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As an Educational Leader, I am extremely passionate about building relationships with staff and students. I believe that one's willingness to complete a task when asked grows exponentially when strong relationships are built and strengthened over time.

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As an Educational Leader, I believe I can be the best in the world at building new and strengthening old relationships with both staff and students. In my current position, as a math teacher, I am constantly told, "kids hate math, but they like you." Meaning, my students enjoy my class and work hard because of the relationships I have built with them in and outside of the classroom. I understand the sentiment of those who tell me this, but honestly some students actually do like math. Regardless, I accepted the intended compliment.

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As an Educational Leader, my ability to motivate others to do their best, and work to their full potential to successfully execute the mission drives my resource engine. Additionally, even with my best efforts to motivate others, I must also constantly recruit and hire individuals who share my passion for education.

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My Hedgehog Concept differs from my current principal's in that he is completely data driven and believes student can, to an extent, teach themselves and learn new concepts through computer programs and other forms of technology. I agree, some students do have the intrinsic motivation needed to essentially teach themselves when given the opportunity through modern technology. However, in my experience (teaching mathematics), the majority of students are more likely to learn more because of a positive relationship with the teacher, than through an educational computer program. In my opinion, when the teacher-student interaction is removed/lessened, then the student begins to be complacent with their education.

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As an education leader my passion is to be an investor. I love investing time, energy, and knowledge into my students that will impact them down the road. Investments that are made and then eventually acted on change peoples lives which is the mission I have as an educator.

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As an educational leader I believe that I can be the best in the world at making my students feel valued. This like many other educators mission starts with relationship building and then developing into a place of a comfort zone with my students. Allowing my students to feel valued opens them up to new experiences and a multitude of other variables that can impact their lives.

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As an educational leader my personal mission paired with reflection is what drives my ability to serve. Reflection allows me to recharge my batteries and focus again on what is important to myself as an educator and drive forward with my goal. As an educator our impact is rarely seen immediately, but reflecting down the road with former students and seeing your piece of the puzzle is rewarding.

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I would say that my hedgehog concept is the same or near the same as my supervisors. He has a saying that he is in the business of saving lives, this mission is one I have grown to understand at a deeper level and commit to that mentality during my interaction with students.

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As an educational leader my passion is to be a developer of talent.  Helping staff and students find and develop their passion.  I love the moment the concepts coalesce into an applicable idea.  Seeing the faces light up and the excitement about the possibilities is what keeps me in education.

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As an educational leader I feel that I am the best at providing support.  As a relationship is built I see the potential of the person.  I will encourage and aid in the growth of the individual.

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What drives my resource engine is the belief in the worth of every person.  There is a niche that each of us is able to fill.  The niche is integral to the success of the community.  This belief is why I want to have our students graduate with skills that allow them to be successful in their careers, education, and social situations.  This is what I call being a life long learner.  Being able to adapt to and value new situations and individuals.

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I do agree with my principal on his views.  His is focused on the growth mindset for all involved with education.  Teachers can improve and grow thus causing students to improve and grow.

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As an educational leader, I am deeply passionate about inspiring students to be self-motivated learners. It is my job to come to work every day and sale education to my students as well as inspire them to be great individuals.

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As an educational leader, I believe I can be the best in the world at being consistent with my expectations. I expect everyone to never give up until their good becomes better and their better becomes best. You either meet the expectations or you exceed them.

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As an educational leader, my passion for learning drives my resource engine. The love of seeing students light bulbs goes off is the best feeling in the world. Someone said if you love what you do then you will never have to work again

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My hedgehog concept is similar to my principals because we both believe that everyone can achieve. No matter if you are poor, rich, black, white, special ed, or esl you can achieve in education. It is our job to push students to their next level and teach every kid as if they are our own.

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As an educational leader, my deepest passion is building relationships with my students to make sure they know I am constantly there for them. I love being able to connect with students because it makes them more open to learning and growing in and outside of the classroom. This connection also helps them start to think about their future and their goals and I love seeing them start to achieve their dreams. It is always worth it.

