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Strongly Disagree
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Disagree
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Agree
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Strongly Agree
4
DEVELOPMENT AND IMPLEMENTATION OF SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students.
1. The principal develops and monitors long range plans for school improvement.
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2. The principal serves as a catalyst for school improvement and clearly establishes improving student performance as the core mission of the school.
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3. The principal believes that all students can achieve q q q ý
4 The principal develops procedures to ensure successful teaching and learning, using data driven, research-‐based best practice strategies.
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Comments: Ms. Oregel is definitely a catalyst for her school community and is pushing her schools to improve. There is currently a lack of strong data to help push research-‐based practices but this is not her fault and something that the early childhood field, as a whole, needs to examine. She has been working with some initial data as a pilot for a new instructional program that may help her develop a revised vision for her school community.
INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth.
5. The Principal promotes a culture in which staff engages in individual and collective professional learning that result in continuous improvement and high performance.
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6. The Principal guides and supports the implementation of standard-‐base curriculum, instruction, and assessments that address student expectations and outcomes.
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7. The Principal develops and uses assessment and accountability systems to monitor, improve, and extend educator practice, program outcomes and student learning.
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Comments: Having been placed at two school locations with completely different school cultures are a challenge for any administrator. Ms. Oregel has established professional learning environments that have not yet resulted in collective professional learning. While great strides have been made in these areas, this will require on-‐going effort and intentional long-‐term planning so a culture of learning will continue even after she leaves. MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment.
8. The principal implements and enforces policies and procedures so that school is safe, supportive, stable and conducive to learning.
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9. The Principal engages all stakeholders in using problem solving and decision-‐making processes and distributes leadership to develop, monitor, evaluate and revise plans and programs.
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10. The principal implements and enforces policies and procedures so q q q ý
Ana Oregel
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that school is safe, supportive, stable and conducive to learning. Comments: Ms. Oregel provides a safe and productive learning environment for her entire staff. Part of the process has been dealing with difficult staff members. In addition, she has brought an important level of accountability to both of her sites. This has translated into improved staff attendance, more professional development, and stronger lesson planning. As she progressed at both of her school sites, it will be key for her to develop the next generation of community and school leaders that will ensure future success for all students that attend either of the schools. STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources.
11. The principal seeks out opportunities to interact with the public and to build support for our schools, such as participating in community events and organizations.
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12. The principal understands the needs of the community and values the diversity within it
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13. The principal facilitates reciprocal relationships with families that encourages them to assist the school and to participate in opportunities that extend their capacity to support students.
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Comments: This is an area of strength for Ms. Oregel as she has taken time to analyze and reflect about her current school communities. Since they are both vastly different but both serve economically and linguistically challenged families, she has quickly adjusted how she works in each of the neighborhoods. In addition, Ms. Oregel is learning how diversity is an asset that is often underutilized. Over the course of the last year, she has also been helping her staffs understand the importance of working with diverse communities and how instruction often needs to be done with culturally relevant and responsive pedagogy in mind. STANDARD 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard.
14. The principal maintains honesty and integrity, demonstrating a high level of personal and professional ethics, and promotes ethical behavior among staff and students.
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15. The principal understands her impact on the school and community, demonstrating a compassionate and caring demeanor that values and respects the rights of all members of the school community.
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16. The principal encourages instructional strategies that recognize and promote cultural diversity and differences in learning styles.
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17. The Principal is committed to making difficult decisions in service of equitable outcomes for students, staff and school community
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Comments: Ms. Oregel wants to do be the best administrator possible. While she holds very high standards for those that she works with, she also has the same expectations of herself. She makes ethical and professional decisions that are founded in the principles of access and equity. As such, the entire school community has a leader that is dependable, fair, and just. STANDARD 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. 18. The principal operates the school on behalf of students and families. q q q ý
19. The principal keeps current on the changes in school law and regulations and makes sure the school is adhering to practices that minimize legal and fiscal liability, seeking support from credible sources when needed.
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20. The principal welcomes and incorporates conversation with the local community about how to improve learning and achievement for all students.
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Comments: Ms. Oregel understands how relationship at various levels can affect a leadership role. She is quickly learning how to navigate and steer away from political and legal landmines by consulting with her director, general counsel, staff relations etc. In addition, she is learning how to work with a budget and incorporating ideas to make sure that her schools are fiscally responsible through the monitoring of enrollment, attendance, and fraudulent worker’s compensation cases. Through the past year, she has also developed numerous connections with partner schools, charter schools, district office personnel, local councilpersons, and outside agencies. Each of these organizations brings added benefits to the school community and its families.
Name (Optional): Dean Tagawa
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