Greetings, Welcome to Zakiyyah Zareef's
E- Portfolio

Teacher in California

ABOUT ME

Hi, I started my journey in 2001, after being a stay at home mom for several years. In May 2006, I earned my bachelor’s degree and two years later my teaching credentials. I am a mother of nine and have fourteen grandbabies.
In my journey I have discover the need for teaching and nurturing others with positive morals values. Thus, I want to bring my nurturing experience to others.
Within this journey, I have taught second grade for five years, middle school Math, ELA, writing and science. I am presently teaching fifth grade.
While teaching I have established relationships with my students and parents. This relationship fostered their growth and nourished their understanding of a positive behavior, nurturing peers and others while understanding their perspective on life and how their choices reflect their behavior. With this experience I believes and seen how my presence and engagement with students impacted their lives.
Thus, this journey has taken me into the master’s program. Here I hope to enhance my beliefs and core value to serve my community and beyond. I believe that my background and experiences are valuable for today’s youth.

Safety Check
As I start checking audit safety check list, I noticed that my school has items that are either not present or extensively present. This makes me feel that our administrations team has done a pretty good job of taking care of most issues on the school safety audit checklist. However, there are a few things that I am very concerned about that are not on the list. These concerns are parents not signing their child out before the school has been dismissed. To me this is a big concern because it is a safety issue. As parents put their child in our hands, then we need to make sure that they are safe, we need to know where they are at all times when in our care. This is a communications issue that needs to be communicated with parents, guardians, and other relatives whom the child is in contact with.
For example, there have been several occasions this year that we did not know where some students are. Sometimes they are on campus and the supervising teacher does not have on their radio or the child is not on campus. Either one parent, a grandparent or relative has picked up the child and did not inform the others or the child did not come to school. Thus, we do not know where the child is and now, we are not a safe school but an irresponsible one.
Also, this is important to me because we were returning from covid, and some parents did not want their child to be in school and the parents did not monitor their child’s work on zoom. Thus, the child did not participate or complete work, forcing us to have the students on campus. So, when students were on campus, parents would pick up them up early, which relates to the student missing lessons and activities, causing their grades to go down. Last year this became a problem because I had students whose attendance hampered their grades. For our school this means tutoring the student after school. But because they left early and was not coming back then I was to give the assignments to the students during their break and lunch time which they did not do. It became more of a punishment instead of them having a break. I also tried to send the work home, but for the most students it was not completed, or they did not return the next several days. So, if we had documentation of these events then their parents could be address with these concerns and held accountable for these things.
Another safety issue that is a concern of mine is the emergency procedures. As a teacher who has been at this school site for about ten years, I do not know all the safety procedures, and who are on the emergency site plan to address these issues. For instances, what to do in case of an intruder enters our campus. Yes, we have lockdowns, but the issue would be that there is an intruder, possible an active shooter, in our buildings and what to do besides lock the door, get away from windows, doors and stay quiet. How are we to get out? Are there other escape route? what do we do if there is a bomb threat or an actual bomb on campus, a kidnapping, a shooting or hazardous materials spill in front of school. Our school is on a major street and has had a lot of accidents and damages to our property; our fences and buses damaged to where we need to fix the fence for safety concerns and the buses had serious repairs. I personally, do not know the protocol for any of these things. I’m not sure where are designated area outside of the school would be if something were to happen to our school. Thus, when emergencies occur it is very important that all staff members know what to do and where to go if there were a situation of these calibers.
The last safety concerns that I had was having teachers, staff and other personnel annually trained in conflict resolutions, cyber bullying, and safety precious on social media platforms. This has become a phenomenal problem in and out of schools. Students are on some sort of devise, not learning social skills to communicate face to face with others and not understanding that the significant of being able to use social skills to resolve problems. Which is taught in and out of school. It is part of these learning skills that help student be successful in all areas of life. Also, these skills help reduce cyber bullying and other negative aggressions towards other because one can express themselves in a meaningful manner. While part of cyber bullying are people hiding behind their true feeling, having low self-esteem and confidence about themselves, thus, taking this negative aura out on others, causing discomfort behind a wall where no one knows who they are.
Even though some social media outlets seem fun, entertaining and help student build their confidence, there are others who have predators and are dangerous. For this reason, teacher, staff, and other personnel need to be aware of the newest platform and social event to educate the students of its positive and negative effects.
My solutions to parents not signing out their child before school is let out, is to have a mandatory policy stating that for the safety of every student is important to sign the students out if they are being picked up before the dismissal. I believe that once it is explained to the parent’s the purpose of signatures and dates than they will oblige. This would mean to have a binder at the front desk that has the name of the student, date in which they are getting picked up, the time and two places for the parent to sign. One would be for the parent to print their name and the other will be a signature because some signatures are unreadable, thus, we would not know who signed the child out.
As a leader in training, my solutions to address the emergency procedures are to have a training for all staff in the beginning of the school year to understand and be familiar with each situation on the emergency plan. I would make this a priority to know because these things are important in keeping our school safe before they occur and not during or after. I would have a school wide practice drills several times a year for each emergency to prepared and be ready, because this makes the real problem become easier to handle.
I believe that all personnel need annual training in all areas of using the web sites on the internet. It is imperative to be aware of the web pages because students are on them. They are also in our care, so we need to know what they are logging on to and the sites implications. Thus, training twice a year would be sufficient because the internet frequently changes, and we need to keep up with the technology.
Our mission and vision are to give students an individualized learning plan that caters to their specific needs, while helping them grow and become successful member of society. Thus, keep students safe are in the realms of our mission and visions. It allows them to be stress and worried free in our loving environment. We show our student that we care for their well being by making safety a priority. It is stressed to them by our words and actions. We continually monitor, check -in, and have an open -door policy with each student. Our teachers are implementing teaching strategies for successful learning. This would include how to solve problems on their own, cyber bullying and the use of the internet. These lessons would help student later in life by understanding what is friendly and foe, what to input on social media and who not to truest. These things are our commitment to our students as educators, administrators, and other personnel related to education.
My mentor’s safety concerns were supervision on the yard and cross walk area. She feels that staff is not a team player and I agree. Many staff members are late, not on duty and this is a concern that if not checked could lead to injuries. Our school is small; thus, teachers have a lot of team player activities, which include morning and after school supervision. Staff being a team player also goes further than supervision duty it is supporting and collaborating with each other. Thus, when there is a problem all hands -on deck to help in the situations, but some are not lending their support even though it is their job to do so. The solutions are to have a one- on – one conversation, keep reminding personnel of their supervision duties, write-up on performances, reflect performance in evaluations.
As an educator and future leader this safety audit check list will help me plan and facilitate the safety measures at my school. These components help maintain a safe and caring environment for students to learn, maintain their social and emotional mental stability, and know that their surroundings are secured. Keeping a safe environment helps students gain confidence in themselves, the school and the people who care for them. Within our safety zone we will provide many support systems; mentors, counselors, and peers, to help foster their individual needs, activities that promote positive changes within themselves and instill the importance of diversity as a learning experience to embrace others.