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As an educational leader, I believe that I am the best at supporting staff and students. I believe that I am the best at constantly being there for others to help them feel heard. Everyone needs someone who can listen and I am very good at that as well as helping plan through strategies.

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As an educational leader, what drives my resource engine is the smiles on students and staffs faces that I have helped put there. The time that I pour into people drives me to be better and do better every day.

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My hedgehog concept is very similar to my current principal. I have honestly never seen such a passionate and caring man. He goes out of his way to be there for students and it truly inspires me. He takes time out of his day to still even tutor students in math. Just reminding all of his staff that taking time and pouring it into students can have a great outcome.

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As educational leader I am very passionate about the potential that every student has. Despite where this student has come from I believe that they have the ability to come into my school and be the best they can. Knowing that every student who enters my building has the ability to leave better than they came in pushed em forward and drives me. When it comes to education I am passionate about making a difference.

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As an educational leader I am the best at finding out what motivates others. I have learned that not every student/ staff member is the same especially when it comes to hat motivates them. I am very good at building relationships and by doing so I am able to figure out what drives them.

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As an educational leader I think I am driven by the thought that there can always be more done. The idea of always pushing myself and other to be their best and always be better drives me. In education there is always room for improvement, always something else that can be done which is my driving force.

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I think there are some similarities between my current principals hedgehog concept and mine. I think my current principal is great and everyone loves him. However, I do not think he has learned the concept of saying no to others (parents) and by doing this it sets him/ us back as a school and doesn't allow us to reach out full potential. I think my mindset is to always do what is needed to reach a goal and telling staff/ parents the truth about situations because it will benefit everyone in the long run. That is where we differ because, he is worried about keeping everyone happy and thats not possible

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On becoming an Educational Leader, I feel I am most passionate about treating all people equally.  I have witnessed many times over my short educational career the unequal treatment of others and how that has strained the relationship between the teacher and the student.  Being a leader who is impartial sets a tone that others can respect.  They know the leader is fair, steady, and unbiased.

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An Educational Leader that can relate to tough situations involving all types of people in a school district is extremely important.  I believe I can be the best educational leader in the world at relating to and understanding of issues that go beyond the classroom.

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As an Educational Leader the driving of my resource engine stems from the ability to work hard and work passionately.  I feel whatever you are doing should be done thoroughly with a great sense of intense care.  Without the care for your job or your service, you serve yourself no justice and sacrifice a gift that’s given to you every day.

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The Hedgehog Concept I have adopted differs from my current supervisor’s in the way that they hold onto preconceived characteristics of people before understanding all aspects that make the student/parent/teacher the way they are.  Listening to others’ encounters with an individual should be heard but shouldn’t dictate any decisions on their behalf.  Being patient in understanding an individual is very difficult at times in education but is the most necessary quality an administrator can possess.

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As an Educational Leader, I am deeply passionate about the idea that all student can learn and it is our job as educators to build relationships with students. We need to find out what makes each child want to learn and use that to help grow a child’s education. It is my plan to build a school around this notion.

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As an Educational Leader, I can be the best in the world at helping teachers understand a child and help the teacher differentiate instruction for that student. I feel by helping teachers in this area the students’ growth will increase at a large rate.

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As an Educational Leader, student growth drives my resource engine. I get really motivated when I see a student’s scores go up. This is a real booster when you see your hard work pay off.

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My Hedgehog Concept is similar to my current supervisor's in many ways. We both strive to not just see high scores, but growth in students. We believe that having the right staff with the right mindset helps students make gains. Lastly we feel that being a lifelong learner helps you be a better teacher and administrator.

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As an Educational Leader, I find that my passion comes in building a rapport with students and staff. I believe in this because I have seen my classroom thrive because students feel appreciated and cared for in my room. I have found this to be similar with the staff as well. There are many things that our staff is great at, and of is the ability to build a strong relationship with one another. There are teachers who, of course, don't want to participate in activities with students and staff during the day, but the teachers that do make a difference in the students lives.

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As an Educational Leader, I can be the best at building a rapport with my students and showing them I care about their success in, not only school but, life. I want students to understand they have an advocate within their lives they can depend on. I believe this is something that is important as a leader.

