Philosophy of Leadership
The top three responsibilities a school leader must keep as a focus are shaping and maintaining a vision, creating a culture of community and belonging, and constantly improving the quality of teaching and instruction.  A vision is what leads the school’s ship in the right direction and tells everyone where you intend to go. Trust and credibility can only be acquired when stakeholders buy-in and feel valued and respected.  Once trust and credibility is established and everyone has the same goal—student success—then, and only then, can administrators challenge the status quo, teachers feel they have the capacity to affect change and students be willing partners in the process.

 

The school administrator’s responsibility is to create a climate in which students and teachers set and attain personal goals, while also meeting the school, district, state, and national goals.  From there, the administrator should model and promote continuous improvement on the campus and within individuals, using multiple data sources to continually evaluate effective learning practices.  The administrator needs to be fully present and available for questions, comments, and feedback, so that all stakeholders feel appreciated and their opinions honored.  The administrator must build staff collegiality.  The administrator should set high expectations for personal growth, and facilitate such growth within him- or herself, the staff, and the students through formative and summative assessments. A school is a system, with all parts integral to one another.  A change in one component of the system affects the other components; an administrator must align all of the school system’s components so that learning for all exists.  The school administrator should be a 360 degree leader—leading from the center, delegating leadership roles based on strengths, and collaborating with and seeking input from all stakeholders.

Vision for Teaching and Learning

An optimal learning environment is one in which a variety of learning models (such as project-based learning, inquiry-based learning, direct instruction, independent practice, cooperative or group work, technology-based learning) are being incorporated to fit the curricular and student needs.  In such an environment, the learning target is clear--students are able to express what they are doing and why.  They are asking questions and finding solutions throughout the lesson or unit.  These questions may not have one definitive answer; however, how students arrived at the solution is valued.  The teacher makes adjustments to instruction and content based on the needs of his/her students, either by anticipating misunderstandings (pre-planned) or as needed when learning indicates struggles.  The teacher uses both formative and summative assessments and provides multiple opportunities for students to practice.  The teacher is the facilitator of, not imparter of all, knowledge.  He or she models problem-solving and thinking.  Finally, the classroom provides a caring environment, where students feel safe to explore, think, take risks, and express themselves, and all points-of-view are valued.  The teacher cares not only about academic growth of his or her students, but about personal growth as well.

 

This classroom is a microcosm of what a school learning environment should be.  It begins with hiring the right people for the right jobs, ensuring that their passions and abilities fall in line with the campus vision. The team ensures that teachers have the materials, resources, and professional development that they need to provide an optimal learning environment in each classroom. It is the administrative team's job to model thinking and risk-taking and caring and appreciation for all viewpoints.  When teachers feel safe, appreciated, and cared for, they will be at their best.  And when teachers are at their best, students succeed.

 

Learners are expected to work towards achieving personal success through a variety of methods.  Objectives must be aligned with larger goals, higher-order thinking skills must be developed, and students should be engaged and motivated.  Inquiry-based activities and differentiation can facilitate meeting varied needs within the school.  Assessments should not be a determinant of what was learned; rather, assessments should provide insight of where learning should go tomorrow.

 

The primary goal of assessment is to improve student learning.  Therefore, assessments should be student-centered and reflect the learning target(s) of the lesson or unit. One assessment does not tell the entire story of a student's learning journey, so a variety of assessments compared over time is important.  Another goal of assessment is transference of skill--to another content area or authentic situation. 

 

In conjunction with assessment is grading.  Grading should reflect learning, and since students are not all on the same trajectory in their learning, it may take some a bit longer to master the content.  That's where ungraded formative assessment becomes critical.  Teachers can continue to hone skills to get them to mastery, and allow students the chance to relearn and retake assignments to get them there. Culminating summative assessments should only be given when the teacher knows that the student is ready. 

 

The principal's role is to know where the school is, both comprehensively, and by grade level or subject, in relation to state accountability.  Then he/she can create an environment that supports all teachers' ability to adequately prepare students and assess their progress.  Data should be used to inform instruction, master schedule, and planning periods.  The principal's role also includes providing the appropriate materials, resources, and coaching to address learning gaps and provide extension activities.  Finally, the principal, along with the leadership team, needs to set aside time to analyze data patterns, review goals and progress, and engage in meaningful discussions that address needs.

 

About 150 years ago the traditional “factory-model” classroom was established to prepare American students for the emerging, impersonal industrial economy. In this model, one teacher gave a class of 30 students the information they would need to be effective factory workers.  The students listened and regurgitated the information in sequence.  Today, the global market requires a different set of skills to be successful.  However, most schools have not made the shift to preparing students to compete and perform. 

