STANDARD ONE: Strategic Leadership
School executives 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
A. School vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, belief 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.
Standard 1A Reflection: During my principal residency I provided student data, data from created parent surveys, and conducted a schoolwide survey to identify the needs of all stakeholders. As a Holt Leadership Team, we constantly refered back to our schools vision and goals to confirm if we were meeting the needs of all stakeholders and our next steps. My problem of practice was created in which to aid in meeting goal one, of reducing the suspension percentage of students suspended.
B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
Standard 1B Reflection: To make sure that all students needs were met to promote student achievement, I created and facilitated biweekly Kid Talk meetings to focus on our EC and ESL students. During these meetings resource and classroom teachers were invited to share the growth and areas of improvement needed for their students. As a team, we discussed and suggested strategies that were working and could work to meet the needs of not only the EC and ESL students, but all of our students.
C. School Improvement Plan: The school improvement plan provides the structure for the vision. Values, goals and changes necessary for improved achievement for all students.
Standard 1C Reflection: During my principal residency I provided student data, data from created parent surveys, and conducted a schoolwide survey to identify the needs of all stakeholders. As a Holt Leadership Team, we constantly refered back to our schools vision and goals to confirm if we were meeting the needs of all stakeholders and our next steps. Using the data collected we as a team, identified two main focus areas for the school year. I helped SIP chair monitor and update indicators on the School Improvement Plan.
D. Distributive leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
Standard 1D Reflection: Due to the results of the 2018-2019 Teacher Working Conditions survey I was interested in knowing exactly what things needs to be targeted based on its results. I identified the areas based on the survey in which our school performed low in to focus on when creating a school survey for staff. The two main areas identified were student conduct and leadership being approachable. The results were then used and shared with the School Improvement team in which to discuss and the areas were added to school improvement plan. The staff was charged with taking it back to their grade levels to discuss further and bring back ideas on how we can improve on this items as a school.