Reference
National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA: Author.
http://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

This is my philosophy explaining my mission and vision of how I plan on being a leader.

My Leadership Philosophy My leadership philosophy is based on my moral and ethical beliefs. They are my motive and inspirational fundamentals of why I want to be a principal. My mission and vision are to enhance students’ perspectives and become aware of their communities’ values, while enhancing their own moral and ethical principles that foster diversity. With community engagement I hopes students will gain opportunities to nurture their passion and become entrepreneur that will invest back into the community. I want to enhance students perspectives of their communities, cities and the world.

Personal Values and Beliefs My personal values and beliefs are of many people who believe in the Creator of the Heavens and Earth and the Holy books. This is my guide, my convictions and reality. I try to do everything base on the Qur’an and the examples of the Prophets. So with this I look at our future generation. I see them as a group of people who are very talented and innovative. I believe they are able to build the communities and structure it to support the people there. By doing this they can influencing positive mindset growth and cultivating a safe and healthier environment.

Leadership Style My leadership style is a combination of servant, transformational, transactional. A servant leadership style fits my approach to many positions I take. I am not a person who wants control but will help those who are in a leadership role. So, under my leadership my aim is not to be an authoritarian and manager but will do so if the path in which my staff has taken is not ready to share my visions and mission. As a leader I plan on listen, ask for help and collaborate with my staff. I believe that more minds that focus on a task, the better the outcome will be because collaboration opens the door for more input and not limiting to a few. I believe that including the staff and listening to their ideas make them feel included to the team, which is what I want. A team who shares my values, goals and perspectives of how I want to incorporate a culture that is based on a community of people collaborating and working toward uplifting society. The community I envision is a collective group of people helping to establish a common goal. This means having a diverse team. Because I believe in diversity it will be important to have a team who understands the different perspectives of group. These differences help expand our understanding of their life and values. With this I plan to have a staff who is willing to integrate these differences into our program. They will be willing to lead and share their expertise and learn about others. The other aspects of servant leadership that is important to me as a leader is trust. My staff needs to trust me in order to stay focused on the goal. I strongly believe that trust is a key factor in working on my team because it is the foundations to integrity, personal and professions relationships. If I cannot trust a person, or they cannot trust me than it is hard to establish a working environment because I do not know what their motives or thought would be regarding confidentiality of students and staff. I share personal experiences and thoughts with peers, thus working with people I must trust that what we discuss will be in confidence. Therefore, it will be an agreement among staff that the confidentiality is highly regarded and hold value to my organizations. Therefore, if broken, then the trust is broken, and relationships of any kind has no value. My philosophy is that if I cannot trust you than I cannot work with you. Servant leadership has many aspects that I value. Thus, as a leader I would inspire, encourage and help others grow and come into focus of their truth, personal and professional aspirations. I belief that everyone should have the opportunity to go above and beyond their life goals. I would feel honored and privileged to help people meet these desires. As a team, we work together for the good of everyone, thus, helping people in anyway that is plausible would be included in our mission and vision because helping one who has a different vision and mission than I have is a positive because there are many other concepts that need attention. Thus, fostering others conceptual ideas and foresight is what I want to accomplish as a servant leader.

Integrity and Fairness The way I will establish integrity and fairness will be based on my religious faith. I will practice it and stay mindful that everything I do will be recorded. This inspires me to be always on my best. Next, I believe in leading by example. I will be honesty, respectful and insist on respect from others in my school. Showing and receiving respect, being understandable, showing compassion and aware of other’s feelings will allow my staff to see me as a person who is compassionate, and want to instill these traits within themselves. This shows that I am caring, and others can rely on me for support. With establishing myself as a honorable person, my staff will be able to see me as a fair and just decisions maker because I will listening to both sides of a situations and not be judgmental, but judge fairly. I will encourage others to listen to the situations and encourage the parties to resolve their differences by seeing the others point of view.

Model of Effective and Inspirational Leadership My model of effective and inspirational leadership will be clearly explaining my missions and vision to staff. My strategy would be to show my plan, evidence to support the ideas and reasonings why my mission and vision is needed in our schools and the benefits of these ides. I would then collaborate and convince others that their ideas to improve my plan is worth them joining the team to make the visions and mission a reality. At this point, I would insure we get the proper professional development training to continue the growth and mindset of the staff that flourishes the mission. I would use the expertise of the staff to lead and execute their ideas to further develop the plan. Once the staff is on board with the plan, I would collaborate with the student and use their ideas to better the mission and vision. By me modeling how collectively working together, allowing collaborations of all stakeholders, promotes a positive cohesive plan that everyone can invest in, shows that I would be a great servant leader whose goals are for the betterment of the students and staff.

Conclusion In conclusion, my leadership philosophy is based on the my religious beliefs to inspire others to embrace a servant style team that fosters others to collaborate and facilitate a shared mission and vision.
References

Bass, B.M. (1999). Two decades of research and development in transformational leadership. European Journal of Work and Organizational Psychology, 8:1, 9-32, DOI: 10.1080/135943299398410

Russell, R. F., & Stone, A. G. (2002). A review of servant leadership attributes: Developing a practical model. Leadership & organization development journal.

Tavanti, M. (2008). Transactional leadership. Leadership: The key concepts, 166-170.

Van Dierendonck, D. (2011). Servant leadership: A review and synthesis. Journal of management, 37(4), 1228-1261.

