Mmc Personal Statement

Who school leaders are – what they do, attend to, or seem to appreciate is constantly watched by students, teachers, parents, and members of the community. Their interests and actions send powerful messages. They signal the values they hold. Above all else, leaders are cultural “teachers” in the best sense of the word. (Deal & Peterson, 1990, p. 201)

As an emerging instructional leader, Part 2: Policies and Programs provides a framework for improving schools. Danielson states how difficult it is to accomplish institutional change (Danielson, 32); however by giving careful consideration to school organization, policies and practices affecting students and faculty and school and community relations improvement is

The authors are as followed: Gene E. Hall, Linda F. Quinn, and Donna M. Gollnick. Hall is a Professor of Urban Leadership at the University of Nevada, Las Vegas. Quinn is a full professor in the Department of Teaching and Learning, and Gollnick is the Chief Academic Officer of TEACH-NOW, an online education program in Washinton, DC. This all points to experience and credibility. All authors are collegiate professors, as well as Quinn and Gollnick are specialized in education. This gives the article credibility, strength, and is not bias.

I am a thirty-four-year-old United States Army veteran from Norfolk, Virginia. I received a Bachelor of Arts degree in Sociology, and I minored in Urban Studies from Norfolk State University in 2004. I have over nine years of volunteer and paid experience with the Norfolk Public Library in Norfolk, Virginia. Currently, I am a Library Associate at the Blyden Branch Library in Norfolk, Virginia. As a Library Associate, I serve on the reference desk, and I answer basic reference questions. Also, I assist patrons by locating materials on the shelves and providing help with the use of equipment such as computers, the fax machine, and the scanner. I suggest reading materials for patrons of all ages. In addition, I check out and discharge books and DVDs, reserve material requests, register new patrons, coordinate interlibrary loans and collect fees. I prepare statistical reports, order supplies, process library holds, distribute library materials, and process lost and damaged materials. Additionally, I open mail and ensure that the office equipment is functioning properly. Previously, I worked for the Norfolk Public School system as a Substitute Teacher for middle and high school grade levels. I tutored disabled students during my internship at Norfolk State University. I have a passion for helping others which is my biggest strength.

Attending WCMC would be a perfect fit for me, and the highlight of my summer. Math is by far my favorite subject in school and one of the few classes I look forward to in my schedule. As a freshman, I took a course called Math Seminar. I was accepted into the class based on my entrance exam results. Because of this, everyone in the class had a true passion for math, making the class constantly engaging and challenging. Throughout my high school career, I have pursued my interest in math and am excited for the opportunity to study at Williams College.

The purpose of this “Purpose, Reflective Practice, and Career Goals” paper is to reflect on how the Education Specialist program in Leadership in Educational Administration will help me to build upon my leadership skills and provide me with the knowledge and tools necessary to effectively lead a school district dedicated to improving student achievement. In this paper, I explain how the program aligns with my career goals of becoming a school district superintendent and the importance of lifelong learning for educators. According to Rüprich & Urhahne (2015), teachers should set goals. I consider myself a lifelong learner with the ability to build leadership capacity and support instruction. Additionally, the Paper highlights the benefits of the program at Capella University as well as the usefulness of the available resources and the impact they will have on my learning during this journey.

My early research experience exposed me to science and the power of model systems to study fundamental cellular processes. However, my experience in the MMI ScM program was a turning point in my life: it inspired a passion for science and made me realize that I could be a scientist. Immediately after I joined the program, I knew that the Hardwick laboratory was a perfect fit for me. There, I worked on a yeast project that focused on the genome-wide consequences of evolving secondary mutations, whereby these secondary mutations affect nutrient responses and/or heat-stress-induced cell death. Thus, mutation of any single gene may cause a genomic imbalance, with consequences sufficient to drive adaptive genetic changes. The findings from this

Educational Leadership is a highly researched topic. Researchers studying leadership are constantly challenging how to meet the needs of our teachers and workers. Current research, however, leaves out a significant group of followers. That group is students, especially students in poverty. Ruby Payne’s and Eric Jenson’s research speaks on how to reach out to these students. There is a gap in the research when applying these principles to administrative leadership. Principals or campus instructional leaders need to have the capacity to lead with poverty in mind (Jenson, 2009).

Gender norms and socioeconomic trends have painted the image that female, first-generation Hispanic college students like myself are unlikely to succeed in the natural sciences. In high school, this misconception instilled a lot of self-doubt in me and led me to question whether I was capable of pursuing a career in the sciences. However, as I have delved into my undergraduate studies, my insatiable curiosity about the natural world and growing self-confidence have come to overshadow my doubts. By further boosting my confidence and financially securing my academic studies, the CMS scholarship will help me achieve both my academic and personal goals.

After graduating with my undergraduate degree, I knew that getting into educational leadership was something that I saw in my future. While my first master’s degree was in technology and online education, I knew that my next step was look into education leadership. Through the program at CalU, I have been able to understand exactly what an educational leader looked like through my field experiences and the projects completed through the different courses. I have also been able to compare

Over the years, I have worn many educator hats such as a Director of Resource, classroom teacher, Head Start teacher, special’s teacher, and as a teacher’s aide. My leadership experiences have not been ones in an administrative role, but I have had leadership experiences both informal and formal in nature. My years as a professional educator with a Virginia Collegiate Professional license has allowed me to teach in public settings as well as Catholic schools, at many different grade levels and for me, all of those experiences have influenced my leadership skills.

As our city schools struggle to improve, it is critical that our school leaders be, innovative, supportive, open minded, strong, and passionate. These same school leaders must also have extensive experience as educators, and be committed to studying and incorporating current research into their practices. I have experience in leadership roles in the school setting, and I have learned a great deal from my participation in these roles. I am committed to the students of New York City; I want to improve our schools for them. It would be an honor to be a school leader working towards bringing excellence to all of our public schools. I am pursuing post-graduate studies to gain the knowledge and experience that will make me an effective school

Teacher leadership is not a very old concept in the field of education. It has been emerged after seeing the role of leadership in various other fields of the academics like science and engineering. However, despite the constant focus of research on this subject, the topic still lacks an appropriate definition and the context of the applications it provides is still not very much clear (Cranston, 2000). The efforts are being made for the actual insights of teacher leadership and its roles in the success of an educational setup. It is now clear that every educational setup like schools or college needs some teachers as leaders for better adoption of educational changes, which

The authors’ assertion that teachers can lead on campus is very credible. I believe that administrators need to understand that teachers exhibit leadership in multiple ways. I also agree that as teachers begin to look for leadership roles, other opportunities will present themselves. Based on their talents and interests teachers should be able to find a way to add value on

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