Competencies
COMMUNICATION
Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives.
Communication is perhaps the most important skill for an administrator. Being able to share thoughts and expectations in a clear and understandable fashion is key. As well, communicating in a way that will encourage and motivate others to be a part of your vision is how schools are moved. Below are a few examples of how I worked to share information with staff and stakeholders at La Grange Elementary.
In the absence of my principal the first few weeks of school I created the staff newsletter. The staff newsletter is located here.
In addition I started a monthly parent calendar. The calendars are by grade level with the curriculum focus listed for each week. Calendars are in English and Spanish. A few of the calendars can be viewed here.
I also created the Parent Welcome Back newsletter at the beginning of school to remind parents about all of the important expectations and school policies we need their help with ensuring a success school year.
Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives.
Communication is perhaps the most important skill for an administrator. Being able to share thoughts and expectations in a clear and understandable fashion is key. As well, communicating in a way that will encourage and motivate others to be a part of your vision is how schools are moved. Below are a few examples of how I worked to share information with staff and stakeholders at La Grange Elementary.
In the absence of my principal the first few weeks of school I created the staff newsletter. The staff newsletter is located here.
In addition I started a monthly parent calendar. The calendars are by grade level with the curriculum focus listed for each week. Calendars are in English and Spanish. A few of the calendars can be viewed here.
I also created the Parent Welcome Back newsletter at the beginning of school to remind parents about all of the important expectations and school policies we need their help with ensuring a success school year.
CHANGE MANAGEMENT
Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.
Throughout the year there have been several occasions where I sought the feedback of teachers through surveys. I believe that getting input from teachers helps with buy-in when wanting to implement a change or new program.
Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.
Throughout the year there have been several occasions where I sought the feedback of teachers through surveys. I believe that getting input from teachers helps with buy-in when wanting to implement a change or new program.
CONFLICT MANAGEMENT
Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
I use training from Crucial Conversations when dealing with conflict. I had a situation with a parent early on in the year over an issue with car rider procedures. The parent wanted me to allow students to walk out into the parking lot so he would not have to wait in the car rider line. I explained to the parent that it was a safety concern to have children walking in the parking lot when there are so many moving cars. I offered for the parent to come a little later when the line was almost finished to pick his children up. He was happy with the option to come a little later being able to drive right up and pick his children up. This situation resolved a parent and safety concern which has not been an issue since our initial conversation.
I do not put off dealing with conflict whenever possible. I do like to give parties an opportunity to calm down but I do not like for any one to stew over an issue for any longer than absolutely necessary.
Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
I use training from Crucial Conversations when dealing with conflict. I had a situation with a parent early on in the year over an issue with car rider procedures. The parent wanted me to allow students to walk out into the parking lot so he would not have to wait in the car rider line. I explained to the parent that it was a safety concern to have children walking in the parking lot when there are so many moving cars. I offered for the parent to come a little later when the line was almost finished to pick his children up. He was happy with the option to come a little later being able to drive right up and pick his children up. This situation resolved a parent and safety concern which has not been an issue since our initial conversation.
I do not put off dealing with conflict whenever possible. I do like to give parties an opportunity to calm down but I do not like for any one to stew over an issue for any longer than absolutely necessary.
CREATIVE THINKING
Engages in and fosters an environment for others to engage in innovative thinking.
Several years ago I had the opportunity to design a STEM Summer Camp for students in Lenoir County. I was able to put together a small team to create a fun, engaging, educational experience for students. It was a chance to rethink how students spend their summer and provide nontraditional core instruction. The program is entering its fourth year and services over 300 unique students each summer. Funding is provided by the district and a Burroughs Wellcome Fund Student Science Enrichment Program grant.
Engages in and fosters an environment for others to engage in innovative thinking.
Several years ago I had the opportunity to design a STEM Summer Camp for students in Lenoir County. I was able to put together a small team to create a fun, engaging, educational experience for students. It was a chance to rethink how students spend their summer and provide nontraditional core instruction. The program is entering its fourth year and services over 300 unique students each summer. Funding is provided by the district and a Burroughs Wellcome Fund Student Science Enrichment Program grant.
