STANDARD ONE: Strategic Leadership
A. School vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, belief 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.
Enloe Magnet High School begins every school year with a staff kick-off to introduce the theme, expectations, and provide professional development to support teachers with the instructional focus. As a Principal Resident, I co-facilitated the professional development session with the principal of the school. We reviewed the current vision, mission, values, and goal of the county and school. We led our respective departments in aligning the department vision with the year with the vision of the school and county. |
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As the Visual and Performing Arts Department supervisor at Enloe Magnet High School, I led the department in creating this vision which aligned with the vision, mission, values, and belief of the county and school during the beginning of the year kick-off. |
I co-created and co-facilitated the Community Vision Project with Dr. Chavis, principal of Enloe Magnet High School. The project provided all stakeholders with an opportunity to engage in creating Enloe's new vision for the year 2020 and beyond. We led multiple sessions which captured the values and beliefs of our students, staff, and parents to inform our new vision and future goals. The Community Vision Project also supports Standard 1d where decision making is distributed throughout the school. |
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As the Beginning Teacher Support Program Supervisor at Enloe Magnet High School during my Principal Residency, I met with the BTSP Coordinator before the start of the school year. We worked on the plans of the New Teacher Orientation and casted the vision of the program which was informed by the county and school vision. |
B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
I participated in changing the 2019-2020 Grading Plan with the leadership team at Enloe Magnet High School during my Principal Residency. This initiative improved grading practices and feedback efforts that directly effects student achievement. |
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As a student of the Wake Principal Leadership Program, I served as the Instructional Facilitator, Literacy Coach, and School Improvement Chair at Olds Elementary School. Our School Improvement Goal was to increase the Reading and Math proficiency scores. This goal required a change in focus from proficiency data to growth data. I created this Predictive Model for teachers to determine their growth data which would inform their Professional Development Plan discussions with administration and promote the growth of all students. |
In effort to meet goals of the 2019-2020 Enloe Magnet High School Improvement Plan, the team changed and improved the schedule to implemented Second Chance Breakfast and Homeroom. As a Principal Resident, I supervised the daily Second Chance Breakfast transitions and Homeroom attendance. This improvement is set to increase teacher and student relationships, ensure students are fed, and ultimately impact student achievement. This artifact also supports Standard 1.C as a provision of structure for the vision. |
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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.
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As a Principal Resident of Enloe Magnet High School, I served on the School Improvement Team to provide structure for the vision and goals and changes necessary for improved achievement for all students. |
A key element in School Improvement is data analysis. As an Instructional Facilitator and member of the Wake Principal Leadership Program, I conducted a Data Audit of Olds Elementary School. The reflection explains the data found and the significance to the school improvement plan for the achievement of all students. |
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D. Distributive leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
Field Trip Management is a significant task at Enloe Magnet High School, taking close to 400 field trips each year. As Principal Resident, I implemented a new electronic process for field trip approval from the leadership team to be more efficient and require less time during the leadership meeting. The field trip approvals were decided by the leadership team comprised of Department Chairs and School Administration. |