Instructional Leadership Framework
Philosophy of Leadership
The role that a leader plays in education is an integral part in the success of the system. Leadership, however, is not limited to one person who instills his or her beliefs on the rest of the body. Instead, a quality leader will empower other teachers, students, and staff members to create a school system where learning is the constant, and each person within the system feels that they have a clear purpose, and play an important role in the larger community. As an instructional leader, I feel that my role is, first and foremost, to create a community of teachers and other stakeholders who believe in what they are doing, and take responsibility for ensuring that students are learning at high levels in a safe and open environment. I think that creating a system of believers in education happens through transparency and communication, a clear purpose for professional learning, putting into place a tiered support system to address various learning and behavior needs, and finding ways to maximize the use of teacher leaders in the system. To me, collaboration is an essential part of creating an effective and productive school. I encourage and build in time for staff to work together and problem solve academic and behavior needs, as well as collaborate together on curriculum, assessments, and data analysis. I value teachers who are willing to try new things, as long as they have a sound research base and purpose, and I create an environment in which staff are eager to share the things they are doing in their classroom with one another. Finally, I know that the only way my staff and students will continue to be passionate, inspired, and driven learners is if I exude these qualities every moment of the day; no matter the circumstances, I will always be a believer in education and learning, and this is what makes me a successful leader.
Philosophy of Education
As an educator, I believe that advancing student learning and achievement should be at the center of every decision made on an instructional, emotional, and social level. Teachers have the responsibility of preparing students for the post-secondary world, whether that be a college setting, or a career. My goal as an instructional leader is to support teachers in finding ways to ensure that all students are able to find success in life outside of the public school setting. I believe in addressing the needs of the whole child, and with this comes the responsibility of making sure teachers are helping students to have quality character, problem-solving skills, and employability skills. It is important that students learn the value of connecting to their community and world, and I make it a priority to encourage staff members to help students find a way to stay involved in the community and their school, resulting in a sense of citizenship and connectivity. I believe in purposeful, research based instructional design that meets the standards and skills required for the course. Furthermore, it is imperative that all teachers plan for differentiated lessons and units. Using data collection and formative assessments, teachers should adjust their instruction, and at times use a multi-tiered support system in which all stakeholders work together to provide targeted interventions, and intensive assistance to students.
Vision for Teaching and Learning
My vision for teaching and learning is grounded in looking at data to drive the decisions being made in my building. Staff members are expected to use formative assessment data to drive their instructional lesson planning. Pre and post assessment data should be used to show growth in student achievement throughout the course of a unit, and summative data should show that students are meeting the standards and skills required for the course. The use of data is a core piece of the planning process, and with this data, staff members will design differentiated lessons and units to ensure that all students’ individual needs are being met. The use of flexible grouping will continue to push students academically, and will encourage collaboration with peers. Modeling and guided practice in the classroom will be used as direct instruction to ensure that students understand exactly what is expected when working toward mastery on a skill or standard. Teachers will work together to ensure that there is an understanding of what proficiency looks like for each skill and standard, and this will be used as a benchmark for success and student achievement. Teachers are responsible for establishing classroom routines and procedures to create a purposeful environment for students using a positive behavior and supports model to guide their routine building. As a full staff, positive supports will be put into place, and there will be a shared responsibility for students when it comes to encouraging learning around both academics and behavior. Grading practices will be researched and analyzed in each department to ensure that students are being graded in an objective manner through the use of rubrics, quality assessments, and varied assessment methods. All staff members are expected to reflect regularly on their practices, and will use these reflections to create goals and to model for students and other staff members the importance of life-long learning.
Vision for Freeland Community School District – Curriculum, Instruction and Student Assessment
When it comes to school improvement, one of the most important things that I can do as an instructional leader is remind my staff that we must work slow now to work quick later. When explaining this to staff, I want them to understand that there are many directions that we could take when it comes to professional learning. Educational research is taking the world of education into amazing places, but it can be overwhelming to try and tackle all of the best practices in education at once. Instead, it is essential to set a clear purpose for professional learning at the beginning of each year, and to make sure not to sway from this purpose until staff is comfortable with the initiative, and ready to move forward. Much like staff members use formative data to guide their decisions, formative assessments will be given to staff members, and professional development will be designed based on this data. Differentiated professional learning opportunities will be provided for staff members, depending on where they are at in their own instructional learning. Staff will engage in learning around rigor and relevance based on the Common Core State Standards, using formative data to differentiate instruction for students. By engaging in learning around these areas, teachers will see an increase in engagement level and rigor in the classroom, resulting in an increase in student achievement and growth for the district.
Vision for the Organization
My management style is based on the philosophy that both staff and students should be focused on cultivating a community of shared responsibility when it comes to the building, academic learning, and pride in the school. I firmly believe that using the Positive Behavior Intervention System (PBIS) model will set routines and procedures in place for students and staff members, and will cultivate an environment of mutual respect and understanding. The important thing with a process like PBIS, or any other multi-tiered support system is that the staff has to believe in the intervention system, and implement it with fidelity and consistency. It is my job as an instructional leader to encourage staff to continue creating a positive culture in the school through initiatives like PBIS and a tiered intervention system, because creating this culture will ensure that focused and engaged learning is occurring.
