21 Competencies for School Administrators
A competency is a combination of knowledge (factual and experiential) and skills that one needs to effectively implement the practices. Factual knowledge is simply “knowing” content; experiential knowledge is the knowledge one gains from understanding – it is knowing the when and why. Skills bring structure to experiential knowledge. It is when one can put their accumulated knowledge into a series of steps that – if followed – will lead to practice. There are many competencies that are obviously inherent in the successful performance of all of the practices listed under each of the eight critical functions of leadership.
The principal may or may not personally possess all of these competencies but must ensure that a team is in place that not only possesses them, but can effectively and efficiently execute them. Although the principal may not personally possess them all, he or she is still responsible for their effective use in the various leadership practices. The competencies listed below are not so obvious in the practices, can be applied to multiple practices and are absolutely essential for all school executives to possess to ensure their success. For example, the competency – conflict management is important in Micropolitical Leadership, Strategic Leadership, Cultural Leadership, and perhaps one could argue that this competency is necessary in all eight Standards. These competencies are listed here to emphasize their importance and to make sure they are incorporated into the development of school executives.
The principal may or may not personally possess all of these competencies but must ensure that a team is in place that not only possesses them, but can effectively and efficiently execute them. Although the principal may not personally possess them all, he or she is still responsible for their effective use in the various leadership practices. The competencies listed below are not so obvious in the practices, can be applied to multiple practices and are absolutely essential for all school executives to possess to ensure their success. For example, the competency – conflict management is important in Micropolitical Leadership, Strategic Leadership, Cultural Leadership, and perhaps one could argue that this competency is necessary in all eight Standards. These competencies are listed here to emphasize their importance and to make sure they are incorporated into the development of school executives.
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.
As a member of the administrative staff, it is important to disseminate all information to our school community. Every week we send home weekly messages to the staff and school families about what is happening at our school. Additionally, effective communication is imperative in my role as the testing coordinator. Below are two examples of communication that use in order to ensure that all staff members are aware of the expectations and procedures pertaining to testing.
As a member of the administrative staff, it is important to disseminate all information to our school community. Every week we send home weekly messages to the staff and school families about what is happening at our school. Additionally, effective communication is imperative in my role as the testing coordinator. Below are two examples of communication that use in order to ensure that all staff members are aware of the expectations and procedures pertaining to testing.
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.
At Neal, I served on the Instructional Leadership Team and we identified areas for improvement pertaining to positive changes. We worked on them together with the faculty and then prepared the document below identifying the changes for the school year. These procedures and systems ensure that all staff members have ownership for student success.
At Neal, I served on the Instructional Leadership Team and we identified areas for improvement pertaining to positive changes. We worked on them together with the faculty and then prepared the document below identifying the changes for the school year. These procedures and systems ensure that all staff members have ownership for student success.
Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
As a part of our formative assessment day, we had to prioritize conflicts in the order we would address them as an administrator. Then we were instructed develop a tentative plan for a resolution. This experience has helped me as a current school leader and will continue to assist me in the future with understanding time management, delegation of tasks, and understanding when I need to contact additional team members or district leaders to resolve an issue. It was extremely important to use sound judgement in order to successfully manage the caseload with which we were presented. Additionally, after I transitioned back to Bethesda, I became the 504 coordinator. On my caseload, I had a student who was still in the "pending" stage due to a conflict between the parents in terms their opinions pertaining what this student needed based upon the medical diagnosis. My first step was to reach out to find additional information from our district 504 contact. Below you will see an email that I received from her pertaining to advice moving forward. When we met as a team, we were able to come to consensus based upon the needs of the child and ensure that everyone was on the same page moving forward. Since our meeting, both parents have been incredibly happy with the supports that are in place for their child, the teachers are encouraged that the student is receiving the needed accommodations, and the student has been making progress!
