STANDARD ONE
A. 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.
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.
PERSONAL VISION STATEMENT Throughout the NELA journey, I was challenged to dig deep and find my "why". I learned the power of storytelling and used it to articulate my personal vision and mission statements. I believe that my "why", my vision and mission statements, and my core values are integral to everything I do professionally and personally. |
|
|
REVISITING OUR SCHOOL MISSION It is important to continually revisit the school's vision and mission statement throughout the year. We had an administration change in November and the new team wanted to learn more about the established vision. During our January leadership meeting, the administrative team lead a mission rejuvenation. With the input of the leadership team, we clarified and amended the school's vision and mission in the Indistar platform. |
B. LEADING CHANGE:
THE SCHOOL EXECUTIVE ARTICULATES A VISION AND IMPLEMENTATION STRATEGIES FOR IMPROVEMENTS AND CHANGES WHICH RESULT IN IMPROVED ACHIEVEMENT FOR ALL STUDENTS.
THE SCHOOL EXECUTIVE ARTICULATES A VISION AND IMPLEMENTATION STRATEGIES FOR IMPROVEMENTS AND CHANGES WHICH RESULT IN IMPROVED ACHIEVEMENT FOR ALL STUDENTS.
Walk-Through Form
With input from the administrative and leadership teams, I created a google form walk-through instrument. The tool is aligned with the district's new instructional framework. The administrative team completes between 15-20 walk-throughs each week. The feedback is automatically forwarded to the administrative team members and the teacher. We use the data to decide on upcoming professional development and to coach teachers. There was not a formal walk-through form in place prior to this form. The implementation of formal walk-throughs facilitated more frequent dialogue and communication between administrators and teachers.
With input from the administrative and leadership teams, I created a google form walk-through instrument. The tool is aligned with the district's new instructional framework. The administrative team completes between 15-20 walk-throughs each week. The feedback is automatically forwarded to the administrative team members and the teacher. We use the data to decide on upcoming professional development and to coach teachers. There was not a formal walk-through form in place prior to this form. The implementation of formal walk-throughs facilitated more frequent dialogue and communication between administrators and teachers.
PBIS Initiatives After reviewing our referral data, I noticed that the majority of the discipline incidents occur in the bus setting. The email to the right was the beginning of an initiative that would later evolve into my Problem of Practice. With input from the PBIS team, I spearheaded a new bus PBIS plan that included both individual and whole group incentives for positive behavior. |
|
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.
THE SCHOOL IMPROVEMENT PLAN PROVIDES THE STRUCTURE FOR THE VISION. VALUES, GOALS AND CHANGES NECESSARY FOR IMPROVED ACHIEVEMENT FOR ALL STUDENTS.
SCHOOL IMPROVEMENT PLAN
The school improvement team meets twice a month to discuss the progress we have made towards our goals. We utilize the NC Star platform to house our school improvement plan. The leadership team is organized into small coalitions that focus on each goal.
The school improvement team meets twice a month to discuss the progress we have made towards our goals. We utilize the NC Star platform to house our school improvement plan. The leadership team is organized into small coalitions that focus on each goal.
D. DISTRIBUTIVE LEADERSHIP:
THE SCHOOL EXECUTIVE CREATES AND UTILIZES PROCESSES TO DISTRIBUTE LEADERSHIP AND DECISION MAKING THROUGHOUT THE SCHOOL.
THE SCHOOL EXECUTIVE CREATES AND UTILIZES PROCESSES TO DISTRIBUTE LEADERSHIP AND DECISION MAKING THROUGHOUT THE SCHOOL.
ENGLEWOOD'S GOT TALENT
I compiled a list of our staff's strengths using a Google Forms survey. Each staff member selected educational topics that aligned with their expertise. The final product was a shared document that identifies staff members who are strong in pedagogy, management, technology, etc. Staff members use this product to identify colleagues who will be able to support them in various topics through peer observation or the sharing of resources. Englewood's Got Talent empowered staff to provide in-house professional development to one another by sharing expertise.
I compiled a list of our staff's strengths using a Google Forms survey. Each staff member selected educational topics that aligned with their expertise. The final product was a shared document that identifies staff members who are strong in pedagogy, management, technology, etc. Staff members use this product to identify colleagues who will be able to support them in various topics through peer observation or the sharing of resources. Englewood's Got Talent empowered staff to provide in-house professional development to one another by sharing expertise.