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Motivation is what drives my resource engine. When reading Good to Great, I found it interesting that it states you cannot be a true leader if people fear you, they only do what you ask out of fear. There is no want or drive for each teacher. This is something I do not want. I want my staff and students to know the importance of what is needed and get true followers in the building. This starts with the rapport you build with the staff and understanding how well people work together.

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My Hedgehog Concept compared to my supervisors differs from one another. My supervisor believes in the data shows how great the teacher is, and the only way to make a teacher great is by investing in programs and asking them to assign homework online for the students. This is different than what I believe. I believe that great teachers, are great teachers, no matter the curricula that is bought by the district. I believe that we need to invest in our teachers more and have the department teachers determine, through extensive meetings, the alignment needed for the curriculum. I have been at my school for three years now and no one can tell me how the ELA program is aligned or what our district wide goal is for the students. I find this to be disheartening as it is hard to align to one another when we are just given new curricula and asked to use it.

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As an educational leader, I am passionate about helping students become better versions of themselves. Showing them that it's okay to make mistakes, but where do you go after those mistakes? One thing I constantly try to do is build strong relationships with my students. The environment that I work in, my students constantly need to be reminded that I am there for them, that I care about them. Not just about their education, but there overall well being.

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As an educational leader, it's hard to always be good at something. There is always room for improvement and adjustment. But one thing that I try to be best at, is being a good listener. Hearing every side to a situation. Truly listening to my students and hearing there points of view builds rapport, trust, and respect.

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As an educational leader, motivation drives my resource engine. When I am motivated, I feel that I can conquer anything that I set my mind to. When I'm motivated and have high energy, that shows in student growth. They want to have high energy as well, if I give them the motivation they need to go the extra mile.

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My hedgehog concept is so, so similar to my current principals. My principal is one of the most caring and genuine people I've ever met. While doing his everyday work of being a principal, he never forgets why he went into education. Daily, I see him working with students on their homework, asking how they are, seeing what they need. He reminds staff daily to be someones inspiration.

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As a leader in Education, I am passionate about building relationships. The relationship between teacher and student, leadership in the school district to staff, and the school to the community. If positive relationships are built in all three of these areas, the educational process should be successful. Our society has come to view school as more of a business or parenting service and has lost the aspect that it is a relationship centered culture that everyone needs to buy into that makes a school successful.

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Personally for me as an educational leader I can be the best in the world at being a steady optimistic and positive light for students, staff, and the community. I feel that there should not be a downplaying of our students, staff, or community and the achievements that can happen if all are built around being in the educational process together. Always staying positive and helping students chase their dreams and goals and creating a hope that they can reach them. I pride myself on being an optimistic person that is a engaged problem solver. If i can lead the way into positive thinking and attacking issues, concerns, and obstacles, this will make me the best educational leader I can be for a school district.

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As an educational leader, the resource engine will be the determining factor if I can create a positive atmosphere or change to my school district. My time, or ability to attract people for free, will be focused on our mission to get the community involved with the students within the school district. My message to the community will be that to have success for the thriving of the school district community, we must take the time to invest in our kids. This means job shadowing, students learning life skills from community members, parents volunteering at the school, and students learning how to function within the community in a positive way. By focusing on the time aspect of the resource engine, more families will want to live within the school district, which in turn continue cash flow to the school district. From earlier when talking about what I was passionate about, building positive relationships from within the school outward will push the brand of helping students strive for excellence to the community. Parents will see how the school is extremely invested in their student’s future, not only academically, but as a future member of the community and want to become involved and keeping the community a positive place to live.

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We share the vision of wanting to have solid relationships within the school district. He does a great job of creating a solid atmosphere within the school and having a few activities to involve the community. My supervisor does not want to rock the boat and is happy with the status quo of the school district. We differ in that area and he does not want to really ask much of the community to be a part of the school district. I think more needs to be done for the students to really feel like they are backed by not only the school, but people within the school district/community striving for their goals and dreams.

