North Carolina State UniversityThe Friday InstituteNCSU College of EducationNCSU NELA Project Hompage
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School executives 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 then developing a pathway to reach it.

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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
Experiences
  • Through the Distinguished Leadership in Practice Component Four assignment, I was able to get a deeper understanding of the role of Mision, Vision, Core Values and Beliefs in the school improvement planning and developing organizational identity.
  • The Self-Assessment assignment using the Pre-Service Rubric required me to reflect on my strategic leadership skills and served as my guide on the things I need to accomplish.
  • Collaboratively work with the school administrative team to explicitly communicate the school's vision, mission. The product of this collaboration was that I was able to revise several school forms like the Monday Monitor, Classroom Observation Form, Teacher Leave-Return Sheet, Student teacher Sign In/Out For, Custodial Sign In/Out Form. All the revised forms bear the school's vision, mission, code of cooperation, school mascot, and school slogan/motto.
  • Encouraged and helped teachers to include the school's mission and vision and their PLC code of cooperation in their IPSA/CASA form. Majority of the PLC teams are now using the revised IPCASA form.
  • Worked with the principal to establish and communicate the school's code of cooperation. I adopted the code of cooperation that we use in our Distinguished Leadership Training and just added two items.
  • Developed and revised my personal vision to align to the vision of my internship school.
  • Included my personal vision statement in my letter of introduction to staff on my internship in an attempt to convey the message that I support their vision and I will be in their school to help.
  • Designed and implemented collaborative processes to collect and analyze data about the school's progress in the co-teaching model. This collaborative process gave me opportunities to get the perception of parents, Academically and Intellectually Gifted (AIG) students, AIG teacher, regular educators, special educators, English as a Second Language teachers, paraprofessionals, and specialist. (Co-Teaching Planner, Survey)
  • Completion of the Distinguished Leadership in Practice (DLP ) Component One assignment taught me how to apply the PDCA cycle to study the process used to establish vision and mission in the school, reflect how important, collaborative collect and rate my internship school's vision and mission.
  • Participated in break out session on Strategic Planning presented by Dr. Larry Price during the 2012 NCASA Conference in Raleigh, North Carolina. One of my take aways is that each device in strategic planning is meant to answer one fundamental question about your plan:Vision: Answers the question of “what.” What will our future look like? What will we accomplish? What is our dream with a deadline?Mission: Answers the question of “why.” Why do we exist? Why is our vision important?Goals: Answer the questions of “who and when.” Who will do what? When will they do it?Strategy: Answers the question of “how.” How will we achieve our goals? How will our vision bring our mission to life?
  • My visit to some successful schools, Bertie Middle School, A.B. Combs Elementary School, KIPP Gaston College Preparatory School, South Creek High School, provided me the opportunity to learn the strategic leadership skills of great leaders. There's a big difference between just reading from a book and having a face to face conversation with great strategic leaders.
  • By reading and understanding the guide on "Using Teacher Working Conditions Survey (TWCS) in the North Carolina Educator Evaluation Process", I gained insights on how to use the TWCS as a formative tool to identify areas of growth and improvement in school leadership and teacher effectiveness. As a future administrator, I've learned that TWCS can be used to help teachers reflect on the context in which they work and how it influences their individual performance. In particular, Standard I on the NC Teacher Evaluation Rubric is on being a leader in the classroom, school and profession is highly dependent on leadership opportunities and support structures within the school.
  • Participation to the Llano Grande Digital Story Training, through team collaboration, we were able to create a digital story that creates a climate that challenges the community to pledge their support to the schools.
Coursework
  • Read, joined discussions and continue to apply principles from How to Win Friends and Influence People (Carnegie, 1981)
  • DLP assignment required collaborative collection and rating of internship school vision and mission with mentor principal and select teachers, fall 2011
  • Applied the PDCA cycle to study the processes used to establish vision and mission in the school, fall 201
  • Through Vision Statement Assignment, developed and shared a personal vision
  • Self Assessment assignments
  • "I Am From" Poem
  • School/District Digital Story
  • Leadership Digital Story
  • Evaluation of Teacher Working Conditions Survey
  • AB Combs Visit
  • NC "Turnaround" High School Visit
Specialized Trainings
  • Distinguished Leadership in Practice (DLP) Training
  • Facilitative Leadership training including specific training on sharing a compelling vision, having maximum appropriate involvement and building consensus and developed vision for parent involvement
  • Llano Grande Digital Story Training
Related Readings
  • 7 Habits of Highly Effective Leaders
  • Tinkering Towards Utopia
  • The School Leaders our Children Deserve
Artifacts and Documentation

