Competency |
Narrative/Artifact |
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. |
As the Principal Resident, I have been able to communicate with staff, students, parents, and our community through a variety of mediums. In February, I started the initiative of sending weekly phone calls home to all staff and families every Sunday evening. We have received immense appreciation from our parents for keeping them consistently updated on happenings at Warsaw Elementary. March ConnectEd Call |
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. |
Warsaw Elementary has undergone many changes this year, most notably consolidating to a PreK - 8 school. With that consolidation has come the unification of two staffs, two sets of school cultures, many students, and procedures. One of the largest changes, or new protocols, I have implemented this year has been the consistent usage of student data sheets. The most crucial piece of this change was not the announcement or the data sheets, but rather the consistent check-ins with teachers to ensure they were maintaining them. See Standard II for the details of the mentioned data sheets |
Conflict Management: Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner. |
I have learned that most (but not all) conflict that occurs in our school is due to miscommunication by one or both parties involved. One particular conflict I resolved occurred because our guidance counselor was pulling students for 45 minutes for two weeks to prepare for our Awards Assembly presentation. They were being pulled from math class, which upset their teacher. Our dilemma was that we could not provide time after school for these students to prepare, but we did not want them missing half of their math class for two straight weeks. Two great interests - preparation for an award's ceremony and math content - were in conflict, along with the respective staff over each interest. I brought all parties together and we resolved to giving the guidance counselor those 45 minutes during the students' gym class. It took some schedule rearrangement on her part, but we knew we could not continue to pull the students out of math. We communicated with the gym teacher, the students, and the students' parents what our plan was. Great math content was taught and those students were well prepared for their piece in the award's ceremony. The key was empathy, listening, and great communication. |
Creative Thinking: Engages in and fosters an environment for others to engage in innovative thinking. |
I have noticed that in-school suspension (ISS) and out-of-school suspension (OSS) are not working as effective discipline practices for our behaviorally struggling students. One particular student in 5th grade liked going to ISS or OSS and would act out in class to be sent out of the classroom. I worked collaboratively with her homeroom and resource teachers to create a schedule for her to receive intervention from a 2nd grade teacher during her resource time. The student would spend her resource being a math and reading tutor for 2nd grade students. This 5th grade student ended up loving peer tutoring the 2nd graders so much that we eventually used that as an incentive to behave in class. It took creative thinking to devise this plan and communicate it effectively. See email exchange with teacher |
Customer Focus: Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly. |
Our Leadership Team and our teachers are always thinking of ways to best help each of our students succeed. We believe student success encompasses more than just academics. One of the most powerful ways I have served our students has been the initiative to create "Student Focus Groups." We have identified every student who we believe needs behavioral support and strong adult connections and meet with them weekly for 30 minutes. Our guidance counselors use their expertise to plan each session, drive the conversation, and create incentive systems for positive behavior. Our students in these focus groups have made huge strides and teachers have been vocal on how much much their students have progressed. |
Delegation: Effectively assigns work tasks to others in ways that provide learning experiences for them in ways that ensure the efficient operation of the school. |
Our Leadership Team wanted to have our 2nd nine weeks Honors Assembly to feature a Black History Program to honor Black History Month. It would have taken a good bit of coordinating and communicating with our parents and community. I was in the middle of unannounced observations, along with numerous other responsibilities, so I decided to ask our two guidance counselors to spearhead the event. They took charge, communicated with me regularly on the progress of the event, and included many students to be speakers and performers. The Black History Program was a huge success! See our Honors Assembly Letter to Parents. |
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. |
We discuss a variety of topics during PLC meetings, topics that have the potential to become sensitive to those in the conversation. We discuss data, student performance, persisting struggles, and ways our administration can better support our teachers and students. As the facilitator and leader of these meetings, I set the tone for transparency and honesty in the room, while understanding that with listening to the truths discussed, we must be results focused to ensure we meet the needs of our students. Second Semester Assigned PLC's |
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. |
I believe that with strong emotional intelligence comes many (if not all) of the competencies. Emotional intelligence is what reminds me to be human with my staff and students, to show empathy, to admit that I can be wrong, to encourage, and to build deep, meaningful relationships. I have worked diligently to be mindful of what it was like to be a teacher so that I can best support mine - it takes emotional intelligence to empathize and see perspectives that are not your own. When providing feedback, I make it a specific point to encourage explicitly and state what I love about their work and their classroom. I understand that teachers are motivated when they feel valued. The artifact below shows an email exchange I had with a teacher when I provided feedback. Emotional Intelligence Artifact |
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. |
One of the initiatives I have undertaken this year has been consistent communication through ConnectEd phone calls to our parents, community members, and staff. We have a large Latinx, Spanish-speaking population at Warsaw Elementary, so I wanted to ensure that what I draft up for our phone calls is also translated in Spanish (our wonderful front-office receptionist does the Spanish speaking part of our calls after I speak the English piece). One call in particular I decided to have the Spanish portion first so that our Latinx families understand that their language and culture are valued in our Warsaw Elementary Family. |
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. |
I had the privilege of attending the ASCD conference in Boston in March through our leadership academy. Specifically at the ASCD conference, I was able to attend the Global Leadership Summit in which all attendees discussed the importance of preparing our students for a global world. As I reflected on the Global Summit specifically, I am hopeful for the numerous opportunities we have through technology and human connection to bring various people and cultures into our classrooms. In a rapidly changing age, we as educators must be prepared to change the way we instruct so that our students graduate ready for the challenges they will face. Global Summit Badge |
Judgment: 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. |
