Competency |
Narrative and/or 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. |
Prior to major events that occur at the school, I sent reminders via email to explain the event and what was needed of staff members. This method of communication allowed staff members to have a clear understanding of their role in ensuring students attended the event. Standard Five |
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. |
I led the Professional Development session about our intervention and enrichment session called P.O.W.E.R. This meeting was shared with staff to assist them in understanding the process changes for both staff and students. The changes were created in response to staff concerns the previous semester. Students had less issues during P.O.W.E.R. due to the training the teachers received. |
Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner. |
I led students in peer mediation sessions. These session promoted students to use positive communication centered around feelings and emotions towards the incident that occurred during the incident. The meetings ended with students determining the agreements to move forward after the incident occurred. |
Creative Thinking – Engages in and fosters an environment for others to engage in innovative thinking. |
I led a professional development session for teachers that allowed them to engage in the design process for Inquiry-Based Learning. This process required teachers to think outside of the traditional box and re-imagine what concepts and lessons would look like in a more engaging manner. |
Customer Focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly. |
Each week. I hosted an impromptu small group of students during P.O.W.E.R. Lunch to ask them about their student experience. When students gave concerns about a specific course, I followed up with the teacher to create a course of action to better support students. |
Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school. |
I organized and dis-aggregated the school's discipline data with our Media Specialist, who also served as the PBIS chair. This allowed her to disseminate the information to the PBIS to create supports for teachers and students within Tier 2 and 3. |
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. |
Each week, I completed observations for teachers that I coached. After the observation, I held a meeting with the teacher to discuss what I saw and to understand the teacher's perspective. This allowed me to widen my scope and provide the most impact feedback to support student learning. |
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 organized and distributed gifts to staff at least once throughout the school year based on their interests they shared at the beginning of the year survey that they completed. The purpose was to encourage staff members through the often difficult moments during the school year and to remind them of their value and worth to me and the school. |
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. |
I attended monthly School Board Meetings to inform me on the changes occurring in ECPS. By doing this, I was able to engage in discourse with school and district stakeholders in order to make the best school-based decisions for students. |
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 worked with the Edgecombe Community College (ECC) liaison to develop the process for allowing students to take community college courses, as well as developing the curriculum that will allow them to be prepared for the 21st Century Work These courses were offered on the NEHS campus and were offered to juniors and seniors. Students that were able to take these courses not only received college credit, but they were also able to receive certifications to use if they were interested in pursuing that career field post-high school. |
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. |
During my residency, I was able to handle student discipline. When given discipline issues to resolve, I sought to make the most fair and equitable decision necessary to solve the discipline issue that was occurring. |
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 created a weekly schedule to maximize my time efficiently during the school day. This ensured that I was able to make my essential meetings as well as prioritize coaching, providing teachers instructional and personal support, and addressing student and parent concerns. |
Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality |
Each day, I sought and continue to seek to serve students, staff members, parents, and community members with honesty, integrity, and diligence. It is through this principles and maintaining high personal ethics that I believe I will be able to affect change on a whole school level. |
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. |
Each week, I have a leadership meeting with my mentor principal, Mr. Donnell Cannon. In these meetings, we discuss highlights, areas of growth, and action steps for continuous improvement. This ensured that I was able to receive continuous feedback that I quickly implemented and created action steps around. |
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. |
When teachers need assistance from the administrative team, I created a suggestions/concerns box in the front office. I responded to these requests throughout the day. This ensured that staff concerns were being met in a timely manner. |
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. |
During my residency, my school needed a way to assist teachers in organizing their student data throughout the school year. I created and ensured that each department had an electronic data notebook to maintain all important data for their courses. |
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. |
When dealing with a teacher who was overwhelmed with an emergency issue pertaining to her mother, I allowed her to leave campus to be with her family while I found coverage for her remaining class. I communicated with the rest of the administrative team of the incident and the decision I made for this 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. |
During my residency year, I attended the trainings hosted by Teach for America (TFA) and ECPS around re-imagining schools. These sessions afforded me the opportunity to really think about what education and school could look like and think strategically about the systems in place that I must partner with in order to educate the whole child. |
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction |
To ensure that teachers received quality feedback prior to our coaching meetings, I recorded my notes over videos of their classroom instruction. This use of technology made our coaching meetings more effective and focused on implementing high-leverage action steps. |
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 created a weekly observation schedule that allowed me to observe teachers assigned to me and follow up with coaching conversations. Below is the schedule I created for the semester. |
Visionary – Encourages "imagineering" by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students. |
As the principal resident, I led two sessions on Re-Imagining Education with staff at NEHS and School Leaders in Craven County Public Schools. These sessions encouraged school leaders of various capacities to think differently about education and to think about how to engage all stakeholders to develop the whole child. Please click on the link below to view the presentation for these sessions. Re-Imagine Education Presentation |