Implementing A New Program For Students And Staff Achieve The District Vision And Goals

Ms. Avery, the principal instituted specific curriculum goals and objectives that aligned with the school district. She organized a team of parents and teachers who was in charge of developing new

To provide a broad, balanced and integrated curriculum with a view to developing the individual child’s full potential.

Based on my experience in the classroom and my educational background, I want to pursue a certification as a K-12 administrator because I want to help and work with a larger population of students. My desire to enhance the culture and community in a school building has come from working with three amazing, passionate, and dedicated administrators (one principal and two vice principals) in my school building. Their drive to positively influence the lives of students, collaborate with parents, and enhance the teaching styles of all the faculty members in the building, has motivated me to want to do the same. A new challenge is presented every day in a school building, and I want to be part of an administrative team that will successfully work together to overcome each and every obstacle in order to better the educational experience of students.

The school is responsible for designing and implementing strategies to reach the educational goals of students. The particular high school beliefs that all kids can learn and that the mission of this school is to challenge each student to learn, achieve, and fulfill his /her potential. Principals should lead each school in implementing the policies. In addition, this high school’s improvement plan of the three legal issues: unsupervised students, hallways, and field

4.12.2. List of target outcomes: Reduce the time taken to implement a change to the curriculum, and ensure all stakeholders in the process are aware of their roles and responsibilities;

We need to be a school district that prepares all students to be productive members of society. We need to expose our students to the real world and help them see that the world is bigger than our very small community. We need to ensure that all students have the opportunity to succeed and reach their goals. We need be a school with a pluralistic culture. Our students need to be culturally competent and have a good understanding of diversity. We need to promote the acceptance and celebration of people from all walks of life. We need to develop a supportive atmosphere where students feel they can express their beliefs freely without prejudice or judgment.

I am a member of the Better Seeking Team at my elementary school. This committee is a leadership team responsible for driving decisions and changes in a positive direction. The National Institute for Urban School Improvement describes the school leadership team as “a school-based group of individuals who work to provide a strong organizational process for school renewal and improvements.” (2005, p. 2) As a member of this team, we recently attended the 2015 Model Schools Conference presented by the International Center for Leadership in Education. Bill Daggett, the founder and chairman of the ICLE, says its focus “has been devoted to observing, studying, and supporting the transformation of the nation’s most rapidly improving schools. The key to improving student performance is a tireless focus on providing rigorous and relevant instruction, and that every level of the education organization must be tightly aligned and carefully coordinated around that singular goal.” (n.d.) My professional goal for the coming school year is to implement the major aspects from one of the presentations our team deemed most significant at the conference, the Rigor/Relevance Framework for teaching in a twenty-first-century classroom.

The plan outlines five goals that we have found for our school district. These goals show our commitment to provide the highest possible standards of education for all students in our district and to ensure the fair and equitable treatment of all members of our community. We consider understanding individual differences in each student and teacher so that we can adopt the appropriate programs of study for them of the utmost importance.

As an administrator, the mission is to use skill and dedication to build an education system, for my school, that will produce positive academic success for all students and manage a complex urban system with efficiency and effectiveness. With reason and prioritized urgency the administrator makes decisions that benefit the school, students, their parents, and surrounding community. Finally, such a mission includes the support from a staff that recognizes the importance of these elements.

Closing the achievement gap is not an easy task. However, education leaders have a moral obligation to create a system of student supports and a belief system in which all students achieve beyond the standards. A superintendent's belief system and passion need to extend outward. As you move your institution toward the goal of everyone passionately believing, as a district leader, you only hire teachers, administrators, secretaries, bus drivers, custodians and all staff members who believe this as deeply as you do. By doing this, you begin to change the culture of your institution be it a school or an entire district.

|implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. (ISLLC 2008: 1: ELCC 1) |

My interest in pursuing a position as a school administrator for an elementary school system is to provide leadership for staff members and quality education for all students, and to become part of the world of education. The Benjamin Franklin School located in the Dallas School District serves as a growing population of approximately 1,070 students. The school offers a well-defined educational system for the students, and it has an overall student-to-teacher ratio of 17:1. In addition to the statewide curriculum standards, the school offers special education programs and classes for the gifted and talented. As a result of the school district rankings in the student’s performance, Benjamin Franklin School has become the worst in the

As an educational leader, I must have a vision and mission statement for the school that is known by the staff, students, and parents. The vision will address the needs of the students academically, emotionally, and socially. According to DuFour (1998), “ Those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts.” The leader must implement a plan that will cultivate the success of all students. The mission will speak to the direction of the school community stating what the desire goals are. The building leader will lead by example. High expectations will be communicated and encourage by staff and students. The educational leader of a school must develop a culture of team work to create a climate that is student friendly. The vision mission and goals of the leader should be transparent. The establishment of common goals is the first step. Without common goals, sustainable progress will be impossible and thus everyone will have lower expectations. The students, parents, and staff should be commented to the goals of every child reaching their full academic potential. The school environment should speak to goal setting and high expectations for all students and staff.

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

Professional development principles Ben embraces are Rigor, Relationships, Relevance and Realness. Mr. Rhodes continually emphasizes that work needs to have relevance and rigor in assignments and that the relationships teachers build with students is essential for success. Specific content used for staff development goals are Glenn Singleton’s work (Equity), National Achievement Gap, High Performing Schools, 90/90/90 Studies, 21st Century Skills, Marzano’s Instructional Strategies, and Heidi Hayes Jacobs’ literacy work. A variety of activities for teaching new skills to teachers occurs throughout the year. These include study groups, guest speakers, ERO (staff development classes), open classroom visits, master teachers sharing best practices in literacy, differentiated instruction, , math, and culturally responsive teaching, conference opportunities, mentors, district content area inservices, building inservice days, monthly district content area meetings, partnerships with universities, Collaborative Action Research for Equity (C.A.R.E.) cadre, and monthly building equity meetings. Mr. Rhodes uses the district Teaching Learning Cycle (Plan-Teach-Monitor- Adjust) to evaluate and assess the learning goals and make improvements. Ben also meets with Ben and the leadership team about the goals and creates the timeline to provide training and analyze progress. Evaluation of the learning goals using the SIP (as a living document) and individual goals are important