Philosophy Implementation and Grade

With ever changing conditions, my philosophy on education is that all children will have the opportunity to be educated with a high-quality curriculum that allows them to be successful and focus on their individual goals. This entails that my school will invest in materials and resources that promote critical thinking, problem solving strategies, respect, social and emotional reform, equality, independence and a 21st century technology program that will prepare them to be productive lifelong learners and community members. I will use the criteria from Francis (2018) to establish a well-rounded curriculum for the skills and expectations I have of my students.

My philosophy on curriculum will be based on Glatthorn’s (2016) deductive approach in developing my school’s curriculum goals because it will be a new private school that will serve the community. I will align my curriculum with information from the community to help create courses pertaining to our students’ needs. Thus, the focus will be on data driven information, small group instructions, hands on activity, engaging, collaboration with social and emotional developmental resources.

My philosophy on implementing the curriculum will be to pilot the material, intensive collaboration and revision for our needs, data chat for curriculum that fits our needs and revise to implement it. Thus, I will use the necessary resources in my school for the continuity of the students’ learning needs, (Glatthorn, 2016).
My school will cater to K-12. I will be looking to further their education by investing in their higher learning endeavors with the expectation for them to return to the community and give back. I also expect my students to be active citizens of the community, leading by example, with business that promote social justice and equality.

Philosophy Culture Inclusiveness
Cultural inclusiveness will be included in my plan from the beginning to the end because many of my students will be culturally diverse or people of color. By knowing my neighborhood and the students in it, I understand that it is very important for all people to understand their differences, while excepting the uniqueness of others. My thought is that diversity does not divide us but makes our school and neighborhood enriched with our own social culture that is compassionate, loving and understanding of how each person is valued and respected. Thus, I will have community members from different cultures involved in my school. They will actively be involved in every decision of the school from the planning of how our school will be structured and finding the appropriate academic curriculums.

To ensure that inclusiveness is embedded into our curriculum I plan on using the framework for analyzing inequality by El-Amin (2017). Here it allows students to learn what inequality looks like, gives them a space to talk and find ways to cope with it without interfering with their ability to move forward and be successful. This is very important for students to understand and recognize the propaganda and stereotypes are not true reflections of who and what people represent. It is just what others want to use to divide and conquer people.

Philosophy Differentiation for Learning Needs and Tier Intervention
Understanding my students means understanding their needs and learning abilities. Thus, my philosophy is to teach students at their level so they can understand the concept, grow academically and gradually acquire different modalities of learning. This will increase their comprehension and allow them to critically think of new ways to express what they learned. Teachers often teach in one style which becomes boring and less engaging. Thus, my teachers will use multiple ways and resources to help students become knowledgeable about the subject. No two people learn the same, therefore, differentiating student learning will maximize their understanding while increasing their thought process.

Philosophy: Technology
Since technology is in everything we do and around us, my intension would be to maximize it to the fullest. This includes bringing in the 21st century tools to help support students and teachers in learning and implementing information. I want my learning community to explore and enhance technology to improve their personnel growth and creativity as they navigate technology tools to enhance their learning.
My school’s mission and vision are to give students the learning opportunity to be successful. Our students are super smart in their own ranks; thus, their learning abilities are unique and different from the mainstream schools. So, my purpose is to give students a positive focus, respect, community life and appreciation of others while growing independently of the negative forces and bias situations in our communities.

References

Dotoli, V., & Scanfeld, V. (2018). Teacher-driven curriculum development: Do your teachers have content knowledge and an entrepreneurial spirit? Use them! Principal Leadership, 19(2), 48-52
El-Amin et al,. (2017). Critical consciousness: A key to student achievement. Phi Delta Kappan.
Francis, J. B. (2018). Students Centered: Navigating curriculum selections to maximize improvement. Principal Leadership, 19(2), 14-16.
Glatthorn, A. A., Jailall, J. M., & Jailall, J. K. (2016). The principal as curriculum leader: Shaping what is taught and tested (4th ed.). Thousand Oaks, CA: Corwin. ISBN-13: 9781483353111
Hammond, D. (2017). Are you a game – changer on curriculum implementation? Principal Leadership, 18(3), 48-51.

Relationship Between My School and Laws
The principal’s role and duties are to ensure that the staff they supervise are adherent to the mission, vision, and the guidelines of the school. Our mission and vision are to formulate an individualized learning plan for each student, assist in academic growth and graduations, guide students to a career that will promote social and economic independence.
This includes all parties focusing on specific duties to improve instructional learning for the intent of student improvement, students who are considered at risk are receiving an equal opportunity to learn and grow and the students who are advancing continues to advance in our educational setting. The other supporters include the registrars, transportation department, food services, janitorial and counselors, making sure all investors are adherent to their role in student success.
To facilitate these functions, the principal must be knowledgeable of the curriculum, ensure that the teachers and instructional aides are properly trained through professional development that focuses on the needs of our students. The principal must monitor, mentor, and evaluate the performances of the teachers and give constructive feedback so the teachers and aides can develop a better understanding of the curriculum.
As principals lead, they also must enforce the rules and guidelines to maintain stability and productivity within the school. These roles include disciplinary actions against personnel who are not in accordance with the guidelines. The principal investigates all actions first to see if the actions are warranted to the violation which occurred. First disciplinary actions are a verbal warning. Second an email about the violations will be sent and cc to the assistant superintendence. Third infractions will be a letter of acknowledgement stating the violations and the other previous warnings. The letter of acknowledgement requires a signature from the violator and the principal and goes into the person’s file. If corrections are not made and is repeated, there will be a meeting with the assistance superintendent, Director of Operations, principal, and the CEO.
For example, if a person is out of dress code, wearing jeans on a Monday. A verbal warning would be an appropriate response. However, if a teacher is demoralizing a student, call him/ her offensive names or hitting students, then an immediate response from the Director of Operations, assistant superintendent and the CEO would meet, and actions would be taken.

The legal obligation of the principal is to report all incidents his/ her supervisors. Is they fail to comply then their actions would warrant to a verbal warning, 2) written email, 3) Letter of Acknowledgement and 4) depending on the nature of the violations, termination.

