Sub-Competencies
Reflections and Artifacts
Summary: As part of the district mentorship and peer coaching leadership team. I am responsible for delivering and organizing new-teacher and mentor training, which takes place prior to the back-to-school workshop at the beginning of September. This dual-purpose training is the result of a complete revamp of the mentorship program within Foley Public Schools. Through this new teacher and mentor program, we have now trained more than 40 teaching staff in mentor training through the New Teacher Center Framework.
Reflection: A principal is a school leader who can analyze the climate of the department or organization they serve in depth. Through this service, they create a vision, see that vision through to a process, and deliver workshops and training for teachers to deliver the most effective content to all learners. Planning new teacher training was one of the major projects I worked on during my internship. Through this process, I worked with the other building mentorship leads to design our district's second-year rollout of the revamped mentor program. Through this process, I analyzed the aspects of our program that have been successful, as well as those that were inadequate for our current mentors. This year, we spent a significant amount of time considering special education teaching staff. This was based directly on participant feedback we received the previous year. Through this focus adjustment, combined with the needs we identified from the building administrators and mentors, we designed a successful new teacher and mentor training workshop that we have now used to train over 40 certified staff members in the foundations and principles of the NTC framework. Finally, as leaders, we used feedback and information from the training to modify the requirements for mentors, creating a more streamlined process for mentors and mentees so the focus can remain on teaching and learning rather than getting bogged down in paperwork.
Summary: I prepared this presentation to deliver to the staff at our intermediate school, covering the current office and classroom referral numbers for the year to date and the previous month. Additionally, I presented the ways that PBIS was being implemented within our building. Our building had several staffing shifts between the new year. This presentation also served as a formal introduction to the implementation of the PBIS framework in our building.
Reflection: The building leader must continually analyze the data available within their school system. This presentation, which I created, served as a mid-year check-in and re-norming of the PBIS procedures within our building. This presentation was created following a discussion in the PBIS committee about concerns that some teaching staff are not as familiar with PBIS in our building. I organized this presentation to first contextualize the issue by showing what is happening in our building through a data report on office- and classroom-managed behaviors, and then to situate that data within our plan for moving forward. This process allowed me to take time to analyze which behavior metrics were most impacting teaching and learning, and to identify patterns in the data so that leadership can work to improve the systems within that building.
Summary: This is a leadership capstone presentation I prepared at the conclusion of the leadership portion of my Doctor of Education program. This presentation covers my mission, vision, tagline, and core values; how I put them into action; and my goals for the future as an education leader.
Reflection: A principal is the leader within the building that they serve. Part of being a leader is the ability to articulate your vision for the successful operation of the school as a whole. In creating this presentation, I refined my mission, vision, and core values to align with my goal of moving into school administration. I developed my own vision to empower staff to help each student reach their full potential. Finally, I emphasize the importance of maintaining equity and, as a leader, having the moral courage to do what is right for students.