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As an Educational Leader, I am deeply passionate about my team of staff and students.  I am passionate about developing relationships with my students so all of them are ready and excited to learn. I am passionate about challenging staff members to be the best they can be and working together as a team to ensure each student is reaching their maximum potential.

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As an Educational Leader, I can be the best in the world at creating an environment of a team and leading that team to ensure student success.  This would include communicate and being honest with each member of our school.

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As an Educational Leader, that thing that drives me the most is my competitive nature to be the best I can be.  I want to be better than everyone else at what I do.  I have always been very competitive and hated to lose.  This means I will put in extra time in a meeting, or with a student after school, or planning a staff meeting so my staff learned something and feels excited to go back to their room and teach their students.

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My Hedgehog Concept is similar and different than my current supervisor.  We both believe in helping students and staff to do what is best for the students.  My current principal is data driven and wants to see results are various forms of data.  We differ because I want to be the best and put in the extra work to make sure that is the case.  I place a high importance on communication and the communication is not always great.   I also value the team and holding purposeful meetings to achieve a common goal.  I feel this happens but could be done with more consistency.  With that being said, it is much easier to write about everything and there is always room for improvement.  Like the book stated, once you think you are great you are on your way back down to being average.

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As an educational leader, I am deeply passionate about investing my time and energy into the relationships between staff and students in the school. I love getting to know them and push into their strengths. Finding their creativity and what they want to learn in life makes me want to do better for them every day. I truly feel that a student will perform for you even if they are going through a tough time. Showing that you care and being their biggest advocate will go a long way. Relationships in my opinion is the biggest component in education.

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As an educational leader, I feel I can be the best in the world at making staff and students cared for. I want to go the extra mile for them and make them feel appreciated and valued. I will give encouragement and guidance when necessary. Finding what motivates people and pushing into it to makes the school a better place to be.

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I believe my hedgehog concept may be a bit different than my principal. He wants to hire better support staff and coach them when they continue to follow the same trends rather than focus on the great educators that are already in the classroom. Being too nice can be detrimental when trying to serve the students, parents and staff. Coaching people up or out (they don’t have the same vision or passion) is how I feel I would focus my time. In the end it is about the students and my focus would be on them.  I do feel that my principal genuinely cares about the students and how they grow, and that we do have in common.

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As a educational leader, motivation is what drives my resource engine. I love seeing staff and students grow and try their best. I try to inspire and motivate others to do the right thing. Learning how to build strong relationships is what makes the school a better place to be a part of.

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I am deeply passionate about educating low-income students.   I started teaching a reverse engineering class last year.  We started out taking discarded technology and had students take it apart and try and put it back together.   I found this hands-on approach appealed to many students that did not perform well in traditional classes.   I would like to develop this model and use it to provide growth opportunities to students across the spectrum of abilities.

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I have been lucky enough to have done a lot of different stuff throughout my career in education and in business.  Humbly I have been really good at seeing a problem and then developing a solution.  I can be the best in the world at project-based lesson development focusing on building stuff.

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When the Republicans took control of the Governorship and Ohio Legislature they made it clear that they were not going to increase funding to public schools.  They would rather see resources go to charter and online schools. This has put more pressure on local communities to come up with the rest of the money.  I see this as an opportunity.  If our school wants to survive we will have to receive more local dollars.  If we can produce a product as well as the Cleveland Orchestra we should never want for anything.  Moving forward I believe it will be easier to convince the people or our community to increase funding than trying to get more from the state. Short answer…  Our community is the resource engine of our school and will be for a long time to come.

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I am fortunate that my Principal and I share a vision for our school.  We are both passionate about educating low-income students and he is willing to try just about anything to be the best in the community and the world.

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As an educational leader I am passionate about instruction. I think that well crafted, interactive lessons that push students towards a deeper understanding of the content will push students knowledge level to grow. I think that teachers should always continue to grow in instructional strategies and to develop a deep understanding of the content in order to be able to develop amazing lessons.

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I think as an educational leader that I can be best at being an instructional leader. I do believe that one major part of being an administrator is in the end to be a master teacher that can advise teacher in effective teaching strategies, and develop professional development, that can help grow teachers into great teachers.

