Educational Leadership Constituent Council

This past school year I have been social chair of Nursing Students Without Borders. I have organized, implemented and hosted social events throughout the Fall of 2016 and the Spring of 2017. This past year the leadership of NSWB has worked to make NSWB community focused which is why the position I held was added this past year. I have been able to mentor a pre-nursing student through NSWB. I was able to answer the questions honestly from a pre-nursing student and provide support during the application process. I have been able to participate in leadership meetings and have learned how to plan well and how to improve event planning.

Is there existing school district policy and programming for meeting ELL requirements for identification, assessment, program and staff development including curricular materials, exit from program criteria, and parent involvement and notifications? If so, does it adhere to Federal and State

The first area that I would like to address is curriculum standards. According to the National Council of Teachers of

The purpose of the ISLLC standards is to redefine the roles of school leaders. The standards emphasize on the skills that leaders must be displaying in their schools. Leaders need to deliberate an effective learning environment for all students and by having a set of standards, it makes this more attainable. They serve as a checklist to guide school leaders in the right direction. In addition the standards serve as an evaluation tool for school administrators. They are a set of guidelines that can be used to oversee and evaluate school leaders. These guidelines are useful to aid in improving their performance as administrators. As a result of having clear and consistent guidelines for school leaders the educational community also benefits from these standards. Standard four calls for leaders to collaborate with all stakeholders, responding to the diverse interest and needs of the community. (ISSLC, 2008) Administrators are expected to collaborate with all stakeholders which is how the standards impact the educational community.

The Educational Leadership Constituencies Council (ELCC) designed a new set of standards to provide potential principals with the necessary tools needed to accomplish their goals during the accreditation process. There are seven essential standards put in place focusing on preparing all graduates with the necessary skills to become effective leaders.

What is an Effective School? Research shows that the most effective schools are more alike than they are different and they encompass fundamental characteristics so common among successful schools that they have come to be known as the Correlates of Effective Schools (Effective Schools, 2012). The Effective Schools Correlates are composed of: (1) A Clear and Focused Mission, (2) Strong Instructional Leadership, (3) Positive Home-School Relations, (4) Safe and Orderly Environment, (5) Climates of High Expectations for Student Success, (6) Frequent Monitoring of Student Progress, (7) Opportunity to Learn and Time on Task (Lezotte, 1991). An effective school is one in which all the students learn the specified curriculum regardless of factors in their backgrounds which ordinarily have been identified as those which prevent such learning (Lezotte, Learning for All, 1997). All schools can be effective if they follow these correlates no matter their economic condition.

Create a personal, professional mission statement summarizing philosophy, knowledge and skills of instructional supervision from which to guide future leadership actions.

In general, as stated in the Standards for Advanced Programs in Educational Leadership by The NPBEA, educational leaders need to place teaching and learning as the focus for schools and districts. To this effect, all educational leaders from district to school level are responsible to ensure that decisions about curriculum, instructional strategies

| Responses to the required number of the questions provided demonstrate a clear and specific understanding of the guiding principles of supervision and evaluation. (20-15 points)

The administrator should have an open communication with all school personnel. Administrators must communicate regularly and meaningfully with all members of the school community. They provide this leadership skill by demonstrating the commitment to academic excellence. As the instructional leader of the school, an administrator will; collaborate, provide professional development, and offer instructional support to those in need. As mandated by the district and state, the instructional leader has a duty to evaluate the teacher 's instruction and performance. Evaluations should be unprejudiced and well documented specifying both strengths and weaknesses of the teacher. As the instructional leader,

Effective curriculum leadership in the El Paso region means taking into account the diversity in student population. Making cognitive choices regarding the needs of special populations such as ELL, LEP, Economically Disadvantaged, SPED, and 504 students just to name a few. At the elementary level specifically it means making sure that teachers are presenting the required curriculum at the level of rigor that is expected while still meeting the individual needs of the students. It means supporting teacher with this process. Providing teachers with researched based training on how to implement strategies that target their students’ needs. It means setting planning your campus budget wisely to ensure that students and teachers receive the materials and trainings they may need. It means looking at data and making decisions as to what SEs need to be covered, what students need additional support, and how are we going to provide that additional support. It means consistent monitoring student progress, IEP implementation, Special Ed and 504 accommodations, implementation of ELPS, monitoring first and second year LEP students. It means taking into account STAAR and TELPAS scores. Looking at language acquisition and the needs of homeless and migrant students. Curriculum leaders use all their resources. They include teachers, instructional specialist, counselors, and parents in their curriculum plans. They gain buy in for curriculum initiative and have safeguards in place to ensure

If someone with multiple personalities threatens to kill himself, is it considered a hostage situation?

As an intern, I will learn the process of supervising non-instructional personnel, interviewing the school nurse, media specialist, custodian, and the attendance clerk. Furthermore, I will interview the building administrator to learn the process and importance of managing, supervising, and evaluation of non-instructional personnel. The interview consists of the introduction, challenges, and what the employee enjoys most as a professional. Additionally, each interviewer was asked about the process and acceptance of evaluation procedures followed by the school district. Finally the administrator was interviewed to discuss about

When critiquing my Entry Plan for a Principalship paper I found that there would be a few things that I would change after taking the Educational Leadership and Policy Studies (ELPS) course 670: The Principalship and ELPS 605: External Environments. Through the instruction provided by the instructors, the group discussions, and the assignments in both of these classes, I feel I have a better understanding of data and how to read and write a school’s Unified Improvement Plan (UIP). I also have learned about other measures of data, such as the TELL perception survey. Using qualitative data in combination with the quantitative data found on the SchoolView website at the Colorado Department of Education has a more

Those who learn to be instructional leaders acquire many characteristics that are beneficial to their schools and communities. The writer concurs that Instructional leaders exhibit a clear sense of direction for their schools and prioritize and focus attention on the things that really