CUSTOMER FOCUS
Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
Students are my primary focus at school. I have to make decisions that are in the best interest of students not adults. This can be hard at times but I always focus on student success as the motivation behind every decision I make. Every child should be made to feel important and cared for if no other time than their time at school. |
DELEGATION
Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
I found out early in the year that I can not do it all by myself. It was imperative to ask for help by delegating tasks to other staff members when appropriate. On several occasions I have called on the guidance counselor to help with student behaviors by completing reports and contacting parents. There is a high level of capacity within the teaching staff at La Grange. I often reach out to teachers to help with projects or committee work. The office staff is extremely helpful and I often need them to assist with making copies, pulling reports, and watching students when a teaching assistant is not available for ISS.
Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
I found out early in the year that I can not do it all by myself. It was imperative to ask for help by delegating tasks to other staff members when appropriate. On several occasions I have called on the guidance counselor to help with student behaviors by completing reports and contacting parents. There is a high level of capacity within the teaching staff at La Grange. I often reach out to teachers to help with projects or committee work. The office staff is extremely helpful and I often need them to assist with making copies, pulling reports, and watching students when a teaching assistant is not available for ISS.
DIALOGUE/INQUIRY
Is skilled in creating a risk-free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
As a principal intern I complete weekly walkthroughs using an instrument created by the district's ICET. During a walkthrough, with a focus on classroom culture, there were several instances I felt the teacher was not building a positive classroom culture. After sharing the walkthrough results with the teacher I asked him to please stop by and see me. Although he was not particularly happy with his ratings, after explaining what I saw during the walkthrough and I did not believe it was helping to build a positive culture in his classroom, he agreed and stated the changes he would make. Although it was a tough conversation I have spent time building a professional relationship with as many staff members as possible to learn what makes them who they are which has contributed to me being able to have productive crucial conversations.
Is skilled in creating a risk-free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
As a principal intern I complete weekly walkthroughs using an instrument created by the district's ICET. During a walkthrough, with a focus on classroom culture, there were several instances I felt the teacher was not building a positive classroom culture. After sharing the walkthrough results with the teacher I asked him to please stop by and see me. Although he was not particularly happy with his ratings, after explaining what I saw during the walkthrough and I did not believe it was helping to build a positive culture in his classroom, he agreed and stated the changes he would make. Although it was a tough conversation I have spent time building a professional relationship with as many staff members as possible to learn what makes them who they are which has contributed to me being able to have productive crucial conversations.
EMOTIONAL INTELLIGENCE
Is able to manage oneself through self awareness and self management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.
Through the BB&T Leadership Institute Leadership Dynamics in Practice program I was able to understand what triggers a negative reaction and how to best handle those situations. After a lot of thought and soul searching it has been quite a journey. I no longer let things that used to really upset me bother me now as I understand more about myself. I work to look through other's lens to try and understand where they are coming from.
This has also been powerful thinking about how teachers and staff respond to students and the potential effects on their psyche. I have shared with several teachers to try and think about the influences their students have in their past and present. Consider how those influences have shaped the child and how they can learn to work with the student where they are and move them to meeting school-wide expectations for behavior.
Is able to manage oneself through self awareness and self management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.
Through the BB&T Leadership Institute Leadership Dynamics in Practice program I was able to understand what triggers a negative reaction and how to best handle those situations. After a lot of thought and soul searching it has been quite a journey. I no longer let things that used to really upset me bother me now as I understand more about myself. I work to look through other's lens to try and understand where they are coming from.
This has also been powerful thinking about how teachers and staff respond to students and the potential effects on their psyche. I have shared with several teachers to try and think about the influences their students have in their past and present. Consider how those influences have shaped the child and how they can learn to work with the student where they are and move them to meeting school-wide expectations for behavior.
ENVIRONMENTAL AWARENESS
Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.
Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.
Students and staff enter the hallways of school each day with the baggage of what's happening in their personal lives. As an administrator I must value where staff members heads and hearts are when asking them to give their students 100% every moment of every day. I must model this so that teachers will also give the same gracious space to their students that are coming to school with many worries about their home life. I must be aware of all of the factors that can affect the way a school day goes and anticipate how to be proactive for the best results.
Just before winter break I wrote this letter to teachers to remind them how we need to focus on routines and procedure before and after break.
Just before winter break I wrote this letter to teachers to remind them how we need to focus on routines and procedure before and after break.
GLOBAL PERSPECTIVE
Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.
Teaching students reading, writing, and math is not enough to prepare them for the future. Students will need to be able to think critically to find solutions for problems we can't imagine today. To be successful students should be able to practice these skills by engaging in problem based learning scenarios. Students will also need to be able to collaborate with peers to share knowledge and learn new skills.