Writing this article, I was able to get a deeper understanding of the role of mission, vision, core values and belief in the school improvement planning and developing organizational identity.



To help maintain the focus on the vision and goals throughout the school year, the school's mission and vision should be communicated to all stakeholders. I revised the following forms and included not only the school's vision and mission but also our school mascot/symbol and motto.
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As a result of collaboration, encouraging and helping teachers to include the school's mission and vision and their PLC code of cooperation in their IPSA/CASA form, I was able to revised the IPSA/CASA form. Some PLC teams are now using the revised IPCASA form.

In recognition of the importance of code of cooperation as a visible guidelines for behavior, I worked with the principal to adopt and communicate the school's code of cooperation.

Revised my vision several time and during our Facilitative Leadership, I was able to develop my vision for parents.

My Vision for Parents



My Vision for Students


My letter of introduction to my internship school includes my vision statement that aligned to the school's vision.

In working with teachers, I was able to create a planner that would enable teachers to engage in a collaborative process to collect and analyze data. This planner that I created will also facilitate scheduling, clustering and making homeroom assignments for all students.

Conducted survey to collect and analyze data about the school's progress in the co-teaching model. This collaborative process gave me opportunities to get the perception as well as the suggestions of all teachers involved in the implementation of co-teaching.


This assignment from my participation to the Distinguished Leadership in Practice (DLP ) taught me how to apply the PDCA cycle to study the process used to establish vision and mission in the school, reflect how important, collaborative collect and rate my internship school's vision and mission.

This excerpt from "Using Teacher Working Conditions Survey (TWCS) in the North Carolina Educator Evaluation Process" helped me gained insights on how to use the TWCS as a formative tool to identify areas of growth and improvement in school leadership and teacher effectiveness. As a future administrator, I've learned that TWCS can be used to help teachers reflect on the context in which they work and how it influences their individual performance. In particular, Standard I on the NC Teacher Evaluation Rubric is on being a leader in the classroom, school and profession is highly dependent on leadership opportunities and support structures within the school. "Teaching conditions are not about any one individual and it will take a community effort to improve. Many aspects of teaching conditions are beyond the principal’s control. No one person should be viewed as responsible for creating or reforming school culture alone."

This digital story creates a climate that challenges the community to pledge their support to the schools. It was created in collaboration with other two members of NELA Cohort 1 during our Llano Grande Digital Story Training.

1b. Leading Change: The school executive articulates a vision, and implementation strategies, for improvements and changes which result in improved achievement for all students
Experiences
  • Worked with the school administrative team and inclusion teachers (regular and special education) for effective implementation of Co-teaching model
  • Conducted different surveys for future professional development trainings in the use of technology in the classroom.
  • Created district-wide online PLC documents for Enhancement teachers so that they can conduct online PLC.
  • Participated in district wide Common Core Standards meetings and trainings.
  • Participated in district wide Quality Teaching and Learning Leadership and Teacher Training
  • Collaborated and provided support to Enhancement teachers to conduct online PLC
  • Revised the IPSA and CASA forms to create a new IPCASA form
  • Conducted Mini-PLC's through pre observation and post observation conference of Inclusion teachers
  • Created interactive data wall with a theme "Making Progress Happen"
  • Work with the principal to provide MS Excel and MS Word tutorial lesson materials
  • Read, joined discussions and continue to apply principles from How to Win Friends and Influence People. Carnegie gave suggestions on how to change people without giving offense or arousing resentment and as I practice Carnegie's principle, the more I am convinced that it works. There were instances that we cannot avoid resentment but we can find comfort in knowing that we tried, it just didn't work- different strokes for different folk as the saying goes.
  • Created reading campaign material to promote literacy
  • Worked with the special educators, regular educators, parents and teacher assistants to try some strategies in working with students with different culture, different disabilities and abilities and different nationalities. Some strategies worked to some students. The beauty of collaboratively working with teachers who are open to suggestions is that they often come up with better ideas, they just need a little push to make their already good practice better.
  • Communicated the impact of co-teaching model and inclusive strategies to the school community.
  • Provided support, shared resources to teachers and teacher assistants to improve the quality of instruction
  • Created list of HOTS questions to develop Mathematics Thinking
  • Analyzed the school's 2008 and 2010 Teacher Working Conditions (TWC) survey (to see the trend and to better understand the culture of the school
  • Attended School Planning Management Team (SPMT) Meetings to address issues and improve teacher working conditions
Coursework
  • Attended NELA class on Culture and Change; read, discussed and presented on selected passages from Leading Change (Kotter, 2006) and Leading in a Culture of Change (Fullan 2001)
  • Introductory Letter
  • Fall 2011 Assessment Day School Culture Video
  • Facilitative Leadership
  • Crucial Conversations
  • Problem of Practice Phase #4
Specialized Trainings
  • Social Justice Training
  • Crucial Conversations
Readings
  • Bolman & Deal
  • Leading Change by Carter
  • 7 Habits of Highly Effective Leaders
  • Tinkering Towards Utopia
  • Trust Matters
  • Cultural Change
  • Dale Carnege
  • Crucial Conversations
  • The School Leaders our Children Deserve
  • Seven Keys to Equity
  • Schooling by Design
  • Leading in a Culture of Change
Artifacts and Documentation

This graph shows that 60% of the teachers implementing inclusion have been encouraged to experiment new teaching methodologies.


This technology survey conducted informs what future professional development trainings the teachers need for them to better enhance instructions through technology. This survey also informs the administrative team the technological expertise of teachers.

This Google document provides structures for District-wide online PLC for enhancement teachers.









This reading campaign material is created in an attempt to encourage and inspire students to read.


This logic model is created in response to the problem of practice I identified at my internship school. This model serve as my guide in the implementation of my problem of practice- Teaming for Success: Co-Teaching and Inclusion Strategies to Close the Achievement Gap. This leads for improved student performance for students and engages both the special educator and general educator in the change process- from pull out model to co-teaching.

This material is a product of conducting classroom observations. Most of the questions are the actual questions asked by Mathematics teachers. Teachers don't have enough time to observe classes and learn from each other. Consolidating teachers' best practices and developing a process to share will go a long way in helping teachers improve their instructional strategies.

data wall

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.
Experiences
  • Worked with the School Improvement Team (SIT) to identify changes necessary for the improvement of student learning. This experience made me realize the huge impact of student attendance to their learning. Students really cannot learn if they are absent: NO Attendance, No Learning. (SY 2010 -2011 @ Southeast Halifax High School)
  • Served as Chair on Leadership and Governance for Southeast Halifax High School SACS accreditation (Southeast is now SACS accredited)
  • Actively participated in School Improvement meeting as EC Department representative and a group of teachers in developing the Action Steps to increase parental and community involvement ( SY 2010-2011 @ Southeast Halifax High School.
  • Worked with the SIT team to develop a framework for the School Improvement Plan using the North Carolina Teacher Working Conditions Survey, statewide EOG results, parent and and students survey during the SY 2010 -2011 @ Southeast Halifax High School) and participated during the SIT meeting at my internship school. Some of the insights gained from the meetings guided my thoughts and actions in my role as an administrative intern.
  • By attending SIT meetings and reading the School Improvement Plan, helped me not only to facilitate conversation with the teachers but it also gave me a "quick fix" to some conflict that might arise. By constantly reminding teachers that some of the things that are being implemented are all aligned with the School Improvement Plan that they themselves unanimously voted to support.
  • The Distinguished Leadership Leadership in Practice Component Four required me to select and review the school improvement plans of at least 3 schools in Irerdell-Statesville School District. Irerdell-Statesville School District has developed a School Improvement Plan process that focuses on student learning. It uses Strategic leadership to drive student learning in a systems approach.
Coursework
  • DLP #1 (PDCA)
  • Problem of Practice Phase #2
Specialized Trainings
  • Understanding by Design
  • Facilitative Leadership
Readings
  • Schooling by Design
  • Leading in a Culture of Change by Carter
Artifacts and Documentation