As a part of our formative assessment day, we had to prioritize conflicts in the order we would address them as an administrator. Then we were instructed develop a tentative plan for a resolution. This experience has helped me as a current school leader and will continue to assist me in the future with understanding time management, delegation of tasks, and understanding when I need to contact additional team members or district leaders to resolve an issue. It was extremely important to use sound judgement in order to successfully manage the caseload with which we were presented. Additionally, after I transitioned back to Bethesda, I became the 504 coordinator. On my caseload, I had a student who was still in the "pending" stage due to a conflict between the parents in terms their opinions pertaining what this student needed based upon the medical diagnosis. My first step was to reach out to find additional information from our district 504 contact. Below you will see an email that I received from her pertaining to advice moving forward. When we met as a team, we were able to come to consensus based upon the needs of the child and ensure that everyone was on the same page moving forward. Since our meeting, both parents have been incredibly happy with the supports that are in place for their child, the teachers are encouraged that the student is receiving the needed accommodations, and the student has been making progress!
Creative thinking – Engages in and fosters an environment for others to engage in innovative thinking.
One of the best opportunities that I had in middle school was seeing the amount of planning time that middle school teachers have as compared to elementary school teachers. In order to promote student achievement it is imperative for teachers to have adequate time to plan both individually as well as in PLC. Below is a schedule that I drafted for elementary school that would provide teachers with 90 minutes of planning per day as opposed to the standard 40-45 minutes that is seen in elementary school. I also believe that a schedule like this would be a great motivator for both current staff and during the hiring process in order to improve the working conditions for teachers. At Neal, I collaborated with the Instructional Leadership Team to create a new master schedule that included a year-round Discovery block. This block of time was used for intervention and remediation on all grade levels. At Bethesda, as a member of the Instructional Leadership Team, we regularly speak about ways in which we can maximize the amount of time we have with students so that our schedule is as effective as possible. After our planning sessions, we updated the master schedule to reflect those changes. Additionally, I created a schedule for testing that ensured that all teachers would still have planning on days where tests are administered. Also, I created a duty schedule that would capitalize on all human resources so that duty time is distributed more evenly among all staff as compared to only K-5 homeroom teachers. While working on the schedule for 2018-2019, we creatively scheduled in order to provide maximum use of our support staff. The master schedule is one of the most important levers that a principal can affect pertaining to time management for all stakeholders. Organizational ability is one of my greatest strengths pertaining to a variety of different scheduling types including master scheduling, testing scheduling, duty scheduling, etc.
Please click here to view samples of my work.
One of the best opportunities that I had in middle school was seeing the amount of planning time that middle school teachers have as compared to elementary school teachers. In order to promote student achievement it is imperative for teachers to have adequate time to plan both individually as well as in PLC. Below is a schedule that I drafted for elementary school that would provide teachers with 90 minutes of planning per day as opposed to the standard 40-45 minutes that is seen in elementary school. I also believe that a schedule like this would be a great motivator for both current staff and during the hiring process in order to improve the working conditions for teachers. At Neal, I collaborated with the Instructional Leadership Team to create a new master schedule that included a year-round Discovery block. This block of time was used for intervention and remediation on all grade levels. At Bethesda, as a member of the Instructional Leadership Team, we regularly speak about ways in which we can maximize the amount of time we have with students so that our schedule is as effective as possible. After our planning sessions, we updated the master schedule to reflect those changes. Additionally, I created a schedule for testing that ensured that all teachers would still have planning on days where tests are administered. Also, I created a duty schedule that would capitalize on all human resources so that duty time is distributed more evenly among all staff as compared to only K-5 homeroom teachers. While working on the schedule for 2018-2019, we creatively scheduled in order to provide maximum use of our support staff. The master schedule is one of the most important levers that a principal can affect pertaining to time management for all stakeholders. Organizational ability is one of my greatest strengths pertaining to a variety of different scheduling types including master scheduling, testing scheduling, duty scheduling, etc.
Please click here to view samples of my work.
Customer focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
As the chair of Bethesda's PBIS subcommittee, we first ensured that Bethesda's mission, vision, theme, and expectations were at the forefront of our mind when looking at future planning. We ensured that all staff members were aware of these aspects as well. Additionally, I purchased and installed two 8' x 3' vinyl signs that ensure that anyone coming to our school or walking through the hallways are aware of the mission and vision. As part of the DPLA program, I also wrote my own personal vision statement. Our school's vision and my personal vision articulate clearly that students are our customer focus.