One of the most important (and most frequent) judgments administrators make each day is how they are going to "discipline" student misbehavior at school. This aspect of the job requires strong judgment as more and more research suggests that suspensions are not working. I face this every day - I am consistently speaking with teachers, students, parents, and my leadership team about what is best for each individual student in each unique situation. I work hard to ensure my teachers feel supported and empowered in my discipline judgments, while also doing what is best for the child (which is most often keeping them in school). We have a particular 2nd grade student who is frequently sent out of the classroom due to his violent and disruptive behavior. Class overall functions more smoothly when this student is removed from the class, but we know we cannot continue to suspend. Plus, any type of suspension we implemented was not working, so I had to make a judgment call on what to do. Below is a positive behavior chart that I, the student's 2nd grade teacher, and the student's mother created for a positive behavior intervention. Due to this intervention, our student has made significant strides in behavior and academics. Behavior Intervention |
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. |
I have learned that organization is vital to leading a school and being organized gains the trust and respect of your staff. One of the strengths I bring to our Leadership Team is organization and my foresight to think ahead in how to communicate all we have organized and planned. I have learned that great organization must be followed with great communication so that the whole school stays organized and proactive. My attached artifact is a picture of our school calendar - I am responsible for managing the school calendar. School Calendar Picture |
Personal Ethics and values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality. |
It may take several weeks, months, or even years to build deep trust with people. Yet, it may take just one action to dismantle trust. As a teacher and principal resident, I understand that it is a culmination of interactions and conversations with students and teachers that build the type of trust needed to lead a school. As a principal resident specifically, each and every day, a student and/or teacher approach me in confidentiality, ask for advice or support, or simply just come to talk. Any given week I am presented with a sensitive matter that must be handled ethically and appropriately. Although situations that involve this particular competency of ethics and values are difficult and may take time to process, it is a privilege to be entrusted with such important, often personal matters. If these matters are handled well, with compassion, and appropriately, an opportunity of great healing and progress is presented. |
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. |
As a teacher, I owned my data and I held myself personally responsible for my students' success. Every minute in every class with every student I was constantly assessing if what I was doing was meeting their needs. This year has been no different - as a principal resident, I see myself as responsible for the success of our teachers and students. I see myself as responsible for the growing work towards building community relations and a positive school perception. I am constantly seeking feedback from my principal mentor, coach, and other teachers to better myself so that our students have lives of real choices. The artifact below is a picture of the data reports I have pulled for every teacher so that we are all accountable together for our students' success. EVAAS Reports |
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. |
I carry my persona journal with me all throughout the school primarily to ensure I am responsive to the needs of teachers and students. Anytime a request is asked of me, I write it down, because every day we, as administrators are bombarded with things to get done. Whether it is responding to parents, making timely announcements to staff and students, or handling teacher issues, I ensure I am communicating well with any party involved and resolving all issues as quickly and thoroughly as possible. One teacher thanked me by saying, "You keep us afloat by getting it all done. Thank you for being dependable." Below is an email exchange in which I responded proactively to a morning incident. Proactive Email Exchange |
Results Orientation – 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. |
At Warsaw Elementary, we understand that great teaching and learning will yield great results. I have had the opportunity to spearhead teacher accountability through data sheets. Data and instruction are two of my strengths as an administrator and I have used those strengths to create organized ways for our Leadership Team to monitor our teacher's common assessment data and support them where they need help. Using these sheets to store and analyze data will help us get the results our students deserve. Standard II, Element A - Focus on Learning and Teaching, Curriculum, Instruction, and Assessment |
Sensitivity – 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. |
Each of my teachers have distinct personalities, teaching styles, and communication preferences, and I have learned those throughout the course of the year. In every interaction, coaching conversation, or observation, I want to motivate and empower them, and for each teacher, that might look differently. To do this well requires sensitivity. Email Exchange with Teacher |
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. |
Our Leadership Team wanted our teachers to provide after school tutoring to our students two months leading up to End-of-Grade testing. We knew that we could not provide actual compensation to our teachers to incentivize them to stay, so we knew we had to be creative. Remembering that we have six extra teacher work days added to the end of the year due to the snow, I devised a proposal to our Superintendent, requesting that the hours teachers give to after school tutoring would be taken off the hours they needed at the end of the year for work days. I, along with my AP and curriculum specialist, have worked diligently to create the after-school tutoring logistics and our teachers have greatly appreciated the work and communication we have put in to provide them this opportunity. After-School Tutoring Proposal to Superintendent |
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction. |
Whether it is teachers delivering instruction via flipped classroom, students working on collaborative projects through SeeSaw on laptops, or teachers using Google drive to create their intervention/enrichments groups, technology is utilized effectively at Warsaw Elementary. One specific way I have facilitated professional development through technology is Instructional Rounds. Teachers use Swivls - rotating video cameras - to film their teaching. Teachers are broken into groups to watch and learn from these lessons, as well as provide feedback to the teacher. Instructional Rounds Information |
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. |
I have learned throughout my Principal Residency that it is difficult to be an effective school leader if time management is not an intentional effort. Throughout my year I have utilized Google calendar, Google drive, but most importantly, my personal journal. My personal journal is how I keep track of every to-do list, remember to respond to each email, and where I dream and envision my leadership progressing. I have attached some examples of how I use my journal. Example 1 Example 2 |
Visionary – Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students. |
As my personal vision states, I dream of schools being places students want to be, not places they have to be. How powerful is the students' learning when it takes place in spaces they feel safe, loved, known, and heard! I took the time to share with my teachers, as well as the teachers at my former school (James Kenan) what my vision was in my classroom and how that vision was communicated to students. Serving as a principal resident, this vision is still true for my school. Realizing Classroom Vision |