Strategic Leadership
Principals 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 the developing a pathway to reach it.
Element 1A: School Vision, Mission and Strategic Goals
The school's identity, in part, is derived from the vision, mission, values, beliefs 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.
I created a bulletin board in our front entrance hallway to help our students and staff have a daily reminder of our goals for the 2017-2018 school year. I used paw prints to enhance the bulletin board as our school's mascot is a wildcat and our colors are green, gold and white.
The school's identity, in part, is derived from the vision, mission, values, beliefs 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.
I created a bulletin board in our front entrance hallway to help our students and staff have a daily reminder of our goals for the 2017-2018 school year. I used paw prints to enhance the bulletin board as our school's mascot is a wildcat and our colors are green, gold and white.
Element 1B: Leading Change
The school executive articulates a vision and implementation strategies for improvements and changes which result in improved acheivement for all students.
This year I oversaw the Mathematics Department at Bunn High School. I worked closely with the NC Math I teachers to develop effective strategies for providing quality feedback on student work. I began by teaching them how to use rubrics to assess student growth on short answer test questions, then we expanding the rubric grading concept to include quizzes, homework and classroom assignments. Now, students receive informative feedback prior to their assessments and can correct errors, self-assess and gain a higher level of understanding in order to promote content mastery.
At the start of the semester, teachers were assessing the students using multiple choice questions, which did not allow for quality feedback nor did it maximize student learning:
The school executive articulates a vision and implementation strategies for improvements and changes which result in improved acheivement for all students.
This year I oversaw the Mathematics Department at Bunn High School. I worked closely with the NC Math I teachers to develop effective strategies for providing quality feedback on student work. I began by teaching them how to use rubrics to assess student growth on short answer test questions, then we expanding the rubric grading concept to include quizzes, homework and classroom assignments. Now, students receive informative feedback prior to their assessments and can correct errors, self-assess and gain a higher level of understanding in order to promote content mastery.
At the start of the semester, teachers were assessing the students using multiple choice questions, which did not allow for quality feedback nor did it maximize student learning:
Throughout the first semester, I worked with the NC Math I teachers to transition to rubric grading to give the students more authentic feedback and suggestions for further improvement.
Element 1C: School Improvement Plan
The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
Our School Improvement team meets to discuss progress towards reaching our school-wide goals, challenges our teachers and students are facing and plans for continuous growth and development.
Element 1D: Distributive Leadership
The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
An effective school executive knows the value of relying on hard-working and competent teams members to collaborate on tasks. It is the job of the executive to delegate responsibilities and provide others with the opportunity to take the lead on some projects and initiatives. Distributive leadership promotes not only positive working relationships, but empowers those who assume it to expand in a professional capacity and while develop their own leadership potential. A school leader must, however, choose these individuals wisely and elect representatives who they believe will make choices which are consistent with the school's vision, mission, values and beliefs systems. My work with this standard including delegating responsibilities to teachers and members of our Guidance staff to help accomplish school-wide goals like earning a satisfactory proficiency score on the ACT.