Our employee handbook states that all employees are “at will” employees. There are no unions, thus the corporations can fire at will and the employee has the right to leave at will.
The principal enacts laws, policies and decisions with integrity, honesty, and professionalism. (PSEL 2) For example, one employee has been coming to work thirty minutes late for 8 days out of ten. The principal was not aware of the situations until the timecards were given to her. Upon see this took into considerations that this person must ride the bus and is has been extremely cold in the morning. Her next step to have a conversation with this person and remind them of the policies in the employee handbook that states “Excessive tardiness will be cause for disciplinary action up to and include termination.” (Agape Corporations, 2022-2023)
The principal must respond to situations with the utmost respect and integrity because people are sensitive and to keep situations at a professional level one must stay calm, be firm, polite but state facts and evidence to support the violations. These actions show that the principal is managing the staff with professionalism and respect, non- bias claims. (PSEL 2)
Reference
Agape Corporation. (2022). Agape schools employee handbook 2021-2022. http://www.agapeschools.org

National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA: Author.

Play Day Budget
The objective of the “Play Day” at my school is to have a safe event that continues to build on the culture and reinforces the climate of the school by join the community, parents, staff, and students in an activity that supports the school’s mission and vision. Part of our mission and vision is to support students socially and emotionally in a family atmosphere. This event will require parent volunteers, community donating supplies, staff monitoring booths and activities, and students engaging in mental, physical, and social growth in a positive environment.
The district is allocating $1,600.00 for the event, which includes: food, games, two-bounce houses, expenses from teachers’ booths and $300 for the unexpected. The unexpected expenditure would be face painting and or other games/ activities and other foods/ snacks, charcoal and lighter fluid, paper plates, napkins. I do not know of any other unexpected items until they come up. Our revenue will be nacho and candy sales which should be $350.00. This will go toward more games, prizes and the unexpected for the activities. Leaving us with $1,550.00.
The non- budgetary resources will be teacher monitoring booths, parents volunteering their time and supplies, churches donations, our school will host the event and supply the water for the one bounce houses, water for the water balloon, music/ DJ, tables, chairs, bathrooms, printed flyers, and clean -up crew.
The budget will be monitored by the principal, director of operations and myself. This will be my class project for PBL. We will write the supply list and the cost for this project. This includes a survey for teacher’s activities, what foods, and other activities. Our expected expenditure is $1,800.00. Thus, we need to fundraise to meet our goal for the tentative activities.

Survey Monkey link https://www.surveymonkey.com/r/Preview/?sm=hQ16mQu49lWlILoUMiHPsUMpSQZ0rONpGBc1wG9JDniuowpzJTaNEMfl3WLrvBZX

Assessment Survey Reflection
When schools evaluate and assess their performances and concerns for the year, I think Stakeholder’s views and opinions matter. However, I also think that other people such as parents and students’ thoughts are just as important, and they need to be included in the assessment and decisions that reflect their school. This impacts them both because the students are the ones who these surveys will affect the most. It is materials, changes, improvements that teachers, school administrations and community supporters will be implementing for the student. So, student’s voices need to be heard on the changes. As adults we do know what is best for students in many cases, but students see concepts, ideas, and situations differently from adults. Thus, their knowledge is valued because they have ideas that are foreseen by adults that will make things better or at least give a student’s perspective on ideas and concepts that will influence them.
Parents are the other stakeholders that should have a voice in surveys pertaining to their child’s education. Parent’s opinions are valuable because they want what is best for their child through the school system. Therefore, their concerns reflect the needs of the child. The parent sees what teachers and administrations don’t always see or hear until later in the school year. Whether it is bullying, classroom management, things said, concepts are not taught, misinformation being stated or things happening when the adults aren’t looking etc. This information needs input to help keep our school safe and ensure learning is taking place. Therefore, the more parent input will turn out to be their involvement for a positive culture and more involvement with the school.
I would think that the community leaders and neighbors are other people who need to be involved with the survey because the community is a place where its members meet at the park, go shopping at the neighborhood store and visit other community members. It is where these people live, work, and raise their family. Thus, what affects them in their community needs to be addressed with their concerns and insights on their thoughts and opinions about what goes on in and around them.
Each group of people involved with the survey, has significant information and insights that when put together makes the school a valuable organize functional entity of the community that helps foster the needs of the student to grow into respectful society members.
Reference
California Department of Educations. (2016). Analyzing data and assessing local needs. https://youtu.be/2afIMstJBno
Sorenson, R. D., & Goldsmith, L. M. (2018). The principal's guide to school budgeting (3rd ed.). Thousand Oaks, CA: Corwin. ISBN-13: 9781506389455
Survey link
https://docs.google.com/forms/d/e/1FAIpQLSeEibQJlYD1lwZwOX80kscsYxKfGpEY7Ail6PUj9gD-3gJyOA/viewform?usp=pp_url

Teacher’s handbook Reference Guidelines
* School’s mission and vision
*Teacher’ mission and vision
*PLC / PD schedules
*Academic calendar
* Staff extensions
*Rainy/ Cold day schedules
*Teacher’s work hours- Duty days, Saturday school, make- up days
* Teacher’s schedules- morning break, lunch, dismissal
*Teacher’s work hours- bell schedules
*Time request off sheet
* Protocol for being absent or late for work
*Teacher’s positions
*Testing schedules
*Teacher’s dress codes (modified- specifics of what is allowed and not)
*Responsibilities and expectations
*Personal and professional conduct
*Personal and professional conduct to others
*Behavior steps for teachers/ staff
* Evaluation forms
*How to file a complaint
*Safety procedures
a. lock downs
b. visitors log
c. classroom unattended
d. classroom environment
e. when to call for assistance.
f. drug/ weapons/ tobacco for staff and students
g. internet usage- staff and students
h. restricted sites
i. student’s sites- go guardian.
j. bathroom procedures
k. hall passes.
*Taking/ Posting photos of staff/ students
* Teacher’s non- negotiables –
1. Lesson plan due date
2. attendance
3. tutoring
4. Newsletter/ Class Dojo
5 Data charts – pre/ post, how often
6. centers
7 Weekly up- dated grade books
8. data chats with students
9. Posted class disciplinary policy.
10. phone logs.
11. Homework
12. substitute plan
13. typed incident reports
* Teacher’s reimbursements
*IEP files for student -goals
*Student Think sheet forms
*Positive core value sheet
*Lexile level
*Social services number
* Crisis hot line number
*ELPAC/DELAC meeting expectations
*IS forms
*Teacher/ staff relationships
*Discrimination (staff/students)
*Harassment
DATES TO REMEMBER- when to prepare for
* Back To School Night
*Benchmarks
*Winter program
*SBAC 25 days
*Luncheon

Acknowledgement Page
Please sign, date and return acknowledging you read and understand the information in this handbook.
__________________________________________________ Date ________________________
Signature

Case Study 1

Summary of the case.
Case Study 1: Impatient Parent is about a parent who is upset that her daughter is being harassed by “a neighborhood boy in her class.” The mother states that her daughter has been receiving unwanted phone and text messages from an unknown source for about a week and this boy, and his friends laughed at her and made insulting remarks about the way she was dressed. Thus, the mother feels that the math teacher has done nothing about the situation or responded to her call the night before. The impatient mother is impatient because she is at the school trying to meet with the principal without an appointment, she is rushing to get to work on time, but is late, feels the teacher is ignoring her and she is mad about her daughter being bullied at school.