To learn more about the global marketplace I attend the 2018 Global Leadership Summit hosted by Participate at the ASCD Empower18 Conference. I learned about student achievement and programming from panelist and speakers from around the world. It was truly an enlightening experience to share stories with teachers and administrators during roundtable discussions.
Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.
Teaching students reading, writing, and math is not enough to prepare them for the future. Students will need to be able to think critically to find solutions for problems we can't imagine today. To be successful students should be able to practice these skills by engaging in problem based learning scenarios. Students will also need to be able to collaborate with peers to share knowledge and learn new skills.
To learn more about the global marketplace I attend the 2018 Global Leadership Summit hosted by Participate at the ASCD Empower18 Conference. I learned about student achievement and programming from panelist and speakers from around the world. It was truly an enlightening experience to share stories with teachers and administrators during roundtable discussions.
JUDGEMENT
Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.
As an administrator it is imperative that I use good judgement when making decisions that impact the school, staff, and students. One occasion where I used my judgement was after a staff meeting where teachers expressed their feelings of being overwhelmed and feeling unappreciated. Based on this I asked my mentor principal could we do something to show teachers how much they are appreciated. In thinking ahead to the next Monday I knew we would be short staffed due to a conference and teachers would not have a duty free lunch. I organized lunch to be brought in for all staff members as a token of appreciation for all of their hard work.
Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.
As an administrator it is imperative that I use good judgement when making decisions that impact the school, staff, and students. One occasion where I used my judgement was after a staff meeting where teachers expressed their feelings of being overwhelmed and feeling unappreciated. Based on this I asked my mentor principal could we do something to show teachers how much they are appreciated. In thinking ahead to the next Monday I knew we would be short staffed due to a conference and teachers would not have a duty free lunch. I organized lunch to be brought in for all staff members as a token of appreciation for all of their hard work.
ORGANIZATIONAL ABILITY
Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.
Below is a screenshot for the week of March 18. Spring has sprung and the schedule has exploded. Looking at all of the events we had that week it was important to manage all of the activities with the least amount of loss to instructional time. Wednesday was a real test since we had Spring pictures, Identi-kid, Science benchmark and the Spring chorus performance practice session.
Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.
Below is a screenshot for the week of March 18. Spring has sprung and the schedule has exploded. Looking at all of the events we had that week it was important to manage all of the activities with the least amount of loss to instructional time. Wednesday was a real test since we had Spring pictures, Identi-kid, Science benchmark and the Spring chorus performance practice session.
PERSONAL ETHICS & VALUES
Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
As a teacher I demanded myself to always treat every student in the same manner. This was crucial to building relationships in my classroom. It has also proven to be effective in building relationships with adults from peers to parents. As an administrator it is imperative that I always know what I value and not change who I am to become something someone else wants me to be. The ethos that have guided me throughout life will continue to serve me well in the future.
During my residency I have grown to understand the meaning of being fair to all. Of course, there are personalities that on a personal level I tend to lean towards more. But as an administrator I have to be evenly fond of everyone making tough decisions easier. In my role I must apply the rules evenly and expect for everyone to follow them. When staff are not meeting expectations it is my duty to coach and mentor them with the same guidance I would want from someone mentoring me.
Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
As a teacher I demanded myself to always treat every student in the same manner. This was crucial to building relationships in my classroom. It has also proven to be effective in building relationships with adults from peers to parents. As an administrator it is imperative that I always know what I value and not change who I am to become something someone else wants me to be. The ethos that have guided me throughout life will continue to serve me well in the future.
During my residency I have grown to understand the meaning of being fair to all. Of course, there are personalities that on a personal level I tend to lean towards more. But as an administrator I have to be evenly fond of everyone making tough decisions easier. In my role I must apply the rules evenly and expect for everyone to follow them. When staff are not meeting expectations it is my duty to coach and mentor them with the same guidance I would want from someone mentoring me.
PERSONAL RESPONSIBILITY FOR PERFORMANCE
Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.
The more I learn about myself and have new experiences the more I realize there is always room for improvement. I strive to assess my performance on a daily basis. I think about how I may could have handled a situation better or if there was an alternative scenario. It doesn't have to be a negative experience for me to reflect and consider alternate paths.
I frequently ask for feedback from my mentor principal, executive coach, cohort director, and peers. I have learned to take feedback as an opportunity to improve and grow. The only way that I can be the best administrator for my students and teachers is by growing as much as I ask them to grow.