When disciplinary action takes place for a student or staff member, it will be handled on an individual basis, and will be handled privately between the student or staff member and myself, and another administrator if necessary. When it comes to student discipline, I firmly believe that the only way to change behavior is to have students reflect on their own behavior, serve a consequence, and communicate with parents and/or teachers a plan of action to change behavior in the future. I have a zero tolerance policy when it comes to bullying, disrespect and anything that negatively impacts the learning taking place at school. To encourage all members of my school community to keep a positive attitude with one another, I have incentive programs in place through positive recognition tickets, post cards that are sent home recognizing a student’s positive work, and several staff recognition awards throughout the year.
Vision for Developing Communities of Learning and Collaboration
When it comes to staff collaboration, I have a wide range of experiences working with others on the development of Professional Learning Communities. I have facilitated and assisted in the development of norms for content area learning communities as well as extra-curricular learning communities. I have also designed and implemented professional development around conflict management within learning communities. I have used the DISC profile assessment to guide staff members and myself through the process of getting to know one another professionally. This professional understanding of one another through the DISC personality profile helped to solve differences amongst learning communities, because, it allowed staff to begin a conversation around how to better communicate with one another depending on which personality type each staff member had. Beyond Professional Learning Communities within the building, it is essential to connect with community members on a regular basis. I believe that providing opportunities throughout the year for round table discussions are essential to keeping the lines of communication open with parents, board members, business leaders, and other stakeholders in the community. Also, I believe that one of the best ways to create a collaborative environment, and a community focused on learning is to showcase student work regularly within the community. Whether this be displaying art in the entry way of Pat’s Food Market, or hosting a showcase for parents to see outstanding work students are doing. Connecting and collaborating in and out of the school is an exciting part of my job as an administrator.
Vision for Personal Professional Growth
To develop a school where learning is the constant, it is imperative that I model what this looks like for my staff and students. I make a point to continuously look into professional growth opportunities through various courses, certifications and connecting with other professionals through social networking sites. I believe that as a professional some of the best ways to grow and challenge myself are to connect with other teachers, administrators and leaders around the country who are engaging in new initiatives, research based practices, and progressive thinking when it comes to education. I feel that as a professional I need to be up to date on all current shifts in education, including the integration of technology. I am constantly pushing myself when it comes to technology, and currently utilize Microsoft Office tools, Google Apps, Video Lesson Apps such as Jing, Skyward and other web 2.0 tools to better communicate, connect and educate those around me.
The role that a leader plays in education is an integral part in the success of the system. Leadership, however, is not limited to one person who instills his or her beliefs on the rest of the body. Instead, a quality leader will empower other teachers, students, and staff members to create a school system where learning is the constant, and each person within the system feels that they have a clear purpose, and play an important role in the larger community. As an instructional leader, I feel that my role is, first and foremost, to create a community of teachers and other stakeholders who believe in what they are doing, and take responsibility for ensuring that students are learning at high levels in a safe and open environment. I think that creating a system of believers in education happens through transparency and communication, a clear purpose for professional learning, putting into place a tiered support system to address various learning and behavior needs, and finding ways to maximize the use of teacher leaders in the system. To me, collaboration is an essential part of creating an effective and productive school. I encourage and build in time for staff to work together and problem solve academic and behavior needs, as well as collaborate together on curriculum, assessments, and data analysis. I value teachers who are willing to try new things, as long as they have a sound research base and purpose, and I create an environment in which staff are eager to share the things they are doing in their classroom with one another. Finally, I know that the only way my staff and students will continue to be passionate, inspired, and driven learners is if I exude these qualities every moment of the day; no matter the circumstances, I will always be a believer in education and learning, and this is what makes me a successful leader.
Philosophy of Education
As an educator, I believe that advancing student learning and achievement should be at the center of every decision made on an instructional, emotional, and social level. Teachers have the responsibility of preparing students for the post-secondary world, whether that be a college setting, or a career. My goal as an instructional leader is to support teachers in finding ways to ensure that all students are able to find success in life outside of the public school setting. I believe in addressing the needs of the whole child, and with this comes the responsibility of making sure teachers are helping students to have quality character, problem-solving skills, and employability skills. It is important that students learn the value of connecting to their community and world, and I make it a priority to encourage staff members to help students find a way to stay involved in the community and their school, resulting in a sense of citizenship and connectivity. I believe in purposeful, research based instructional design that meets the standards and skills required for the course. Furthermore, it is imperative that all teachers plan for differentiated lessons and units. Using data collection and formative assessments, teachers should adjust their instruction, and at times use a multi-tiered support system in which all stakeholders work together to provide targeted interventions, and intensive assistance to students.
