Profile of a Leader

     Education has the power to transform a life to one of impact and fulfillment.  As a leader in education, it is my duty to embody this passion by clearly articulating my vision to the school community with whom I work. My goal is to motivate my team towards success, instilling a belief that every student has the potential to excel. Despite the challenges that schools may face, I will guide my team in exemplifying how personal connection with every student leads to positive educational outcomes.

     My leadership style is one of transparency and structure, guided by a focus on long term goals through an empathetic lens.  Modeling the behavior I expect from others in each decision and interaction is a priority.  I maintain a positive attitude, fostering clear communication within the team and actively engaging as a team player. I work to foster a culture that listens to the perspectives of all stakeholders, valuing their input in the decision-making process. I hold every person accountable for decisions and actions while encouraging each one to pursue success.  I continually strive for improvement in all that I do and am dedicated to inspiring my team to reach new heights.  

Effective educators understand that students are more invested in their learning when they feel safe, understand the relevance of the material, and have opportunities to engage with others in meaningful and rigorous learning.  As an administrator, I will place strong emphasis on the following practices to ensure all students are provided with a foundation that is conducive to success.

“A conscious leader invites thinking rather than reacting with quick actions and answers; otherwise, today’s solutions become tomorrow’s problems” (Garmston & Costa, 38).

Administration will attend  and support professional learning community (PLC)  meetings, helping to gather and analyze data to improve student outcomes.

In collaboration with my administrative team, a teacher-centered model of clinical supervision will be implemented.  We will routinely conduct the teacher observation cycle, providing timely formal and informal feedback.   

New teachers will enter into a three-year cycle of evaluation. Formal observations will be conducted  for three consecutive years. If successful, the teacher will have 2 years on an informal evaluation cycle and then return for one formal evaluative year.  After that, the evaluation cycle alternates yearly between formal and informal. Teachers who are considered “ineffective” according to one or more standards on the evaluation rubric for Teacher Performance will be supported through an Improvement Plan. 

Informal walk-throughs will be prioritized to maintain presence and connection with staff and students. I will support and engage with weekly Professional Learning Community (PLC) meetings to stay abreast of current challenges, successes, and on-going work.  The  Leadership team will meet monthly to ensure collective accountability for school-wide initiatives and allow time for data analysis and collaboration.

Work Samples

• Professional Growth Plan
• Leadership Observation 
• Instructional Assistance 

References:   

Garmston, R.J., Costa, A.L. (2015).  Cognitive Coaching: Developing Self Directed Leaders and 

Learners. United States: Rowman & Littlefield Publishers.

• Collaboratively develop a strategic vision and goals focused on student learning.
• Establish effective and efficient systems and routines.
• Empower teachers and nurture leadership aspirations.
• Implement and support professional learning communities (PLCs).
• Continuously reevaluate programs for progress and impact. 

 To ensure alignment with our Mission and Goals, my leadership team will utilize the following strategies to monitor school progress:

• On-going questioning regarding the effectiveness of our initiatives.
• Analysis of data to discern the impact on student achievement.
• Development of systems and tools to objectively assess our programs and create pathways for improvement.