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As an educational leader the desire to always do better drives my resource engine. The goal is always to increase achievement not only in my classroom but also in the classroom of my team members and department, through encouraging them to do better, advocating for the hiring of good hard working teachers, and building effective lessons the the achievement will increase.

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I think that my hedgehog concept is similar in the fact that we both want to increase achievement and push students to success. However, I would say that we are different because there does not seem to be a great focus on getting great teachers into the classrooms to help achieve those results. Additionally it always seems as though there is a sense of my Principal exercising power over others rather than leading others towards success. I would want to be more selective about who works at my school and try to be an example to the teachers in my campus of what to do, how to treat all stakeholders to increase growth and achievement.  Through this selectivity, high achievement rate, we can build a brand of being the best... which is what we currently claim but do not deserve the claim.

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In education, I am deeply passionate about helping others develop their talents and potential, especially when it comes to literacy. It would be my goal as an educational leader to help increase achievement at my school and in my community. Because I’m passionate about literacy, I would make this a focus at my school.

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Because I’m passionate about helping others develop their talents and potential through literacy, I think this is something I could be the best in the world at. As a language arts teacher, my passion for reading and writing drives my teaching, and this would absolutely carry over into my role as an educational reader. I have found success over the years in getting non-readers and writers to enjoy these tasks and show significant growth in their learning. This has been achieved by showing enthusiasm about reading and writing through my own reading and writing that I share with them, giving students time to read and write as well as lots of choice in what they read and write about. Because of some of my students’ excitement, a few of my colleagues have begun making time for reading again and have talked about it with our students, thus modeling the fact that successful adults also make time for this practice. As a principal, I think I could motivate members of my staff to be a part of these practices.

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I am passionate about reforming and adapting secondary education to set youth up for success in the 21st century. My experience in professional education & training as both a military and intelligence professional indicates our educational system consistently fails to properly prepare current youth for challenges to contemporary American society as part of a global economy.

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As an educational leader, I believe I can be best at providing educational opportunities and options. Students need more opportunities to explore and experience the world that awaits them upon graduation and cultivate a culture for lifelong learning.  Students require a better understanding for how the real world functions and operates in order to to be better prepared with the critical thinking skills required of future challenging decision-making.

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I am not currently employed as a teacher. However, I have extensive experience in managing and directing professional, multi-discipline education and high-tech training for a globally dispersed workforce.  As a future educational leader, I understand the basic drivers of my resource engine is my infrastructure capability and capacity, my base school budget combined with the energy, initiative and creativeness of my faculty and staff. However, I also know and understand that (aside from traditional fund-raising activities to cover systemic gaps) there is a vast array of international, national, state and local resources I can leverage to fill deficiencies, complement and enhance the learning experience or generate educational multipliers.  NGOs, industry, think-tanks and various civic groups want to support educational opportunities but need contacts and requests for support in order to provide resources. What these organizations want is an effective and efficient plan for use of their resources.

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My previous supervisors’ Hedgehog Concept focused on doing the basics very well and creating depth of organizational talent in a highly regimented, process-driven learning environment. In this setting, learning objectives are clearly defined and limited (i.e., students were being educated and trained for specific career tracks or task organized skills). He was the “superintendent” or educational leader for over a dozen entry-level professional education and training programs. Resources were driven by processes and formulaic systems approach to education and training models. While  there is similarities in cultivating basic critical thinking skills and basic knowledge, my Hedgehog Concept focuses more on broadening experiential learning opportunities and relies much more on creative collaboration. The main objective is to motivate students to maximize their interests and talent potential. Drivers derive from traditional school resources such as budgets, infrastructure, etc., but also from contributions of non-traditional such as partnerships with industry, think-tanks, and civic organizations.

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As an Educational Leader, I am deeply passionate about students with disabilities getting education they deserve. There are many different factors that play a part in this: use of Intervention Specialists time, scheduling around the needs of children instead of the other way around, and proper co-teaching when appropriate.
There are too many times that I have seen Intervention Specialists being pulled to do various tasks instead of giving full instruction to a group of students. I have also experienced co-teaching settings that aren't for the entire instructional period. In these ways, Special Education students receive less than their peers and I want to make sure this does not happen in schools.