As the chair of Bethesda's PBIS subcommittee, we first ensured that Bethesda's mission, vision, theme, and expectations were at the forefront of our mind when looking at future planning. We ensured that all staff members were aware of these aspects as well. Additionally, I purchased and installed two 8' x 3' vinyl signs that ensure that anyone coming to our school or walking through the hallways are aware of the mission and vision. As part of the DPLA program, I also wrote my own personal vision statement. Our school's vision and my personal vision articulate clearly that students are our customer focus.
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.
As a part of our formative assessment day, we had to prioritize conflicts in the order we would address them as an administrator. Then we were instructed develop a tentative plan for a resolution. This experience has helped me as a current school leader and will continue to assist me in the future with understanding time management, delegation of tasks, and understanding when I need to contact additional team members or district leaders to resolve an issue. It was extremely important to use sound judgement in order to successfully manage the caseload with which we were presented. At Neal, I also worked very closely with our school guidance counselor, social worker and MTSS facilitator. As I learned their strengths, I was able to effectively delegate to them as well as a variety of other staff members throughout the school. For example, they all had strengths in bringing together a team of parents, guardians, and supporting service providers in order to provide children and families with the appropriate level of support. Below you will find an example of a follow-up pertaining to scheduling of parent and support staff meetings for a student.
As a part of our formative assessment day, we had to prioritize conflicts in the order we would address them as an administrator. Then we were instructed develop a tentative plan for a resolution. This experience has helped me as a current school leader and will continue to assist me in the future with understanding time management, delegation of tasks, and understanding when I need to contact additional team members or district leaders to resolve an issue. It was extremely important to use sound judgement in order to successfully manage the caseload with which we were presented. At Neal, I also worked very closely with our school guidance counselor, social worker and MTSS facilitator. As I learned their strengths, I was able to effectively delegate to them as well as a variety of other staff members throughout the school. For example, they all had strengths in bringing together a team of parents, guardians, and supporting service providers in order to provide children and families with the appropriate level of support. Below you will find an example of a follow-up pertaining to scheduling of parent and support staff meetings for a student.
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.
At Neal, together with the Instructional Leadership Team; we celebrated the accomplishments of our teachers on a regular basis. Teachers were featured in our weekly newsletter for using strategies that were high-yield for either academics or behavioral expectations. Additionally, at each staff meeting, we recognized 6-10 staff members who were exceeding expectations based on the NCEES standards. At Bethesda, I collected data pertaining to the literacy initiatives that we were currently required. In order to receive teacher feedback and acknowledge what was working as well as what was not working, we sent out this survey to all staff members and then acknowledged the areas that were celebrations as well as those that were failures so that we could then move forward with the same vision and initiatives. Additionally, we celebrated the growth of students through individual teacher iReady growth conferences. At these conferences, we also acknowledged failures and brainstormed ideas which could be used in order to improve growth for all students. Below is an example document that we used with each teacher to track progress from BOY to MOY as well as the fidelity with which the individual student lessons were being utilized. These strategies created dialogue between our staff members that increased the culture of the school as a whole. Additionally, I generally use a dialogue approach to teacher observations which allowed for continued conversations around school improvement.
At Neal, together with the Instructional Leadership Team; we celebrated the accomplishments of our teachers on a regular basis. Teachers were featured in our weekly newsletter for using strategies that were high-yield for either academics or behavioral expectations. Additionally, at each staff meeting, we recognized 6-10 staff members who were exceeding expectations based on the NCEES standards. At Bethesda, I collected data pertaining to the literacy initiatives that we were currently required. In order to receive teacher feedback and acknowledge what was working as well as what was not working, we sent out this survey to all staff members and then acknowledged the areas that were celebrations as well as those that were failures so that we could then move forward with the same vision and initiatives. Additionally, we celebrated the growth of students through individual teacher iReady growth conferences. At these conferences, we also acknowledged failures and brainstormed ideas which could be used in order to improve growth for all students. Below is an example document that we used with each teacher to track progress from BOY to MOY as well as the fidelity with which the individual student lessons were being utilized. These strategies created dialogue between our staff members that increased the culture of the school as a whole. Additionally, I generally use a dialogue approach to teacher observations which allowed for continued conversations around school improvement.
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 have been working to improve my connections with all people in my school by increasing my emotional intelligence as well as empathy for others. Through the program, I have learned that I am more task and systems oriented than I am people oriented. By continuously improving myself, I am building strong, transparent, trusting relationships throughout the school community. Responsiveness and sensitivity are extremely important skills that I attempt to highlight in my interactions with others in order to focus on a collaborative work environments. One of the best ways that I have found to build relationships is that each morning, I prioritize visiting classrooms just as a way to be visible and communicate with both staff members and students.
I have been working to improve my connections with all people in my school by increasing my emotional intelligence as well as empathy for others. Through the program, I have learned that I am more task and systems oriented than I am people oriented. By continuously improving myself, I am building strong, transparent, trusting relationships throughout the school community. Responsiveness and sensitivity are extremely important skills that I attempt to highlight in my interactions with others in order to focus on a collaborative work environments. One of the best ways that I have found to build relationships is that each morning, I prioritize visiting classrooms just as a way to be visible and communicate with both staff members and students.
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
As a member of the instructional leadership team as well as the chair of the PBIS committee, we regularly look at both academic and behavioral trends in order to compare the data with the policies, practices, procedures, and positions in our school. One example of this is that we are exploring the opportunity to create a math special for next school year in response to our continued need for growth in this area.
As a member of the instructional leadership team as well as the chair of the PBIS committee, we regularly look at both academic and behavioral trends in order to compare the data with the policies, practices, procedures, and positions in our school. One example of this is that we are exploring the opportunity to create a math special for next school year in response to our continued need for growth in this area.
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.
Earlier this year, our 3rd grade students completed the Junior Achievement (JA) in a Day program. Additionally, I am currently scheduling an additional JA in a Day program for our 4th grade students. Students learn basic economic principles, how business works, career opportunities, regional, national and global markets and entrepreneurship.
Earlier this year, our 3rd grade students completed the Junior Achievement (JA) in a Day program. Additionally, I am currently scheduling an additional JA in a Day program for our 4th grade students. Students learn basic economic principles, how business works, career opportunities, regional, national and global markets and entrepreneurship.
Judgement – 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
As a part of our formative assessment day, we had to prioritize conflicts in the order we would address them as an administrator. Then we were instructed develop a tentative plan for a resolution. This experience has helped me as a current school leader and will continue to assist me in the future with understanding time management, delegation of tasks, and understanding when I need to contact additional team members or district leaders to resolve an issue. It was extremely important to use sound judgement in order to successfully manage the caseload with which we were presented. Additionally, at Neal, I was responsible for the 6th grade student discipline procedures. I used sound judgement based on individual student needs and school policy to determine an appropriate course of disciplinary action. Below you will find an example of my suspension log with student names hidden.
As a part of our formative assessment day, we had to prioritize conflicts in the order we would address them as an administrator. Then we were instructed develop a tentative plan for a resolution. This experience has helped me as a current school leader and will continue to assist me in the future with understanding time management, delegation of tasks, and understanding when I need to contact additional team members or district leaders to resolve an issue. It was extremely important to use sound judgement in order to successfully manage the caseload with which we were presented. Additionally, at Neal, I was responsible for the 6th grade student discipline procedures. I used sound judgement based on individual student needs and school policy to determine an appropriate course of disciplinary action. Below you will find an example of my suspension log with student names hidden.
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.
As the school's testing coordinator, my organizational ability is regularly on display. It is imperative to build school-wide schedules and accommodation groups that effectively use personnel in order to provide for the needs of our students. Additionally, I regularly use my work calendar in order to ensure the highest levels of fidelity pertaining to use of my time.
scheduling the flow of activities and establishing procedures to monitor projects.