Vision for Teaching and Learning
My vision for teaching and learning is grounded in looking at data to drive the decisions being made in my building. Staff members are expected to use formative assessment data to drive their instructional lesson planning. Pre and post assessment data should be used to show growth in student achievement throughout the course of a unit, and summative data should show that students are meeting the standards and skills required for the course. The use of data is a core piece of the planning process, and with this data, staff members will design differentiated lessons and units to ensure that all students’ individual needs are being met. The use of flexible grouping will continue to push students academically, and will encourage collaboration with peers. Modeling and guided practice in the classroom will be used as direct instruction to ensure that students understand exactly what is expected when working toward mastery on a skill or standard. Teachers will work together to ensure that there is an understanding of what proficiency looks like for each skill and standard, and this will be used as a benchmark for success and student achievement. Teachers are responsible for establishing classroom routines and procedures to create a purposeful environment for students using a positive behavior and supports model to guide their routine building. As a full staff, positive supports will be put into place, and there will be a shared responsibility for students when it comes to encouraging learning around both academics and behavior. Grading practices will be researched and analyzed in each department to ensure that students are being graded in an objective manner through the use of rubrics, quality assessments, and varied assessment methods. All staff members are expected to reflect regularly on their practices, and will use these reflections to create goals and to model for students and other staff members the importance of life-long learning.
Vision for Freeland Community School District – Curriculum, Instruction and Student Assessment
When it comes to school improvement, one of the most important things that I can do as an instructional leader is remind my staff that we must work slow now to work quick later. When explaining this to staff, I want them to understand that there are many directions that we could take when it comes to professional learning. Educational research is taking the world of education into amazing places, but it can be overwhelming to try and tackle all of the best practices in education at once. Instead, it is essential to set a clear purpose for professional learning at the beginning of each year, and to make sure not to sway from this purpose until staff is comfortable with the initiative, and ready to move forward. Much like staff members use formative data to guide their decisions, formative assessments will be given to staff members, and professional development will be designed based on this data. Differentiated professional learning opportunities will be provided for staff members, depending on where they are at in their own instructional learning. Staff will engage in learning around rigor and relevance based on the Common Core State Standards, using formative data to differentiate instruction for students. By engaging in learning around these areas, teachers will see an increase in engagement level and rigor in the classroom, resulting in an increase in student achievement and growth for the district.
Vision for the Organization
My management style is based on the philosophy that both staff and students should be focused on cultivating a community of shared responsibility when it comes to the building, academic learning, and pride in the school. I firmly believe that using the Positive Behavior Intervention System (PBIS) model will set routines and procedures in place for students and staff members, and will cultivate an environment of mutual respect and understanding. The important thing with a process like PBIS, or any other multi-tiered support system is that the staff has to believe in the intervention system, and implement it with fidelity and consistency. It is my job as an instructional leader to encourage staff to continue creating a positive culture in the school through initiatives like PBIS and a tiered intervention system, because creating this culture will ensure that focused and engaged learning is occurring.
When disciplinary action takes place for a student or staff member, it will be handled on an individual basis, and will be handled privately between the student or staff member and myself, and another administrator if necessary. When it comes to student discipline, I firmly believe that the only way to change behavior is to have students reflect on their own behavior, serve a consequence, and communicate with parents and/or teachers a plan of action to change behavior in the future. I have a zero tolerance policy when it comes to bullying, disrespect and anything that negatively impacts the learning taking place at school. To encourage all members of my school community to keep a positive attitude with one another, I have incentive programs in place through positive recognition tickets, post cards that are sent home recognizing a student’s positive work, and several staff recognition awards throughout the year.
Vision for Developing Communities of Learning and Collaboration
When it comes to staff collaboration, I have a wide range of experiences working with others on the development of Professional Learning Communities. I have facilitated and assisted in the development of norms for content area learning communities as well as extra-curricular learning communities. I have also designed and implemented professional development around conflict management within learning communities. I have used the DISC profile assessment to guide staff members and myself through the process of getting to know one another professionally. This professional understanding of one another through the DISC personality profile helped to solve differences amongst learning communities, because, it allowed staff to begin a conversation around how to better communicate with one another depending on which personality type each staff member had. Beyond Professional Learning Communities within the building, it is essential to connect with community members on a regular basis. I believe that providing opportunities throughout the year for round table discussions are essential to keeping the lines of communication open with parents, board members, business leaders, and other stakeholders in the community. Also, I believe that one of the best ways to create a collaborative environment, and a community focused on learning is to showcase student work regularly within the community. Whether this be displaying art in the entry way of Pat’s Food Market, or hosting a showcase for parents to see outstanding work students are doing. Connecting and collaborating in and out of the school is an exciting part of my job as an administrator.
Vision for Personal Professional Growth
To develop a school where learning is the constant, it is imperative that I model what this looks like for my staff and students. I make a point to continuously look into professional growth opportunities through various courses, certifications and connecting with other professionals through social networking sites. I believe that as a professional some of the best ways to grow and challenge myself are to connect with other teachers, administrators and leaders around the country who are engaging in new initiatives, research based practices, and progressive thinking when it comes to education. I feel that as a professional I need to be up to date on all current shifts in education, including the integration of technology. I am constantly pushing myself when it comes to technology, and currently utilize Microsoft Office tools, Google Apps, Video Lesson Apps such as Jing, Skyward and other web 2.0 tools to better communicate, connect and educate those around me.
Resources consulted in the development of my instructional framework: