A. Curriculum Planning and Development for the Success of All Learners Below are artifacts from a Professional Learning Community that I participated in. The artifacts are of pre and post data from Common Formative Assessment (CFA's) in which I, along with my colleagues worked collaboratively through. We reviewed data patterns, areas of concern, why, and next steps using the data, the DuFour PLC Process, and the Problem Solving Cycle. We discovered that most on the data showed no growth, and in several cases students actually performed lower on the post assessment than they did on the pre assessment. Using the data, I was able to ask key questions to help them reflect on what was occurring, and "How will we respond, because the students have NOT learned it?" and offer a resource for the teachers. Through this experience I learned that as a leader it is imperative that I monitor what teachers are teaching, how they are assessing, ask tough questions that could make them go deeper in their thinking, and understand what resources they need to support them in boosting student achievement, Demonstrate the ability to develop, implement and monitor procedures to align, sequence and articulate curriculum and validate curricular procedures
Participated in the Professional Learning Community meetings (PLC), collected and analyzed data from Pre & Post common formative assessments
Participated in "Unpacking the Standards" workshop with all staff (Discussed sequencing, pacing, prioritizing and vertically aligning standards school-wide)
Demonstrate the ability to identify instructional objectives and use valid and reliable performance indicators and evaluative procedures to measure performance outcomes
Participated in monthly district professional development literacy meeting
Common Formative Assessment Data / Assessment Tool
Unpacking and Prioritizing Standards across grades - PreK through 5th grade
B. Instructional Management for the Success of All Learners
Below is a screenshot of walkthrough data that I, along with my colleagues from the administrative team performed collectively. My role is this experience was to perform walkthrough(s) with the team and individually, observe and fill-out the walkthrough form in Google docs, and monitor and analyze the data with the administrative team and Content Coach. What I learned through this experience is that this is an effective way to utilize data for instructional decision making, This data was used in a professional development with gain buy-in from teacher, and generate focus areas for writing the school-wide Improvement Plan (SCIP).
Demonstrate the ability to utilize data for instructional decision making
Performed walkthroughs as a member of the administrative team (used for SCIP planning)
Evaluated classroom teachers informally using the Standards for Effective Teaching
Evaluated paraprofessionals formally
Data from Walkthroughs with administrative team
I also included a screenshot of the official Standards of Effective Teaching (SET) form and scripts that I used to informally evaluate a classroom teacher, along with the Principal who was performing a formal evaluation. My role in this experience was to evaluate the lesson, script what I saw and heard, then debrief and compare notes with the principal. Through this experience I learned that as a leader it is important to schedule formal evaluations for all teachers (each year for non-tenured, every 3 years for tenured). It is my responsibility to monitor student learning and evaluate teachers to ensure that effective, equitable teaching is happening in my building. It is also important to perform these evaluations to give teacher feedback and resources in this process as well, to support and help drive change. With literacy proficiency at 19%, understanding what effective teaching looks and sounds like is critical to closing the achievement gap.
C. Policy and Law Below are screen-shots of the districts' Rights & Responsibilities Handbook. As a part of the administrative team, my role in this experience was to review the Rights & Responsibilities Handbook to decide on logical student consequences whenever necessary. Through this experience, I learned that as a leader following these procedures are critical and law. Especially in environments when trauma and behavior incident are frequent. Understanding all applicable offenses and deciding logical consequences are detrimental to student success.
Recognize and apply standards of care involving civil and criminal liability for negligence, harassment and intentional torts
Referred to Rights & Responsibilities manual in times of behavior concerns
Demonstrate an understanding of state, federal and case law governing general education, special education and community education
Participated in Individual Educational Plan (IEP) meetings
Managed and coordinated Title I folder to keep the school compliant with Title I funding requirements
I also included a screenshot of a list of students who have Individual Educational Plans. As a member and participant in Child Study meetings with the Special Education Department, my role was to learn essential concerns and components of the department, and to understand the key decision making that is necessary to stay compliant with state and federal law. As a leader, I learned that by law, it is my responsibility to monitor and collaborate in Child Study meetings, assuring that the school is meeting the needs of all students, and that the plan are up-to-date, and being followed.
D. Political Influence and Governance Below is a screen shot of the final report on "Safe Schools" from the Ramsey County Task Force. My role in this experience was to collaborate with members of the Ramsey County Attorney's office, educators from around several school districts, local police officers, students, parents, and several other stakeholders, to review data trends and other safety concerns in schools, collaborate on 3 to 5 target recommendations and underlying factors that contribute to conflicts and disruptions in learning environments. Through this experience I learned that there are lots of politics that play into making such recommendations, and as a leader it important to work with local collaborations, community organizations, and other stakeholders to address bigger concerns within education.