As the school's testing coordinator, my organizational ability is regularly on display. It is imperative to build school-wide schedules and accommodation groups that effectively use personnel in order to provide for the needs of our students. Additionally, I regularly use my work calendar in order to ensure the highest levels of fidelity pertaining to use of my time.
Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
As part of the DPLA program, I wrote my own personal vision statement. My personal vision not only describes my values, but also my personal ethics. Our school's vision and my personal vision articulate clearly that students are our customer focus. Additionally, to show stewardship and respect for the amount of work that they do for our school, our administrative team recognized staff members on a monthly basis.
As part of the DPLA program, I wrote my own personal vision statement. My personal vision not only describes my values, but also my personal ethics. Our school's vision and my personal vision articulate clearly that students are our customer focus. Additionally, to show stewardship and respect for the amount of work that they do for our school, our administrative team recognized staff members on a monthly basis.
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.
At Bethesda, our Instructional Leadership Team lead and supported planning sessions for each grade level in K-2 and each content level in 3-5. We pre-planned an agenda, participated in conversations, collaborated with teachers, provided resources, and provided support in order to promote academic success in each grade level and content area. The agenda outlined the ways in which we used data, focused on instructional planning, created assessments, and commitment to a combination of both whole group and small group instruction. At Bethesda, I lead individual teacher data conferences based on I-Ready growth and proficiency data collected at the MOY benchmark in January. During each teacher's conference, we spoke about what was working, looked at fidelity of use with the program, and decided on next steps for instruction and planning based on high-yield strategies. I also had the opportunity to prepare the MOY data presentation that our administrative team presented to all of the staff members which included academic, behavioral, and attendance data. At Neal, our Instructional Leadership Team used staff meeting time wisely by sharing strategies for best practices in the classroom including formative assessment, PLCs, and online programs. This standard is highly important in order to continually increase and highlight my own personal responsibility for performance as well as encouraging it in others.
At Bethesda, our Instructional Leadership Team lead and supported planning sessions for each grade level in K-2 and each content level in 3-5. We pre-planned an agenda, participated in conversations, collaborated with teachers, provided resources, and provided support in order to promote academic success in each grade level and content area. The agenda outlined the ways in which we used data, focused on instructional planning, created assessments, and commitment to a combination of both whole group and small group instruction. At Bethesda, I lead individual teacher data conferences based on I-Ready growth and proficiency data collected at the MOY benchmark in January. During each teacher's conference, we spoke about what was working, looked at fidelity of use with the program, and decided on next steps for instruction and planning based on high-yield strategies. I also had the opportunity to prepare the MOY data presentation that our administrative team presented to all of the staff members which included academic, behavioral, and attendance data. At Neal, our Instructional Leadership Team used staff meeting time wisely by sharing strategies for best practices in the classroom including formative assessment, PLCs, and online programs. This standard is highly important in order to continually increase and highlight my own personal responsibility for performance as well as encouraging it in others.
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.
My goal is always to return an email or phone call within the same business day and preferably immediately. While I do not always reach this goal, I do always respond as quickly as possible. As you can see from my email screenshot below, I consistently respond to emails and process them in order to ensure that I am being responsive to teachers, staff, parents, and students. Additionally, my morning rounds have assisted me in building relationships as well as building a trust with staff members that I am responsive to them and their students.
My goal is always to return an email or phone call within the same business day and preferably immediately. While I do not always reach this goal, I do always respond as quickly as possible. As you can see from my email screenshot below, I consistently respond to emails and process them in order to ensure that I am being responsive to teachers, staff, parents, and students. Additionally, my morning rounds have assisted me in building relationships as well as building a trust with staff members that I am responsive to them and their students.
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
At Neal, I had the opportunity to not only observe my cooperating principal as he distributed leadership and decision making, but I also had the opportunity to do the same in my experience as the 6th grade administrator. During grade level meetings, a variety of building level leaders including academic coaches, MTSS facilitator, team leaders, etc. Action steps were decided on and distributed among the stakeholders at the meeting in order to ensure that everyone was a leader within their own domain. At Neal, we also distributed leadership to our teachers by giving them opportunities to serve as coaches for each other. We completed both "Ghost Walks" and PLC Days with observations and feedback for all of our teachers. By continually striving to be results oriented through our systems and decisions, we will continue to strive towards increased achievement.