During my first year in NELA program, I was elected to represent the Exceptional Children Department in our School Improvement Team and I other members of the team in developing our school and identifying action steps to realize our goals.

This proposed Belmont School Improvement Plan (SIP)that I developed is already endorsed by our principal to the School Improvement Team. This SIP stems from completing one of the assignments in our Distinguished Leadership in Practice.
This plan was designed to provide structures to:
a. facilitate the collaborative development of the annual School Improvement Plan to realize strategic goals and objectives
b. use the NCTWC survey and other data sources to develop a framework for the SIP
c. incorporate principles of continuous improvement and 21st century concepts into the SIP
d. systemically collect, analyze, and use data regarding the school's progress toward attaining strategic goals and objectives.
1d. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school.
Experiences
  • Worked with the special education teachers to help them take the lead in implementing co-teaching model and inclusive services to third through 5th grade students.
  • Worked with the English as a Second Language (ESL) coordinator and created opportunities for her to assume the leadership role in consolidating all the ESL students data in preparation for future transition of ESL pullout to co-teaching model.
  • Worked with the Academically and Intellectually Gifted (AIG) students teacher and created opportunities for her to take the lead and collecting data for the evaluation of the AIG program. Working with the AIG teacher lead to another opportunity for her to take another leadership responsibility to take the lead for the formal organization of Anti-Bullying Patrol. Anti-Bullying Patrol is student-led and organized activity in response to their experiences. It started as a very informal student organization. Having discovered and tapped the great leadership potential of a teacher will lead to a more effective Anti-Bullying Campaign in our school. Shared resources to the teacher.
  • Work with the administrative team and teachers (EC, ESL, AIG and regular) to collect and analyze data on ESL, EC and AIG programs that will increase shared and data-driven decision making.
  • By reading, joining and leading the discussion on a chapter of Leading in a Culture of Change (Fullan, 2001), the most powerful words Fullan has said about distributive leadership is that leaders in a culture of change will be judged as effective or ineffective not simply by their results and who they are as leaders, but by the leadership they develop in others. This word of wisdom I've learned from Fullan always serve as my guide on my journey as I practice Distributive Leadership.
Coursework
Facilitative Leadership
Specialized Trainings
  • Facilitative Leadership
  • Crucial Conversations
Related Readings
  • Dale Carnege: How to win friends and influence people
  • Trust Matters
Artifacts and Documentation

Through classroom observations both formal and informal, I was able to tap potential leaders who can continue what I have started even I will no longer be at my internship school. The more I worked with some teachers in different school activities, the more I get to know them. This letter s just one among the several letters I sent to different teachers as i create opportunities for staff by empowering them to assume leadership and decision-making roles.



Part of empowering teachers is providing them resources. I developed this material for the teacher as her guide in developing her own material. In sharing resources to teachers it is very important to be more explicit to tell them that this is only an example that they can modify this. It is very important to convey them the message that they are the one in-charge and I will be there to support.



One of the best books that helped me enhancing my distributive leadership skills is Leading in a Culture of Change by Michael Fullan.