STANDARD 1: Strategic Leadership
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.
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.
Martin Millennium Academy's Mission and Vision
Educators beliefs about the students they serve and the systems they work in have a direct impact on student achievement. A school's vision and mission statement helps to reach a common understanding. During my Principal Residency, I had the opportunity to complete the Distinguished Leadership in Practice (DLP) training. Below you will find a copy of the school's mission and vision statement and a copy of an assignment that allowed me to review and evaluate the school’s mission and vision statement and make suggestions for next steps.
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B: Leading Change
The school executive articulates a vision and implementation strategies for improvements and changes which result in achievement for all students.
Multi-tiered System of Support
Building a Multi-tiered system of support (MTSS) within a school requires change. There was no sense of urgency communicated to the students or staff. In order to create change, I led the MTSS team in creating our "compelling why." This statement guides our actions toward total school improvement. Martin Millennium has implemented many programs and strategies in order to improve student achievement. As MTSS chair, I facilitated discussion in analyzing the effectiveness of each program and strategy and as a team we identified major milestones and concerns in the areas of academics and behavior. The information will be used to make changes in teaching practices. A copy of the team's "compelling why" and the observations regarding the forces and turning points that shaped Martin Millennium Academy and suggestions for improvement are listed below.
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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.
School Improvement Plan
As a low performing school, Martin Millennium Academy created specific goals and task to improve overall school performance and growth. As part of the School Improvement Team, I assisted with goal A4.06, ensuring teachers are attentive to students' emotional states, guiding students in managing their emotions, and arranging for supports and interventions when necessary. This included contracting with a behavioral psychologist to work with specific students demonstrating high needs. Below you will find a copy of the school's goals, SIT Agenda, and a copy of the psychologist's schedule.
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1D: Distributive Leadership
The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
Teacher of the Year
During the Spring of my principal residency, Martin Millennium Academy had to nominate and select a teacher of the year, beginning teacher of the year, and an international teacher of the year. As a result, I created a ballot for the staff to vote for a teacher in each category who demonstrates excellence in overall performance. This provides teachers with the opportunity to share in the decision making processes of the school. A copy of the ballot and email sent to staff is below
Do it, See it, Name it...Coaching
During my principal residency, I had the opportunity to attend a training on providing teachers with effective coaching in order to help them get better faster. I presented our coaches' roll out plan with the administrative team during a staff meeting. After the meeting, teachers reviewed our coaching cards to learn more information about each coach and selected a coach based on strengths and needs. Below you will find a copy of the coaches' cards and assignments based on teacher selections.
School Safety
With a growing concern for school safety, I reached out to our local law enforcement to speak with our students about the impact of communicating threats. This initiative correlates with our safety schools goal.