STANDARD SEVEN Micropolitical Leadership
School executives will enlist the diversity and expertise of all staff to achieve the school's vision through distributed leadership and shared decision-making.
Standard 7A: Several notable WCPSS leaders attended Combs' Read Across America day as guest readers, including Dr. Lloyd Gardner, Dr. David Neter, and Tamani Powell as seen above. While they were in attendance I spent time in conversation with them building productive relationships for the benefit of Combs and my future schools. It is consistently reassuring that the top leadership in WCPSS maintains a focus on serving students and supporting staff with all the resources they have available to them. We are very fortunate that the leaders above, along with several other school board members, principals, and community leaders freely offer their time to model the importance of literacy.
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Standard 7A: To address areas of the 2018-19 TWC that were rated lower, I created a table to use as a discussion platform for the leadership team, including instructional leaders and intervention staff. The insights and professional skills of this team were all leveraged to support the overall satisfaction of staff that will then bolster teacher retention data, especially for Beginning Teachers. A more polished version of this working document was sent to staff with the current TWC code to illustrate how their expertise and influence improved the culture and performance of Combs over the last year. |
Standard 7A: In order to leverage staff expertise and increase ownership, I crafted this problem-solving protocol document for ELP 595C. Based on the text School improvement for all: A how-to guide for doing the right work by Kramer and Schuhl, this formalizes data-informed decision making as well as fully exploring root causes before choosing actions to address them. A framework like this supports data-informed decision making and protects emotional responses from interfering with impactful work. |
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Standard 7A: A school leader is responsible for establishing culturally-sensitive norms within a building to respect relationships and create a culture of inclusion for all staff and students. The holiday message created for a MSA monthly writing assignment does just this in relation to the winter holiday season in an elementary school. Microaggressions result without such explicit leadership, hindering hindering emotional safety which then negatively impacts participation and buy-in to the total school environment. Leveraging the cultural contributions of all subgroups ensures a rich school culture in which all grow from the respectful exposure to differences. |