Demonstrate the ability to involve stakeholders in the development of educational policy
Served as a Ramsey County Task Force member
Exhibit an understanding of school districts as a political system, including governance models
Attended district Board meetings
Streamed the press conference of the preferred Superintendent candidate for St. Paul Public Schools
E. Judgment and Problem Analysis Below are screenshots of the districts CAMPUS Behavior Management menu for in-school and transportation concerns. My role in this experience was to monitor and manage discipline data, and ensure that all documentation being entered was appropriate and necessary. I presented this data during Behavior Team meetings, to gain multiple perspectives on concerns with the data, and to create alternative tracking systems. Through this experience I learned that discipline remains a pressing concern in schools, and should be tracked with fidelity, as well as equitably. Entering minor incidents have lasting impact on students, reflecting on the personal record throughout there school-age years.
Identify the elements of a problem situation by analyzing relevant information, framing issues, identifying possible causes and refraining possible solutions
Managed and analyzed discipline data through CAMPUS, a district-wide data collecting source for all schools
Demonstrate understanding of different leadership and decision-making strategies, including but not limited to collaborative models, and model appropriately their implementation
Facilitated Behavior Team meetings
Reach logical conclusions by making quality, timely decisions based on available information
Managed transportation concerns
F. Human Resources Management Below is a screenshot of interview questions that I created along with colleagues. My role in this experience was to review resumes, contact and schedule interviews with candidates. I also coordinated questions and an interview team to sit in on the interview, provide feedback in the final decision-making process, get the decision to the principal, and to contact our HR staff rep with our decision. Through this experience I learned that as a leader it is important to get feedback from staff who will be working directly with candidates, and to have a diverse interviewing team to get multiple perspectives and optimal feedback about a candidate's interview, to select the best candidate for the job. Demonstrate knowledge of effective personnel recruitment, selection and retention
Facilitated job interviews
Describe and demonstrate the ability to apply the legal requirements for personnel selection, development, retention, and dismissal
Reported concerns of maltreatment to the Minnesota Department of Education within 24 hours
Reported staff performance to school principal and Human Resources
G. Community Relations Below are a couple of photos from the Parent Resource room, and information on community partners. Dayton's Bluff is an Achievement Plus school, which is a private-public partnership between the school and the Amherst H. Wilder Foundation. The partnership focuses on three components:
Academics
Out-of-school learning opportunities
Learning supports (on-site partnerships with community organizations that assist students, their families, and community members
These three components support the major goal of Achievement Plus, which is to assist school staff in making certain that students are able to attend school every day, ready and eager to learn, and to help remove any existing barriers which may prevent students from learning to the best of their ability. My role was to work with the parent resource center to meet the needs of families. Through this experience I learned that having resources to support the needs of our families is an essential part of our mission. It is important that families know that they are welcomed, supported and how to access the support.
Demonstrate the ability to build community consensus
Facilitated 2016-2017 budget meeting with families, community partners, and paraprofessionals
Collected survey data from Title I and other family events
Relate political initiatives to stakeholders, including parental involvement programs
Collaborated with Family Resource Center and partners to support students and families
H. Safety and Security Below are a couple of photos I uploaded as a symbol of my role as a member of the Safety & Security Team at Dayton's Bluff. My role in the was to assist the team with safety drills (tornadoes, fire drills, and lockdown drills), and real life safety and security concerns, which in one case, it was real (Radiator fire). Through this experience, I learned that practicing and having a solid safety and security plan, with assigned roles and chain of command, drills dates, and "what to do and who does what" scenarios listed is critical for optimal building safety in the event that their is a real-life safety concern.
In the case of the radiator fire, the steps followed are below:
At the notice of smoke, pull the nearest fire alarm (during the initial safety meeting, identify locations)
Radio the head engineer, and Block access to the smoke filled area if possible (direct students and staff to alternative routes
Follow FIRE evacuation procedures
Contact Emergency Communications Center (ECC) on next steps
We went through the plan as we were trained, accounting for all students and staff, and contacted the primary evacuation site to notify them that we may be bussed there if we didn't get clearance back into the building. Finally a letter to all parents and staff detailing the incident when things were settled.
Demonstrate the ability to formulate safety and security plans to implement security procedures including an articulated emergency chain of command, safety procedures required by law, law enforcement assistance, communication with the public, and evacuation procedures
Served as a member of the schools Safety and Security Team
Assisted with school safety drills (Tornado Drills, Fire Drills, and Lockdown Drills)
Demonstrate the ability to identify areas of vulnerability associated with school buses, buildings and grounds and formulate a plan to take corrective action
Main contact for transportation and bus concerns
I. Leadership Below are a few photos of essential components of our Positive Behavior Interventions and Supports (PBIS), that I along with colleagues managed and modeled school-wide. I also included a screenshot of a PBIS professional learning community (PLC) agenda that was used during PLC committee meetings. My role is this experiences was to model and coach teachers and students using the basic functions of PBIS, and to proactive address school-wide climate and culture concerns. Through this experience I've learned that having a management systems like PBIS is essential to the culturally and climate of a school. The consistency was was a huge concern at times, but overall the data showed improvement and signs of success.
Demonstrate leadership by collaboratively assessing and improving culture and climate
Coordinated School-wide Positive Behavior Interventions and Supports (PBIS)
Demonstrate leadership by providing purpose and direction for individuals and groups
Coached teachers through PBIS PLC’s, SMART Goals, "Teach Like A Champion" techniques and strategies
Served as a member of the school’s Leadership Team, PBIS Coordinator, Cafeteria Supervisor, Student Assistance Team (SAT), Family Involvement Team, Behavior Team, and Extended Day Learning Boys Group
Initial Pyramid Current Pyramid
J. Organization Management Below are several artifacts of my work with paraprofessionals. One is the Master Schedule for paraprofessionals, the other is Bus Aide routes and procedures. My role in this experience was to collaboratively plan schedules for paraprofessionals, manage, and empower them to take ownership of the work. Through this experience I learned that having a solid plan and accountability system in place to give staff opportunity to show ability to manage schedules and communicate any concerns is vital to school-wide success. Plan and schedule personal and organizational work, establish procedures to regulate activities and projects, and delegate and empower others at appropriate levels
Managed paraprofessionals schedules with Principal and Assistant Principal
Managed and coordinated Bus Aide assignments for paraprofessionals
Develop and manage budgets and maintain accurate fiscal records
Participated in school budget planning and discussions
Below are a few necessities:
Survey all staff to gain multiple perspectives, and to see what the necessities are to them
Sit with administrative team when the initial budget comes out to decipher how to prioritize needs with students in mind first, and how to work numbers of the budget. What is paid for out of what budget? What can Title I pay for legally? How many FTEs are needed, where do we cut?
Hold a staff meeting to share survey results, discuss the budget concerns and school needs based on dollars available. What's available currently to enhance resources for the betterment of students
Finalize the budget based on feedback and survey results
Communicate individually with staff who are not in the budget, and support transitions if it's ethical
Submit the final budget by the deadline, share the final budget and transitions with staff
Through this experience, I learned that being transparent about budget concerns, and gaining buy-in via surveys and meetings is detrimental to the moral of a building and success of all students.
K. Diversity Leadership Below is a screenshot of the National Urban Alliance (NUA) Cohort syllabus, and a couple of photos from my participation in the professional development. My role in this experience was to be a student once per month on a Saturday, learning and modeling what culturally responsive teaching looks and sounds like. Co-facilitated a professional development, and modeled the strategies learned to promote a cohesive, positive learning environment. Through this experience I learned of the amazing resource "The Pedagogy of Confidence" by Evette Jackson, and ways to support teachers in using culturally responsive teaching strategies, as well as Higher Operational Practices (HOPS). I also learned that as a leader, it is important to seek professional development that will help continue to grow myself as the leader, my staff in best practice, and to support equity work school-wide to meet the needs of all students.
Demonstrate an understanding and recognition of the significance of diversity, and respond to the needs of diverse learners
Participated in National Urban Alliance (NUA) Cohort 2 to support school-wide culturally responsive teaching
Create and monitor a positive learning environment for all staff and students
Modeled culturally responsive teaching strategies for all staff using school mission
Demonstrate the ability to adapt educational programming to the needs of diverse constituencies
Modeled and facilitated professional development around school-wide matrix
L. Communication Below are artifacts of communication through the Principal's Bulletin, as well as the Staff Handbook and part of the Communication section within the Staff Handbook. My role in this experience was to work collaboratively with the administrative team to communicate pertinent messages school-wide on a monthly basis. Also to assist the Principal with editing and revising the Staff Handbook, and distribute it to staff during opening week. Through this experience I learned that it is important to have multiple ways to communicate with staff. Also producing a handbook to guide staff through school-wide policies and procedures is a districtwide expectation, and ideal for assuring that all staff have all expectations at their finger tips at all times.
Communicate appropriately (speaking, listening and writing) for different audiences, students, teachers, parents, community and other stakeholders
Communicated school-wide messages once per month using the Principal's Bulletin
Edited and revised the Staff Handbook
Understand and utilize appropriate communication technology
Professionally used email, Google Docs, Walkie-Radio, Connect Ed, Technical Services and other district resources to communicate
I also included an artifact of Walkie Radio and Connect Ed expectations, the different forms of communication that I have used to communicate with a variety of audiences. Through this experience, I learned that as a leader it is important to communicate through multiple media sources, remain as professional as possible in communicating concerns, honor time sensitive communication, and communicate updates.
M. Values and Ethics of Leadership Below are screenshots of artifact of the Courageous Conversation Compass and Protocols, and also of the Problem Pupil Committee process. Though the PPC process is clear on what the outcomes could be, there was no room for factoring in the antecedents, nor does is leave room for conversations about race. Through this experience I learned that as a leader, it is important to following policies and procedures, but also, make sure that multiple perspectives are at the table when deciding major consequences for student behavior and a student's future. Having all voices at the table (parent, student witnesses, teacher, staff involved, etc), and alternatives as well. Through this experience I also learned that as a leader it is important to tactfully interrupt processes in discipline, address inequitable concerns within the system, and use data to do so.
Demonstrate understanding of and model democratic value systems, ethics and moral leadership
Participated in Problem Pupil Committee meetings (Using the CC Protocols and Compass)
Facilitated professional development using data from School-wide Interventions Systems
Demonstrate understanding and application of the Minnesota Board of School Administrators Code of Ethics for Administrators
Honored the Minnesota Board of School Administrators Code of Ethics
I also included artifacts from a professional development that I facilitated for staff during the first six weeks of school. My role in this experience was to create dialogue and buy-in with the data using the office discipline referral forms (ODR), and to teach how and when to fill one out. In tracking data the past two years, I learned that the current processes continues to show that black students are being referred to the main office disproportionately for behavior more than any other students. Although it is important to disrupt the cycles of inequity, it is also just as important to give teachers tools and strategies in dealing with student conflicts and concerns.
K-12 Principal Competencies
A. Instructional Leadership
B. Monitor Student Learning
Demonstrate the ability to implement a positive and effective student management system
Coached and coordinated school-wide Positive Behavior Interventions and Supports (PBIS)
Demonstrate the ability to develop and implement effective student discipline plans
Created Behavior Plans for students who showed the need for Tier 3 supports as related to the PBIS pyramid
Demonstrate the ability to develop a master instructional schedule
Participated in planning discussions for master schedule
C. Early Childhood through 12th Grade Leadership
Demonstrate understanding of different organizational systems and structures at Pre-K, elementary, middle or junior high and high school levels
Dayton’s Bluff Pre-Kindergarten / Early Childhood Special Education through 5th grade
Roseville Area Middle School
Central High School
Demonstrate the ability to work with parents, teachers and other staff in all levels of schooling
Coordinated parent involvement and seminars with the Office of Family Engagement
Served as a member of the Family Involvement Team, and planned parent event nights
Participated in parent-teacher conferences, coordinated discipline derived readmit meetings, phone calls, and emails
Coached teachers with building Content Coach, as well as one-on-one coaching
Coached and participated in paraprofessionals evaluations
Demonstrate understanding of the characteristics of effective transitions from one level of schooling to the next
Seeking input from district level specialist on where students should be developmentally from elementary school to middle school, and from middle school to high school
2016 - 2017 School Choice Fair
PreK weekly newsletter to parents
Personal Learning Plans for middle and high school planning meeting
AVID (Advancement Via Individual Determination), a global nonprofit organization dedicated to closing the achievement gap by preparing all students for college and other postsecondary opportunities.
Roseville Area Secondary Schools: Personal Learning Plan: College and Career Readiness Foundation
Pre-high school, Career Cluster survey results from Roseville Area Middle School
Below is a screenshot of World-class Instructional Design & Assessment (WIDA) standards framework, and CAN DO KEYS for grades K-12 (Listening, Speaking, Reading, Writing) and Keys Uses "Recount, Explain, Argue, and Discuss". WIDA supports instruction and assessment of language learners.