Identify the issues to be resolved.
The issue that needs to be resolved are the facts from the teacher, and the girl, harassment from the unknown source, teacher contacts parent to assure the parent that the matter is being handled, disciplinary actions for bullying.

Stakeholders involved in the issues.
The stakeholders that would be involved are the students, Geometry teacher and other teachers who have these students in the same class, administrations, counselors, parents, campus security and possible the police- depending how far the situations gets out of control.

One or two existing laws or court rulings that relate to the issue.
Morrow v. Balaski, 719 F.3d 160 (3d Cir. 2013).

District policies that relate to the issues.
The district policies that reflect the issue of parents contacting teachers regarding situations is that they- the parent should have reasonable access to teachers/ staff for an open communication about activities, participation, and concerns. Parents are encouraged to volunteer, observe, and participate in classroom activities.
The other district policy for bullying is to first get reports from the victim and witness. Once a complaint has been filed, school personnel will investigate the incident and submit a report of the facts and resolved. Next, both parties, victim and predator’s parent/ guardian’s will be notified of the incident. All parties, including witnesses will be referred to counseling, medical attentions- nurse, psychologist, social worker, child welfare and/ or other support system that is appropriate. Once the facts are proven, and the students are getting the proper support, documents of the incident and resolutions will be filed with the school officials and district offices. Parents are encouraged to participate in the development of an intervention plan for their child to help ensure that the plan is effective. Also, depending on the severity of the offences, parents of the victim will be advised on how to file a complaint with the proper authorities. Parents of the victim will be advised of the predator’s plan and both parties will receive a copy of their child’s plan.

Possible solutions to the issues.
The possible solutions are to have the teacher investigate the situations and contact the parent with the facts in a reasonable time. Next the teacher would inform the parent (s) of the next steps that would be taken place by the administrators and district office. For the bullying I believe that the districts policies are enough to stop bullying of any sort. I think the only other thing that I will add is suspension of the predator and any associates that participated. However, to prevent bullying I think there needs to be a school wide discussion on the types of bullying in the beginning of each school year, explaining what bullying consists of, how it affects others and the consequences. I think that once students are aware of the severity of bullying, then it will enlighten them of how damaging it is. I also think that people are not that disheartening to continue to make others feel uncomfortable about something. So, addressing bullying in the beginning of the year will be a preventative action.

The solutions chosen to resolve the issues.
The solution to the hostile parent (s) would be to have the math teacher contact her immediately about the situation. The teacher needs to address the facts and how the school will proceed to resolve the issue of making her daughter feel safe. Also, to prevent further bullying from the predator the child’s parent/ guardian would be informed of the situation and consequences. Furthermore, the parents would be involved in the counseling sessions and disciplinary procedures. I would include that the student (s) complete x number of hours volunteering at a crisis center or somewhere where they can talk to victims and witness how the predator’s affected their life by bullying.

Action steps (2-5) for implementing each solution, including a timeline for each step.
The actions that I would take as a leader would be to first consult with the teacher to see the progress of the situations. This would be by the end of the school day from when the parent(s) notified me. I would be asking or looking for facts and witness statements. What evidence is presented and how can we prove or disprove that the predator is the classmate who lives down the street from the victim. Once the facts are obtained, then we can proceed with the situation by calling the victim’s parent that afternoon or the very next day and notifying her of these facts. Within two days, as principal I would have a mandatory assembly about bullying and the consequences of students who choose to participate in such activities. Within a day of the assemble I would have teachers discuss with students what was important and why, any concerns and allow students to anonymously give information about others who are being bullied. For the next school year, I would ask the school board to allow our school to implement a requirement for graduations or be part of their social study curriculum for a school wide community service platform that encourages students to volunteer x number of hours for 9- 12 grader to participate in community volunteering with issues that affect them. I would start off with simple community activities and as they continue to the next grades then their volunteering expectations would be more progressive. My purpose would be to teach them about the less fortunate, empathy for others and ways to help instead of criticizing and making fun of things people can’t help. For instance, the volunteer hours would be first for the 9th graders is to clean up the community, 10th graders collect goods for the homeless, 11th graders would participate in drug prevention and 12 graders would be part of the hot line for teen suicide and bullying. For those students who are involved with these issues I would allow them to participate in their upcoming grade so they can continue to heal or be part of their interventions plan.

Potential moral and legal consequences of each solution.
The consequences of not responding to a parent in a reasonable time frame would be that the parent reports to the district and school board. Which would question me on how we as a school respond to parents, bullying and other situations regarding student safety. The moral and legal consequences of each solution would be that the school board does not have the authority to implement additional curriculum or volunteer participation for graduation.
I believe that investigating the situations and identifying the facts allows me to be ethical and fair to all parties. (ECLL 5.1) For one it shows that I am not taking sides and being emotionally affected by the parent(s). But I am supporting the parents by addressing the situation in a timely manner and will notify her as soon as possible of the facts and the next procedures. I also think that addressing the situations by using preventative measures will help support the school and students from further bullying. (ECLL 6.0) This is securing the safety of the students while building upon the climate and cultural of the school by allowing them to learn, reflect and be part of a preventative program that encourages them to be proactive in helping their fellow classmates and community. (ECLL 3.3)
I believe that as a leader being fair and having integrity when responding to sensitive situations, shows that I am being impartial but also making this and other situations a learning platform to support students. This allows students to stand up to unjust acts and be supportive of their peers, which reflects collaborations and unity that supports our school’s climate and culture. The idea is to allow students to become social justice advocates within their oneself.
I think that the ideas and concepts mentioned above show that I support collaboration, trust, learning and high expectations because all the ideas and concepts discussed how these things are promoted. None of these ideas would be possible without staff, stakeholders and community collaborating and implementing ideas that foster the student’s social/ emotional growth and welfare. We must trust the ideas and concepts for them to work, thus the students must believe in us to buy into the ideas we are promoting. Once the trust is there, the learning and high expectations of the students will be implemented because the students are trusting us to help them succeed in life by teaching them the skill to be socially and emotionally successful throughout their life.

