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Leader Standard 1: Mission, vision, and core values - where it all begins 

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Leader Standard 1: Mission, vision, and core values - where it all begins 

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I need to continually refer back to our core values, to actively build trust and foster a shared understanding of the mission, vision and core values of the school with community members. This common understanding needs to be driven by a strong implementation plan, but before making a plan to implement the vision and goals, a comprehensive needs assessment must be completed (PBS Learning Media).

One of my opportunities for growth is to strategically develop, implement, and evaluate actions to achieve the vision for the school. (NASSP self-assessment) There is no quick and simple way to change the culture or climate of schools, but long-term planning is more likely to produce change. (Hoy 2013) It’s imperative to set measurable objectives for student academic success and effective instruction to drive decision making, hold ourselves accountable, and reflect on our successes and opportunities for growth. It will be important for me to learn the principles of developing and implementing strategic plans and  data analysis strategies (ISLLC Self-assessment)

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Leader Standard 2: Ethics and professional norms

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Leader Standard 2: Ethics and professional norms

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In order to provide moral direction for the school and promote ethical and professional behavior among faculty and staff, it will be important to learn various ethical frameworks, understand various perspectives on ethics, and develop a professional code of ethics for our institution. (ISLLC Self-assessment) This will ensure I act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement as defined by school ethical norms rather than my personal code of ethics. (Code of Professional Responsibility)

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Leader Standard 3: Equity and culturally responsive practices

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Leader Standard 3: Equity and culturally responsive practices

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As a relatively inexperienced educational leader, I am still operating from a contextual level and have much to learn on facilitating courageous conversations around identity, equity and culturally responsive teaching practices (Reflective Thinking Attributes Self-assessment). Accountability, concrete performance standards and disaggregate data are key to ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success. (Hoy 2013) Our school does not have clear student policies to address student misconduct in a positive, fair, and unbiased manner. This is something we can work on to confront and alter institutional biases.

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Leader Standard 4: Curriculum, instruction, and assessment

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Leader Standard 4: Curriculum, instruction, and assessment

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To implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, and embody high expectations for student learning, align with academic standards- culturally responsive clear program goals and outcomes must be identified. The two main areas for immediate attention are reviewing the written curriculum to ensure all students can see themselves and not only from a historical perspective but also from a modern perspectives and that teachers have the training needed to make this happen. (Howe and Lisi Self-assessment and Howe 2017)

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Leader Standard 5: Inclusive, caring, and supportive school community

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Leader Standard 5: Inclusive, caring, and supportive school community

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From our readings, I’ve recorded three questions that I’ll keep with me: Did I make a difference today for our students? Did I focus on what matters most for student learning and student well-being? How can I do better tomorrow? Research shows that students with a strong sense of community and belonging are more likely to be academically motivated. (PBS Learning Media) Building and maintaining a safe, caring, and healthy learning environment that meets the academic, social, emotional, and physical needs of each student is something I try to facilitate in each of my team meetings, interactions with students, families and teachers. (ISLLC Self-assessment)

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Leader Standard 6: Professional capacity and school personnel

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Leader Standard 6: Professional capacity and school personnel

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I need to examine my own professional capacity and qualities of a transformational leader and set clear goals and expectations for myself. (Hoy 2013). Qualities for me to work on include setting priorities, being proactive, and raising awareness levels of community members about collective interests, in order to share and achieve transparent, high performance outcomes. (NASSP Self-assessment)

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Leader Standard 7: Professional community and staff 

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Leader Standard 7: Professional community and staff 

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Although I regularly observe teachers and students in the classroom, I find myself less confident in delivering timely, actionable feedback about instruction or other professional matters. I’ve learned valid, research-anchored systems of supervision and evaluation (Hammond 2009) and it will now be important for me to schedule times with my principal to observe together, unpack our observation notes and feedback to gain more confidence in the process. (Reflective Thinking Attributes Self-assessment and NASSP Self-assessment)

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Leader Standard 8: Engage families and community

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Leader Standard 8: Engage families and community

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“Schools with strong cultures of efficacy and trust provide higher levels of student achievement.” (Hoy 2013) My leadership style balances tasks and people and I regularly engage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments (TP Leadership Questionnaire ISLLC Self-assessment) Building trust with the community, especially with our parent population is an ongoing goal for us as a new Primary School Leadership Team.

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Leader Standard 9: Manage school operations and resources

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Leader Standard 9: Manage school operations and resources

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I am learning how our school manages and monitors operations and administrative systems that promote the mission and vision of the school. (PBS Learning Media) Rather than jump directly to conclusions and offer solutions, I must first seek to understand how systems are set up, where they derived from, what data we have to support them or reflect on their effectiveness. (Gregorc Self-assessment)

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Leader Standard 10: Act as an agent of continuous improvement

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Leader Standard 10: Act as an agent of continuous improvement

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Educational leaders’ work to make schools more effective for every student is never done. With this responsibility, it is my job to monitor progress and modify plans or actions as needed and communicate them with the community. (NASSP Self-assessment) It is important that all stakeholders take an active role in continuing school improvement and this requires clear and consistent feedback both written and oral.