 

Today’s world is full of instant information and we can communicate with anyone else nearly everywhere.  This new, complex world our students enter presents new challenges that require complex thought and problem-solving.  Not only must students have an understanding of content knowledge at higher levels, they must be able to generalize that knowledge and those skills across all areas.  Students need to be able to choose and use a tool to solve problems through communication and collaboration with others.  By embracing the 4 C’s (critical thinking, communication, collaboration, and creativity) educators can let go of the outdated and irrelevant ways of organizing and delivering instruction and adequately prepare their students for today’s challenges. Teachers must intentionally incorporate the 4 C’s, along with responsible use of information and media (digital citizenship), so that students can become skilled leaders, workers, and citizens in a global world.

 

The use (and perhaps overuse) of standardized assessments has created ongoing debates in the educational field, but these assessments rarely gauge a student’s ability to apply or evaluate their knowledge and skills, nor do they measure comprehensive growth and achievement. Therefore they cannot adequately guide teachers’ decisions about potential needed instructional adaptations.  But 21st century skills can do these things because students are required to think critically, gather information (filtering out what is unnecessary), make decisions and choices based on the information, solve complicated, multi-faceted real-world problems, and obtain a wide range of solutions.  Schools today are tasked with helping prepare students for jobs that don't yet exist!  Along with teaching basic core knowledge, teachers must also be adept at teaching 21st century skills.  These include critical thinking, collaboration, creativity, and new literacies (global, environmental, and technical) and require interconnectivity and real-world application.

 

The first step in supporting students in their acquisition of these skills goes back to creating a vision for the campus that encourages and reinforces the 4 C’s.  I work tirelessly to ensure the entire campus community is provided opportunities to provide input and has buy-in (through teaching and learning as well as fiscal and philanthropic means).  I use and encourage staff to use various forms of social media for professional development, modeling how learning takes place on a global scale.  I facilitate and model appropriate 21st century skills, and not simply require that teachers use technology, collaborate, and take risks. I make time in the schedule for teachers and staff members to learn from one another in professional learning communities.  As a principal, I find, hire, and support staff members with strengths in areas that are not my own--working collaboratively to share ideas, analyze data, and use backwards design (beginning with the end in mind) to make instructional adjustments that fit student needs. Finally, and most importantly, I ensure that reflection and revision are a regular part of the campus culture, and will be an active participant in these endeavors.

 

Technology should not be used simply for technology’s sake. We must remember that 21st century skills do not equate to fragmented use of technology.  As Alan November says, technology should not be the “$1,000 pencil;” rather, it must be used in a way that enhances the learning already taking place.  The appropriate use of technology allows for an infinite number of ways to differentiate for students, especially for those less likely to speak up verbally in class.  Technology provides changes to problem-solve, think creatively, and collaborate (locally and globally).  The learning, therefore, becomes relevant. When applied in meaningful ways, the use of technology can increase engagement and encourages students to take responsibility for their own learning.  Teachers and peers can provide feedback quickly and efficiently.

 

As a principal, I promote and model risk-taking with new technology.  I participate in tech-based professional development by reading and writing blogs and by utilizing Twitter.  My actions show that I am willing to “walk the walk,” not just “talk the talk.”  When teachers are curious, I am available to answer questions or point them to other experts in the building and district.  I have learned, through experience, that we administrators cannot force technology on the staff; rather, we must proceed slowly and provide chances for the staff to learn from one another (through an app of the week, lunch and learn, digital badging, and after school professional learning sessions).  The key is to first focus on a few that make the teachers’ jobs easier and have multiple uses.  Once teachers feel success with some technology, they are likely to learn and use new, innovative ones.  It is also critical that we attend planning meetings and encourage discussion around which technology might enhance the lesson or unit. Students are also an underutilized resource; they can promote the use of technology with their teachers and peers, and can also help with technological issues on campus.

Vision for the Organization
A school organization includes students, teachers, parents and guardians, and the community it serves.  The school system must integrate into, rather than impede on the community at large.  Communication between all stakeholders is the key to success, and such communication must be two-way.  The school must actively seek input from outside, while maintaining its internal integrity.  By working backwards, seeing the objectives and working to achieve them, the school organization can adapt to the needs of its students.  The school must also be a safe environment, where all members are recognized for their strengths, and supported in their drive to overcome their weaknesses.  All stakeholders must have a voice and be part of the decision-making process.   All decisions for the organization should be made based on research and data collected from multiple sources, and alignment must exist between the system’s components, curriculum-instruction-assessment, supervision, professional development, and communication.