Reference:
Agape Incorporation. (2020, June). Student and parent handbook, p. 26-33.
https://www.agapeschools.org/web-dubois-student-handbook.html
Fresno Unified School. (2023) Bullying/cyberbullying information and procedures
https://www.fresnounified.org/bullying/
Rigby, K. (2003). Consequences of bullying in schools. The Canadian journal of psychiatry, 48(9), 583-590.
Bender, Y. (2005). The tactful teacher: Effective communication with parents, colleagues, and administrators.

Establishing A Continuous Professional learning culture image

Professional Learning Topics Evaluated Prior to Being Shared.

The professional learning topic will be evaluated for relevance and worthiness by using
Thomas Guskey, (2002). Does it Make a Difference?...criteria. Here it states five levels of
evaluating principles that make PD valuable. The first aspect is to start with the end in mind,
identify the student outcome. Level 5, Did the student learn the specific target? Next, Level 4,
did the learned material make a difference in the PD or student outcome. Was the PD
informative and would teachers use it? In Level 3, does the PD support the mission of the
school? Was the PD supported with resources and how did it affect the climate of the school?
Level 2, was the target skill mastered and how did the participants learn the skills? Finally,
Level 1, analyzing the participants impression of the PD. Was the PD useful and will they use
the knowledge?

Shared Professional Learning

Professional learning can be shared in many ways and reasons according to Nicole
Breslow, (2027). She implies that time, travels, expenses, and scheduling are main factors
behind online platforms. Thus, I chose to use Microsoft team google chat among my
colleagues. With this we can evaluate and collaborate ideas to improve the PD, or to
incorporate these ideas into the classroom. This platform allows us to use real time
conferences and interact with writing tools and graphics. However, using classroom 2.0 will be
integrated and posted for other ideas from the teaching community around the world.

Shared Information Applied

This PD will be introduced and applied when teachers have introduced and used the
platform of Padlet and google classroom. It should be used shortly after centers have been
forming. This lesson is identifying adjectives, grade 3-5, but it can be modified for other
standards and tasks. It introduces the standard with a question for background knowledge, then
has students engaged in an online activity, with questions to answer. Next, the lesson has
students use the platform tools to insert an image that they will then use to describe the object,
which is the lesson of using adjectives. From here the students will engage with each other to
write several sentences using descriptive words that describe the images they inserted onto the
platform. Lastly, the students will leave one image for others to describe on the platform. This
will be implemented as an ongoing learning tool that kids should become familiar with in their
center groups with and without teacher lead groups.

Teachers Provide Reflective Feedback

When teachers implement this PD, they will be able to give instant feedback on
Microsoft google chat. This platform allows teachers to comment, revise and use it to
communicate with others who are interested in the PD. Also, teachers will be able to use
Padlet and google classroom for students. With these platforms teachers can view their work
in real- time, give feedback and grade their work without being up and personnel. These tools
are useful because today things happen right away, therefore, the expectation of learning is
aimed in these directions. So, teachers can give feedback in the same manner.

Appropriate Timeline

The appropriate timeline for shared information would be 1-2 days because this gives
you time to reflect on the lesson, review from the video, if use, or notes taken and being in a
school setting gets busy and thus, time is lost if you wait. So, in my opinion if you wait more
than 2 days, then you might have forgotten important aspects of the PD and what you might
insightfully like to share. Also, two days are sufficient because other insightful perceptions
could help others manage and overcome mishaps that were not discussed in previous settings.
Thus, I suggest that after the introduction to the PD it would be appropriate to implement it
within 2 days. For the same reason of forgetting the important aspects, it would be best to have
it fresh on the mind and correspond with others when the topic is vital.

Rationale

My plan is to demonstrate how to use technology in a PD for collaboration, peer
evaluations, and reflective feedback while sharing research practices to implement the
information. Hence, the best practice for this PD is to start with what I want students to know/
learn from this PD, the goal in mind. This method is suggested by Guskey (2002) but also from
Briggs (2018) who suggest offering different platforms including technology, to incorporate and
teach the materials, engage teachers in the learning process while building a working relationship
that includes trust, time management, financial and leadership support, and collaborations. Thus,
it is important to consider these things because when you want engagement, all parties need to
include their thoughts of the concept, which helps to internalize the information, then collaborate
on the subject because rethinking and hearing other people’s ideas and thought process helps one
to understand and/or form new ideas that can make the PD relevant and manageable to use. So, collaborating will generate feedback that may need additional information to understand and
apply. However, with this conversation Thoma (2017) reported that when implementing a PD
use five common aspects to help solidify and ensure certain concepts are used. Some of these
characteristics are to reflect on the training, one’s own usage and offer feedback to others. Thus,
one of the fastest ways to and most important concept is to use technology. Technology will
ensure that all participants can view the PD because it can/will be taped and posted in Microsoft
team google chat. Here, collaboration and reflection are used and seen because as people watch,
collaborate on other and their own practice they can have real- time conversations, offer
comments and graphics to change things that are needed to make the objective obtainable or
manageable. Also, real time will be applied because with technology everything happens with
the click of a button, so this allows immediate feedback while the knowledge is fresh and
meaningful.

I believe that this PD will be useful to my colleagues because it is keeping the student’s
goal in mind, engaging for the teachers, I am using researched base information to guide
effective collaboration, evaluating techniques and peer feedback. This PD also used technology
on multiple levels for teachers and students can work together to make learning fun and engaging
to monitor and assess what is learned.