At Neal, I had the opportunity to not only observe my cooperating principal as he distributed leadership and decision making, but I also had the opportunity to do the same in my experience as the 6th grade administrator. During grade level meetings, a variety of building level leaders including academic coaches, MTSS facilitator, team leaders, etc. Action steps were decided on and distributed among the stakeholders at the meeting in order to ensure that everyone was a leader within their own domain. At Neal, we also distributed leadership to our teachers by giving them opportunities to serve as coaches for each other. We completed both "Ghost Walks" and PLC Days with observations and feedback for all of our teachers. By continually striving to be results oriented through our systems and decisions, we will continue to strive towards increased achievement.
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.
At Neal, we were a Capturing Kids' Hearts school. The skills that I learned through this program were valuable in increasing my sensitivity towards both staff members as well as students. When handling student discipline situations, I recognize that all students are individuals and must be treated as so. Through Capturing Kids' Hearts, I was able to incorporate the EXCEL model and make connections with students while meeting the varying needs that they had.
At Neal, we were a Capturing Kids' Hearts school. The skills that I learned through this program were valuable in increasing my sensitivity towards both staff members as well as students. When handling student discipline situations, I recognize that all students are individuals and must be treated as so. Through Capturing Kids' Hearts, I was able to incorporate the EXCEL model and make connections with students while meeting the varying needs that they had.
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 our monthly All Pro Dad's Breakfast at Bethesda, we invite families, students, and community members to come to our school in order to celebrate positive male role models in our children's lives and ultimately improve student achievement throughout their support. Our Superintendent, Dr. Pascal Mubenga even joined us in February as our guest speaker! Our students even had the opportunity to introduce him. This created a sense of pride and empowerment among our students and staff while showing off our great school.
During our monthly All Pro Dad's Breakfast at Bethesda, we invite families, students, and community members to come to our school in order to celebrate positive male role models in our children's lives and ultimately improve student achievement throughout their support. Our Superintendent, Dr. Pascal Mubenga even joined us in February as our guest speaker! Our students even had the opportunity to introduce him. This created a sense of pride and empowerment among our students and staff while showing off our great school.
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
I worked together with our Technology Facilitator and Testing Coordinator at Neal in order to provide professional development pertaining to using technology tools as a means for formative assessment.
I worked together with our Technology Facilitator and Testing Coordinator at Neal in order to provide professional development pertaining to using technology tools as a means for formative assessment.
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.
At both Neal and Bethesda, I create pre-planned agendas for meetings in order to ensure that our meetings and planning time can be effectively used. Below are two examples of agendas that I have created.
At both Neal and Bethesda, I create pre-planned agendas for meetings in order to ensure that our meetings and planning time can be effectively used. Below are two examples of agendas that I have created.
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 chair of Bethesda's PBIS subcommittee, we first ensured that Bethesda's mission, vision, theme, and expectations were at the forefront of our mind when looking at future planning. We ensured that all staff members were aware of these aspects as well. Additionally, I purchased and installed two 8' x 3' vinyl signs that ensure that anyone coming to our school or walking through the hallways are aware of the mission and vision. As part of the DPLA program, I also wrote my own personal vision statement. Additionally, we recently encouraged our teachers to think outside of the box pertaining to their placements for next year. We have some senior staff members who will be moving to new grade levels and also trying same-gender classrooms in order to promote student achievement.
As the chair of Bethesda's PBIS subcommittee, we first ensured that Bethesda's mission, vision, theme, and expectations were at the forefront of our mind when looking at future planning. We ensured that all staff members were aware of these aspects as well. Additionally, I purchased and installed two 8' x 3' vinyl signs that ensure that anyone coming to our school or walking through the hallways are aware of the mission and vision. As part of the DPLA program, I also wrote my own personal vision statement. Additionally, we recently encouraged our teachers to think outside of the box pertaining to their placements for next year. We have some senior staff members who will be moving to new grade levels and also trying same-gender classrooms in order to promote student achievement.