacher had a least one person from the leadership team to visit their classroom weekly.
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Element 1c School Improvement Plan:
The school improvement plan provides the structure for the vision. Values, goals and changes necessary for improved achievement for all students.
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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I collaborated with other staff members on the School Improvement Team to view the goals and ensure that they fit to support the success of the school.
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As part of the School Leadership Team, we reviewed the Teacher Working Condition survey to help create goals for the school.
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Element 1d. Distributive Leadership:
The principal creates and utilizes processes to distribute leadership and decision making throughout the school
The principal creates and utilizes processes to distribute leadership and decision making throughout the school
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During the first Leadership Meeting, we discussed each person's responsibilities for the school year. Teachers who are grade level chairs are also part of the leadership team; they have the opportunity to help make decisions on a school-wide level and give suggestions on improving the school. Throughout the school year, I had the 8th grade counselor assist me with some of the behavior task since she has built great relationships with the 8th grade students.
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