References

Briggs, L. L. (2018, Sept.) 7 Ways to maximize professional learning: Take advantage of
technology to help teachers advance. District Administration 54 (9), p 84.
Guskey, T. R. (2002). Does it make a difference? Evaluating professional
development. Educational leadership, 59(6), 45-51.
Linnenbrink- Garcia, Lisa (01/2011). “Affect and engagement during small group instructions”.
Contemporary educational psychology (0361-476X), 36 (1), 13.
Thoma, J., Hutchison, A., Johnson, D., Johnson, K., & Stromer, E. (2017) Planning for
technology integration in a professional learning community. Reading Teacher, 71 (2),
167-175. https://doi-org.lopes.idm.oclc.org/10.1002/trtr.1604
Trust, Torrey (06/2012). “Professional Learning Networks Designed for Teacher Learning”.
Journal of digital learning in teacher education (2153-2974), 28 (4), 133.
Wilson, T., Nabors, D., Berg, H., Simpson, C., & Timme, K. (2012). Small-group reading
instruction: Lessons from the field. Dimensions of Early Childhood, 40(3), 30-39.

Scenario Summary

The scenario at Maynard High School is very daunting. The culture is depressing because there are 45 teachers, seven of these teachers teach core subjects and are leaving and one of the assistant principals has resigned. Now, as the new principal in July, I need to hire 16 new full-time teachers and one new assistant principal.

This will be challenging because this school seems to have a bad reputation and might discourage qualified teachers from teaching and bring the expertise that will be greatly needed to this school. Also, collaboration within the school is needed with quality PD for the curriculum, strategies to engage the students in meaningful academic concepts, and teachers to communicate and correspond in the professional community to stay updated with new ideas and concepts that will enhance their teaching skills. Thus, without these learning opportunities for the teachers, counselors, and other staff members, it would be imperative to establish a positive enrichment for all stakeholders to absorb and welcome this new school into the proper existences.

With this new year there will be three returning counselors and one new one. The office staff will stay the same, one administrator for the principal and two for the assistant principals, one attendance clerk and one receptionist. On my first day as principal, I will have a meeting with all staff members to see how they feel about the school, its culture, communication system with parents and community and how things were run. I also want to collaborate on ways to improve and keep the existing staff.

Since this school is in its second year of existence, there will be a new senior’s class of 450 students out of 1,100 ninth through eleventh graders. I want to have these students prepared for the real world outside of high school. Thus, this means that I need to investigate with their counselors their goals, dreams, and future so that we can guide them toward establishing them.
Also, I want their input in navigating our school’s success, including them in the overall structure of this school’s victory and accomplishments.

Mission, Vision, Outcome

Our mission at Maynard High School is to prepare our students to be critical thinkers, lifetime learners and conscience leaders of the future by fostering and engaging in real world problems and solutions, collaborating, and communicating within and around the community.
Maynard’s vision is to engage students in real world problems, collaborate in meaningful dialogue that respects, and tolerates differences among people. Students will actively engage in building their self - esteem, and consciousness as they develop their own thought process, learned skills to become critical thinkers, life - long learners, and leaders of the future.

Thus, students short term goals will be to communicating with counselors, administrators, and teachers how they vision our school to be, collaborate with peers on plans to incorporate their ideas into reality, and being responsible for their needs and academic success.
Student’s long-term goals will be to plan out their future and goals and how to give back to their community.

Collaborating for Data

To start the new year off, I will first conduct several meetings with the staff. The purpose of this meeting is to identify their goals in life and for the school, their personal achievements and strengths, and the ones for the school, the concerns that are and are not aligned with the mission, vision, and culture of the school. Starting with the assistant principals we will discuss and collaborate on these things to see if their vision is aligned with the schools and mine. Afterwards, we will conduct meetings with the different departments: teachers, administrative support, counselors, lunch staff, custodians, and yard supervisors etc. From here we as a group will decide the school’s goal, mission, and vision. I will acknowledge the strengths of individuals and their achievements to show appreciation for what they do. Also, to allow others to know this individual strength and collaborate with them for support when needed. (Deal, T. E., & Peterson, K. D. 2016).

Questions:

Some questions that will be discussed are: what is the current mission and vision? Why didn’t it work? What needs to be changed? What should our new mission and vision consist of that reflects our school, the students, and goals to ensure their success. Even though I have created one, I am asking for thoughts, opinions, and constructive ideas to make it represent the school. Once we have established our new mission and vision statement, we will have each department collaborate on ways to implement them. (Deal, T. E., & Peterson, K. D. 2016).

Student Meeting

The next meeting will be with the students. I want to hear their concerns, ideas and improvement plans that will help make them appreciate, anticipate, and engage in promoting the success of their school. In this meeting I will introduce the new mission and vision of the school, its purpose and how as a group we will establish them with collaborations and support from them, their parents and community. For the first two weeks of school, teachers will be engaged in gathering students’ concerns, what did and didn’t work from the previous year, and why? Achievements, what students want to make this high school spectacular, above and beyond all other high schools in the area?

Teacher’s Goals

The teacher’s goals are to establish class discussion to gather, analyze and help students make plans to incorporate their ideas into reality. For each department and grade level the teachers will split the grade levels up into several groups. For example, the math department will work with the 9th graders. The 3-4 teachers will divide the class up among themselves and gather, analyze then come together to implement a durable plan that will engage student’s ideas into existence. They will also have several representatives from each sub-group to inform their classmates of the collaborated plan they will do. Part of the goals are to allow students to use resources to communicate, gather and analyze their findings. These opportunities will help establish students to be engaging, problem solvers of real -life situations, critical thinkers, build self- esteem, and conscience of their environment as they lead their peers into meaningful achievements for this school.

Parent / Community Meeting

My next meeting will be with the parents and the community. The staff and I will actively engage with them through all media resources, surveys and meet and greet opportunities. This would be in a forum hall to allow others to see, engage and socialize within the community. Also, my goal is to inform all stakeholders of the new changes, give opportunities for them to participate, hear their concerns and achievement of the school and their personal stories to understand the community, their culture, and values. This will also help the staff members to get a better understanding of the students and their home life. I also want to be able to know what people’s expertise’s are, so I can get help from them within the community. Upon leaving this meeting I would hope to have all participants engaging, trusting in our ability to improve, incorporate their concerns and ideas into viable concepts that support our mission and vision of the future. I believe that using Brown, P., & Vaughn, L. 2015 approach of communicating with parents and stakeholders will lead to a positive school culture because they know and understand the mission, vision, and goals of the school. Also, this allows them to input, help navigate and participate in the process, which will unite the school and community into one.