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The satisfaction I get from helping others achieve through literacy is what drives my resource engine. It is driven by my inherent passion to help others develop their talents. As mentioned in Good to Great, the companies with a hedgehog concept hired employees that carried out their mission because their enthusiasm and passions were aligned with the company’s. My time will be dedicated to increasing achievement for the students in my building, which means helping teachers develop their instructional practices and stay motivated to help the students develop their talents.

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Believing in and encouraging student achievement is a concept that my principal and I both believe is important. He is a wonderful leader and role model for our students, and I know it’s important to him that teachers in our school help students show growth academically and through building relationships. He is incredibly generous when it comes to helping teachers get materials for students or “go the extra mile” to help families. Where we differ in our Hedgehog Concept, I believe, is that he feels that data is what proves a teacher is great. While data certainly is important, I don’t think this is the deciding factor what makes a teacher “great” instead of good. Teachers who inspire students to care about learning, to be curious, and who make students feel valued all while getting helping them show achievement on the state tests are among the “greats.”

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As an Educational Leader, I believe I can be the best at finding the good in every teacher and in every student. People can be quick to judge students or teachers for many different reasons. I want to be, and I try to be, someone who can understand that no one is perfect, but also understand that no one is "all bad." I think my positive outlook helps people who tend to be negative and quick to write others off. The more that I can help others see the good or the positive, the more collaborative and the less judgemental the school I work at will be.

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As an Educational Leader, having a passion of helping students with disabilities believe in themselves and reach their potential drives my resource engine. I believe that my passion for this is obvious to those who work with me and those who I want to work for. I think a big part of my time has to be showing others how Intervention Specialists time and services effects student learning and how it isn't equal.

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I think my Hedgehog Concept may differ from my current supervisor's because she does not come from a special education background. Unless you are thinking in that mindset, it wouldn't come to your mind first as an administrator, which I understand. My current supervisor is under pressure to continue on the path of major growth and sometimes has a hard time thinking outside her box to achieve it. I do believe that our Hedgehog Concepts are similar in that we both want to see students succeed no matter their SES, race, gender, or disability.

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As an educational leader, I'm deeply passionate about student achievement. I really had that solidified when I did the module about data and learning even more about the Ohio Improvement Process. Additionally, I'm passionate about Social and Emotional Learning. I want school to be a safe and healthy place and allow their emotional and mental health need met. A third passion is for Special Education. I also have my license in special education and that student population is rapidly growing and their needs are also not being sufficiently met by IS and regular education alone. It's a group effort that administration needs to be behind. Lastly, to have students ready and submerged in 21st Century learning is very important. I know that students lack in some districts as opposed to others for a variety of reasons, but I want for no students to have that separation to be apparent as they continue through their years.

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As an educational leader, what I can be best in the world at is developing and strengthening relationships. That is very important to me, and have been given the feedback that I am pretty good at it. I know what it is like to not feel supported as a staff member. I have students who tell me that they get more support from me than the classroom teacher. It's what I'm good at. I'm a developer. That's my strength (per Strengthfinder 2.0).

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What drives my resource engine is motivation. I'm motivated to be a good leader who is respected because they give respect. My time is for others and serving all stakeholders and hiring motivated people who have the same intention to serve the students. The way money continues is by keeping students in district and keeping all stakeholders happy and feeling supported. In my school, in particular, is a charter school and keeping students in our building keeps cashflow coming in. Additionally, our branding is exceptionally important. Charter schools have to have their best foot forward always. We capture photos of students in their uniforms at field trips, doing STEM activities, having parent events, etc and sharing that out with all stakeholders. That keeps our school name looking good as a brand.

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As an educational leader, I am passionate about all of my scholars learning and growing as  appropriately  as they can and building the instructional and interpersonal capacity of my staff  with my scholars.  I want my scholars and instructors to reach their highest potential and tap into the talents that they have both individually and collectively so that our school can be the best it can be.