I find reading education articles from many sources also helps improve my knowledge of current best practices.
Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.
The more I learn about myself and have new experiences the more I realize there is always room for improvement. I strive to assess my performance on a daily basis. I think about how I may could have handled a situation better or if there was an alternative scenario. It doesn't have to be a negative experience for me to reflect and consider alternate paths.
I frequently ask for feedback from my mentor principal, executive coach, cohort director, and peers. I have learned to take feedback as an opportunity to improve and grow. The only way that I can be the best administrator for my students and teachers is by growing as much as I ask them to grow.
I find reading education articles from many sources also helps improve my knowledge of current best practices.
RESPONSIVENESS
Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.
Mornings can be tough for everyone from students to staff. However schools are charged with being ready to supervise students upon their arrival. In response to not having staff in place during cafeteria duty I created this memo and shared it with staff members. The memo clearly expressed my expectations for staff placement each morning. I then monitored staff to ensure they were in place according to the memo.
Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.
Mornings can be tough for everyone from students to staff. However schools are charged with being ready to supervise students upon their arrival. In response to not having staff in place during cafeteria duty I created this memo and shared it with staff members. The memo clearly expressed my expectations for staff placement each morning. I then monitored staff to ensure they were in place according to the memo.
RESULTS ORIENTED
Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.
Since the school shooting in Florida all administrators and teachers have been on high alert of potential dangerous situations. We must remain vigilant and impress upon students that their words and actions have consequences. I have had to deal with 2 situations that required quick thinking with a resolution meeting the severity of the offense.
I had a student tell another student, "I'll kill you. Just kidding." The teacher immediately called me to make me aware and called the parent. Although the student may not have had intent to actually hurt his/her peer I could not let the threat go unnoticed. The parent came to school and we all had a conversation about how we can not say threatening things at school, kidding or not. The student understood why he/she could not use phrasing that is threatening and was assigned in school suspension.
While out at a professional development conference a teacher received an email from a student in her classroom about another student threatening to bring a gun to school the next day. The teacher forwarded the email to me and called the school to have the secretary make me aware. The counselor and I questioned the student and found that he was upset that his name was taken for talking in class. We called his parents that came to the school immediately. The principal led the parent meeting with the child and myself in the room. Due to the nature of the student's comments he was suspended from school for 3 days. His parents understood the suspension and were very upset by the child's actions.
Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.
Since the school shooting in Florida all administrators and teachers have been on high alert of potential dangerous situations. We must remain vigilant and impress upon students that their words and actions have consequences. I have had to deal with 2 situations that required quick thinking with a resolution meeting the severity of the offense.
I had a student tell another student, "I'll kill you. Just kidding." The teacher immediately called me to make me aware and called the parent. Although the student may not have had intent to actually hurt his/her peer I could not let the threat go unnoticed. The parent came to school and we all had a conversation about how we can not say threatening things at school, kidding or not. The student understood why he/she could not use phrasing that is threatening and was assigned in school suspension.
While out at a professional development conference a teacher received an email from a student in her classroom about another student threatening to bring a gun to school the next day. The teacher forwarded the email to me and called the school to have the secretary make me aware. The counselor and I questioned the student and found that he was upset that his name was taken for talking in class. We called his parents that came to the school immediately. The principal led the parent meeting with the child and myself in the room. Due to the nature of the student's comments he was suspended from school for 3 days. His parents understood the suspension and were very upset by the child's actions.
SENSITIVY
Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds.
During my principal residency I had the pleasure to meet a very special student. This particular student transferred from another school due to his mother being critically ill and he had to move in with his father. As a first grader he was going through so much in addition to having to settle into a new school. Since his arrival it has been my mission to make him feel welcome and ensure he knows he has someone fighting for him. I check in with him several times a day and often we set goals for his behavior. To start the goals were very short-term, half a day to a full day. Now we have worked up to a week at the time. The reward he always wants it to talk on the walkie talkie. Each week I get a different staff member to talk with him over the radio and his smile could not possibly be any bigger.
The days are not easy for him all the time as he has some behavioral issues that we have to talk through and find ways for him to cope. It was also somewhat of a struggle to get the teacher to understand that she would have to be selective on which 'battles' she would choose to fight with this particular student. I try to impress upon teachers that just like academics students need differentiation when it comes to behavior.
Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds.
