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School executives will build systems and relationships that utilize the staff’s diversity, encourage constructive ideological conflict in order to leverage staff expertise, power and influence in order to realize the school’s vision for success. The executive will also creatively employ an awareness of staff’s professional needs, issues, and interests to build cohesion and to facilitate distributed governance and shared decision-making.

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7a. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school’s identity, culture, and performance.
Experiences
  • Developed strategies to maintain high visibility and easy access throughout the school. I always start my day at school by visiting all the classrooms to check if there’s anything I can do to help teachers. Carry out morning and afternoon duty. My morning duty is to supervise car rider- students at the school’s main entrance door. My afternoon duty is to supervise K-1 students riding the bus. I often bring my laptop when conducting classroom visits and sometimes would stay longer in a classroom when I noticed that students are not behaving the way they should. Extra set of eyes can make a big difference in the classroom.
  • I am very much aware of the expertise , power and influence of staff members, and demonstrate sensitivity to their personal and professional needs. This helped me developed a respectful and strong relationship with them.
  • Worked with the administrative team to build systems and relationships that utilize the staff’s diversity and expertise to make things happen. Through collaboration with K-1 teachers and to the reading specialist, and soliciting resources from other teachers, we were able to create an interactive bulletin board with a theme: Making Progress Happen. I’ve already talked to one of the Reading Specialist that she will continue the interactive board next year. To continue and enhance the Anti-Bullying team, I’ve already utilized the leadership of the AIG teacher. I’ve tapped the talent of one teacher to continue to share best instructional practices.
  • The several surveys I conducted employed an awareness of staff’s professional needs, issues, and interests. The results of the surveys is used to drive sound decision-making and facilitate distributed leadership.
Coursework
  • Aspiring Leader Self-Assessments
  • High School Developmental Project
  • Internship Project / Problem of Practice (Possible artifacts: PPT deck created for Dr. Corn’s class; slide created for poster; logic model; evaluation plan; video of students/teachers engaging in program)
  • Distinguished Leadership in Practice assignments: 2
  • High School Turnaround Case Study
  • Weekly Internship Logs
  • Formal Teacher Evaluations
  • “Flipped” Classroom Video
  • Middle School Developmental Project
  • Fall 2011 Assessment Day: - Video reflection on school culture - Triad role plays re: teacher interactions - Action plan for teacher
  • Upper Elementary School Developmental Project
  • Special Education Legal Literacy Assignment
  • Clinical Supervision Assignment
  • Spring 2011 Assessment Day: - Letter home re: safety incident at school - Role plays re: teacher / student issues - Essay on articles (I probably wouldn’t include that on Wiki)
  • Pre-K / Early Elementary Developmental Project
Specialized Trainings
  • Data Day: EVAAS, ACRE, Metametrics, NC WISE
  • Literacy
  • Common Core Overview (the one we had on mock interview day)
  • Understanding by Design
  • Schooling by Design
  • IEL Federal Policy Institute
  • School Visits: KIPP Gaston, Bertie Middle School
  • Mathematics Common Core Trajectories
  • Assistments
  • Teacher Evaluation Instrument
  • Ruby Payne
  • DPI Special Education Day
  • Various Conferences - Community Schools Learning Lab, Seattle, WA - Add others here ...
Related Readings
  • Tyack, D. B. & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press.
  • Carr, P.J., & Kefalas, M. (2010). Hollowing out the middle: The rural brain drain and what it means for America. Boston, Mass. : Enfield: Beacon.
  • Chenoweth, K. (2009), How it's being done. Cambridge, Mass. : Harvard Education Press.
  • Meece, J. L., & Daniels, D. H. (2008). Child and adolescent development for educators. Boston: McGraw-Hill Higher Education.
  • Florida, R. L. (2004). The rise of the creative class: And how it's transforming work, leisure, community and everyday life. New York: Basic Books.
  • Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century. New York: Picador/Farrar, Straus and Giroux.
  • Ruby Payne RTI
  • Robinson, K. (2011). Out of our minds: Learning to be creative. Chichester: Capstone.
  • 90-90-90 Artcile
  • The Bell Curve
  • Why Reading by 3rd Grade Matters
  • Creating the Opportunity to Learn, Nogero and Boykin
Artifacts and Documentation
This video was created in collaboration with other NELA Cohort I members who attended the Community School Learning Lab in Seattle, Washington with Ryan Hurley's voice.

This digital story is created in collaboration with two other NELA fellows after our visit in a successful turn around school.

Encouraging teachers to make digital stories like this in telling their stories to is a good way to develop systems and relationships to leverage staff expertise and influence in order to affect the school’s identity, culture, and performance.