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As an educational leader, I think I can be the best at building instructor capacity to foster change and growth in my school academically. My background of working in inner city schools and turn around  districts have helped me find and utilize strategies to help reluctant scholars learn. Also, I am a analytical and data focused leader. I use this to my advantage by creating a real action plan to build the areas that my school may struggle in and strengthen what we as a school are doing well.

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As a instructional leader, what drives my resource engine would be the mission, vision, and goals of my school. This is something that I would have a high investment in because this is something that I and my staff would come develop together and consistently revisit to move towards the goals we have as a school. Also, my school is a reflection of me and my leadership, and that would also be a driving force for my resource engine. My name is on the building as the leader in the community, and I want my reputation to be the best it can be.

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As an educational leader I am deeply passionate about assuring that each student receives what he or she needs to succeed. As a special education teacher, individualization, differentiation, and universal design for learning are all ways in which I approach this. While this is something that one would assume any special ed teacher would do, it is not always the case. I've worked with teachers from a variety of settings that struggle with this because it is a burden on them. To me, this is not excusable. It is our duty to do all that we can for our students. Seeking the best for students can also mean advocating for them in other ways. If my program does not have the resources to best serve a student, I look at how we can overcome that deficit or what options might better serve the student. Again, there are naysayers, feeling that ok is good enough or that it isn't our responsibility to help a family find a different program. Again, I adamantly disagree with these individuals, believing that my overall goal is to provide to all students what I can to help them succeed.

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My Hedgehog Concept differs from my current principal because he is much more relationship driven with our instructors, and I am more data focused. I have developed some strong relationships with my current staff, however, I did not have a lot of reluctant instructors. It works well for us, because I know that relationship building is something I need to work on professionally. I am more data focused, which works well in my current role as instructional coach, however, as the school principal I know I will have to work on creating and fostering relationships with my staff in order for them to get the buy in to what I need my instructors to do at my school. However, I also know that I need to rely on data to know if we are moving our scholars in a positive way.

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As an educational leader I can be the best at being genuine and sincere. I do not put on fronts. I don't pretend to like everything everyone else does, nor do I pretend to dislike the things that everyone else does. Instead, I am honest. I believe this helps me to be an effective leader in a variety of ways. For one, it strengthens relationships I have with others as they know they can trust what I say. I will give them my honest feedback. They know that my words and actions are not meant to stroke their ego or tear them down. Instead, I am there to encourage and support. It also provides me with an appropriate amount of skepticism when approaching situations. I don't hop on board or oppose things because it seems what I should do to make others happy. Instead, I examine as many parts of something as I can to make an intellectually informed decision, not an emotionally fueled one.

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My time is priority driven.  I have many responsibilities, but a limited amount of time in which to complete them.  I try to take care of things that need to be accomplished first  instead of divvying up all of my time at once to everything I need to do.  I also try to be proactive.  I address things early on before they become a larger issue that will require even more of my time.  I also give consideration to what I do, choosing best practices first to help prevent a need to redo things or seek new solutions later.

Salary is state funded and then determined by the governing board of my ESC.  I have little impact on this.  Likewise, funding for resources also goes through these channels.  However, I am also able to seek additional funding sources, such as grants, to supplement what is allotted.

Being an ESC, there is often confusion about who we are and what we do. Being that the ESC has several different programs, there is also confusion about which programs are which. When possible, I try to explain to others how ESCs came to be and what our current role is. I also try to focus on the positives of our program. I try not to be defensive, but offer real examples of what we are doing and, when appropriate, explain decisions or actions that have been made that may have been misconstrued.

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I think in many ways my hedgehog concept is similar to my principal's. We both want to be the best and make a school that is the best at helping all students succeed. Our slight variation is seen in the standards we hold the students to. While I believe it is my job to provide students with everything they need to succeed and encourage them, I also believe that students need to learn accountability and take responsibility for their actions. While my principal doesn't let students get away with things, she will bend over backwards to provide them with things they want in order to get the performance she expects. However, I think many students take advantage of this and lack respect for her. I want to give the students everything they need to succeed, including engaging learning activities, appropriate supports, and a sense of personal responsibility.