 

Often students see the building principal as a discipline manager.  While this is one fact of the job, it is imperative to build students up by engaging in conversations about their personal interests and our shared interests.  Greeting students and calling them by name are simple, but highly effective gestures that assure students I am willing to get to know them at a personal level.  When students make bad choices, I spend as much time as needed coaching them and helping them figure out better ways to express themselves. I do weekly positive call-outs to parents, highlighting the amazing things their students are doing. I visit classrooms and participate in the learning alongside the students; I sit with them at lunch and play games with them.  I go watch them perform—in sports or music events.  I even have “carpool karaoke” at Friday dismissal, so they see that I have a fun side!

 

Staff members sometimes have a similar perspective of the principal.  In order to change that mindset, I make myself available for them whenever a need arises.  I am supportive when a student needs assistance and visit classrooms on a daily basis.  I listen with an open mind and coach them to solutions that I know are already within them.  I inquire about their families, during good times and bad.  I tell stories and listen to theirs.  I value all perspectives and consider them in decision-making. I am a sounding board and counselor and mentor and confidante.  I never ask staff to do something I am not willing to do myself, including before/after school duties, covering another teacher’s class, staying late or coming early.  As with technology use, my daily actions show that I am willing to “walk the walk,” not just “talk the talk.” 

 

Parents and other community members need to see the principal visible and engaged in all facets of the school day and extracurricular activities.  I engage our parents and community through a variety of social media outreach (Twitter, school Facebook posts, school marquee, School Messenger, eNews, and Remind).  I invite all community members, including parents, to participate—be it through PTA, volunteering (tutorials, copy moms, Book Fair week, morning duty), or community service projects (“First Responders” breakfast, canned food drives, toy drives). I make calls home and ask for assistance when a parent’s child makes a poor choice, but I also call home when I catch their child being great.  I listen with an open heart and mind, and allow their fears and frustrations be heard.

 

Credibility is built through relationships. As a school leader, I must be in constant partnership with all stakeholders—students, staff, parents, and the community.  That partnership is built and sustained by providing materials, resources, information, and time to those I serve.

 
Vision for Professional Growth

As members of the educational field, teachers and administrators must be flexible and willing to grow in unfamiliar areas.  Continuous improvement is a never-ending process. Educational pedagogy is constantly in-flux, so as a shift in one part of the school system is made, all others must also be shifted to keep all components aligned.  Decisions made for and by the campus should be data-driven and tied to the campus improvement plan, in order to maximize student achievement.  Any staff development or professional growth workshops should be researched and aligned with the campus goals.  Job-embedded learning makes professional growth relevant to the job of teaching.  Focusing on student needs and learning outcomes is critical for school improvement.  Skills learned as teachers grow should be applied directly to the classroom to maximize student success.

 

Teaching is not just about giving others information; it is also about continual learning and growth.  Educators are part of an ever-changing world and must grow and learn alongside their students, strengthening their practice through meaningful, lifelong professional learning.

 

As Hayes Mizell from ‘LeaningForward’ indicates, “For teachers and administrators to be as effective as possible, they must continually expand their knowledge and skills to implement the best educational practices. Educators who do not experience effective professional development do not improve their skills, and student learning suffers.”  Research shows that the most effective professional development involves teams of teachers focusing on the needs of their students by collaboratively learning and problem-solving to maximize student success.  Administrators have a responsibility to provide the time and resources necessary for their teachers to engage in this continuous learning process and apply that learning to increase student achievement.

 

Currently, my school district has set parameters for professional development—15 total hours in lieu of working two full school days.  Half of those hours must come from the home campus, done outside of contract hours.  To obtain the campus hours, our administrative team created a campus professional development calendar using the TeamUp website, in order to provide organic, edCamp-style learning opportunities.  Any campus staff member is able to add PD to the calendar at any point during the school year.  If a staff member requested more specific training, we (administrative team) either found an expert on campus to provide the learning or requested someone else from the district do so.  The other 7.5 hours of professional learning time (trade hours) are determined by teacher choice in areas that support their T-TESS goals, personal goals, and interests related to professional growth, and must be completed outside of the regular school hours.

 

We also allow teachers to pursue professional development during school hours, often providing substitute codes or financial support for the cost.   The objective is lifelong learning and growth, and if a workshop or conference or other opportunity supports this objective, we want to provide every possible means to achieve it.

 

By allowing autonomy in both campus-based and personal goals, teachers’ professional development has been collaborative in nature, leaders have emerged as experts in particular areas, staff has learned from one another, building the community of trust, and teachers have expressed excitement in the freedom to choose how they want to grow.  All of this falls right in line with growth mindset and the growth model of the new T-TESS evaluation system.

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