During my principal residency I had the pleasure to meet a very special student. This particular student transferred from another school due to his mother being critically ill and he had to move in with his father. As a first grader he was going through so much in addition to having to settle into a new school. Since his arrival it has been my mission to make him feel welcome and ensure he knows he has someone fighting for him. I check in with him several times a day and often we set goals for his behavior. To start the goals were very short-term, half a day to a full day. Now we have worked up to a week at the time. The reward he always wants it to talk on the walkie talkie. Each week I get a different staff member to talk with him over the radio and his smile could not possibly be any bigger.
The days are not easy for him all the time as he has some behavioral issues that we have to talk through and find ways for him to cope. It was also somewhat of a struggle to get the teacher to understand that she would have to be selective on which 'battles' she would choose to fight with this particular student. I try to impress upon teachers that just like academics students need differentiation when it comes to behavior.
SYSTEMS THINKING
Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
Understanding all of the pieces that make each particular school function is important to the whys and hows of how the school runs day to day. Understanding how the school got to where it is today and the factors necessary for growth are key for a new administrator. I completed a Holistic Needs Assessment for La Grange early in the year. I devised a plan for having a vertical planning session and continuing the discussion of teaching strategies during PLCs.
Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
Understanding all of the pieces that make each particular school function is important to the whys and hows of how the school runs day to day. Understanding how the school got to where it is today and the factors necessary for growth are key for a new administrator. I completed a Holistic Needs Assessment for La Grange early in the year. I devised a plan for having a vertical planning session and continuing the discussion of teaching strategies during PLCs.
TECHNOLOGY
Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
As a one-to-one district students have access to the internet and learning programs to enhance the educational experience. As a principal resident I have worked with the school's digital learning specialist to ensure teachers receive monthly training on the best use of the technology we have. It is not enough for the technology to just be a substitution for worksheets and books. Students must progress in the level of use to where they are creating artifacts from their learning.
As a part of the Friday Institute for Educational Innovation's professional development, Leading Personalized and Digital Learning for Administrators, I completed three days of training on the digital competencies for administrators. Using the micro-credentialing services through the Friday Institute I completed a micro-credential entitled SAMR - Effective Use of Technology at the “Augmentation” Level. To earn this certificate I showcased an event with Google Expeditions Augmented Reality that was hosted at our school and lead by our digital learning specialist.
Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
As a one-to-one district students have access to the internet and learning programs to enhance the educational experience. As a principal resident I have worked with the school's digital learning specialist to ensure teachers receive monthly training on the best use of the technology we have. It is not enough for the technology to just be a substitution for worksheets and books. Students must progress in the level of use to where they are creating artifacts from their learning.
As a part of the Friday Institute for Educational Innovation's professional development, Leading Personalized and Digital Learning for Administrators, I completed three days of training on the digital competencies for administrators. Using the micro-credentialing services through the Friday Institute I completed a micro-credential entitled SAMR - Effective Use of Technology at the “Augmentation” Level. To earn this certificate I showcased an event with Google Expeditions Augmented Reality that was hosted at our school and lead by our digital learning specialist.
TIME MANAGEMENT
Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
After attending several Franklin Covey workshops during college and a time management seminar a few years ago I learned an extremely useful technique that I utilize each day. I keep a rolling to do list with dates and deadlines. Each morning I pick the 3 things I am going to accomplish that day. Having these 3 items keeps me focused on what I need to accomplish. In administration there is no set schedule, which requires obedience to staying on task and focused when you have work time. I am still honing this skill but by having my defined items to accomplish I am better able to stay focused and complete the most important and timely tasks.
Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
After attending several Franklin Covey workshops during college and a time management seminar a few years ago I learned an extremely useful technique that I utilize each day. I keep a rolling to do list with dates and deadlines. Each morning I pick the 3 things I am going to accomplish that day. Having these 3 items keeps me focused on what I need to accomplish. In administration there is no set schedule, which requires obedience to staying on task and focused when you have work time. I am still honing this skill but by having my defined items to accomplish I am better able to stay focused and complete the most important and timely tasks.
VISIONARY
Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
I keep a list of things I want to do and things I do not want to do when I am a school principal. These come from experiences I had as a teacher, teacher leader, and principal resident. I am constantly thinking about what I want to do when 'I get my own school.' Below is my personal vision for my educational endeavors.
Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
I keep a list of things I want to do and things I do not want to do when I am a school principal. These come from experiences I had as a teacher, teacher leader, and principal resident. I am constantly thinking about what I want to do when 'I get my own school.' Below is my personal vision for my educational endeavors.