Productive Family Relationships

Once the meet and greet had been established, the staff and I understood the family culture and dynamics, I plan on using the media outlets to continue an open communications line with the parents to inform them of the upcoming events, student achievements, concerns, progress with our new mission, vision, and goals. Teachers will also be using these platforms to connect with families at least 2-3 times a quarter as they inform them of the progress their child is making, (Deal, T. E., & Peterson, K. D. 2016), strategies to help students at home, (Leddy, H. G. 2019), and available resources that we offer for them and their child.
Another aspect that I will be incorporating with parents is from Deal and Peterson, Shaping School Culture (3rd ed.), is to have them volunteer 30- 40 hours a year. For this, I believe will help build a relationship with the school, make them feel comfortable in seeking help with problems, and it shows that we value who they are as individuals and with their culture values and differences. For students, this will be a very important learning opportunity for them to establish respect and tolerance for others because being exposed to the differences of people and cultures allows them to recognize and respect these differences. Also, it will establish diversity awareness and help the students understand other values and family dynamics. Thus, I still plan on establishing a school media platform asking parents for ways to continue our improvement plan and using the available resources from them and community. I think this will allow parents and community members to frequently voice their ideas, resources, and plans that I will read and bring to the staff’s attention. My plan is to connect staff, parents, and community members with the same ideas together and allow them to implement their improvement plan. I believe that giving staff members the opportunity to lead in a project (s) will help them revitalize their personal interest in the growing progression of the school’s mission, vision, and goals. (Cook, H. J. 2017). Also, allowing parents and community members to invest in our school will show that we want their support, trust on both sides is built and the interest in the community’s well- being is established. This platform will be an ongoing concept that will be part of our tradition, history, and communications within the school, parent, and community. (Deal, T. E., & Peterson, K. D. 2016).

I believe that many parents and the community will enjoy the efforts they have put in once they see and recognize how important their ideas are and they are working to build a better environment for their students to become leaders of tomorrow.

Productive Community Partnership

To engage the community in a partnership, I plan on using the same method as I did for the parents, which is to have an open media platform, (blogs, face book, twitter, etc.) to where they can see our progress, write concerns, strategies, ideas for upcoming events etc. I think this is a good way to keep them informed about what we are doing, planning and how these things will be conducted. Also, I plan on asking the community for donations twice a year and needed resources from their company and the health care department, free dental, vision and shots for our school’s student body For example, I would contact the headquarters of Home Depot/ Lowe’s and ask for paint, building or carpentry supplies. As a community we can organize a day to paint the school, classrooms, fix needed things that has been destroyed or falling apart. Also, I would get in contact with the Boys & Girls Club to help mentor, have a save place for some of the students, assist with homework etc. I believe that having these services will allow students and parents to appreciate what is in our community. These places help keep their child healthy both mentally and physically, brings the community and its resources together. This makes the community a valuable commodity and thus, it helps to know your neighbor and community because when a crisis occurs it is best to be served by people who know you and your medical history. This way they can better help/ protect you. I also want to establish an internship for my high school where they can learn skills firsthand from the business and college students coming in to help serve the needs of the students. For example, today’s schools have a high percentage of high needs students. These students are on 504 plans, behavior, IEP and SPED. I would like to have intern counselors in these fields to come and use their professional skills to help and mentor these students. It will help the students with their social and emotional needs, have someone to talk to while establishing a big brother/ sister relation, and over all help cope with the pressures of society. (Agape Corporations. 2021-2022). I believe that these things will institute a strong bond with our school and the community. Fostering students and helping them to navigate their needs will help ensure their success in the future. It is part of their critical thinking abilities and qualities of life- long learners that they will get while attending Maynard High School.

Public Advocacy

It is imperative as a leader to seek needs for the school when faced with financial deficits. Therefore, I plan to continue with the social media platforms and advocate for needed supplies. Again, collaborating with business and health professionals to allow intern students to spend their time on our campus. Also, to use the media platform to correspond with companies that have seminars/ Ted talks etc. for entry level positions so students can prepare for the next journey outside of high school. The plan is to help students build their self-esteem and consciousness as they engage in activities within and outside of the community. Also, as the local colleges/ universities have their interns’ complete hours with us, I would like to set up a senior/ junior day on their campus. Possible to have them mentor someone in the field they are interested in and allow them to shadow them for a few hours a couple of times in the year. Again, the purpose is to have students engaging, build self- esteem and confidence. Also, this will allow students to higher level learning, critical thinking, conscience of the different aspects outside of their comfort zone, while learning new things as a life- time learner.

Rationales

My plan for Maynard High School is to collaborate with all stakeholders to create and implement a positive cohesive learning environment that allows students to foster critical thinking as they help solve our problems of establishing a positive workspace for students and teachers. I think that applying this real -life situation will encourage students to want to impact the school’s growth but also leave an impact for future higher schooler of Maynard High. Also, I believe that once we are cohesive and becoming a positive environment than teachers will want to stay and be part of the growing community. I further believe that when collaborating and letting others lead in their expertise shows that I care and trust them to be successful, I value their expertise in doing the right things for the school, and I welcome others to lead the way, thus, encouraging leadership among my staff, and that I have enough self- efficacy in these decisions that will allow this team and school to flourish. (DeWitt, P. 2017). With the confidence I have in my team I know the collaboration and team building of stakeholders will be an ongoing event and tradition within the school. I believe people want to be part of a winning team and this allows them to participate in their child’s education theoretically, financially, and physically while ensuring trust, parent, and community involvement. Also, I think that a power struggle is not the best way to teach and incorporate the mission, vision, and goal of our school. I believe that letting students critically think about problems and solutions will build self-esteem, social consciousness and foster them to become leaders of tomorrow and life- long learners. We must allow students to make choices, grow from them, and then guide them to social- consciousness decisions that will benefit all and not just a few. Thus, engaging students in our mission, vision and goal revitalizations is a good way toward accomplishing the objectives because this is not a one- time fixer upper but will take several school years to operate and make it decent and more years to make it right.

Development, Structure, Conclusion

In conclusion, I believe that Maynard High School will be a positive productive school that is supported by its community. When stakeholders come together to collaborate on the mission, vision and goal, focus on the students learning, and allow others to help in their expertise, then the school will prosper and develop students who are engaging, critical thinkers that is consciencely aware of the real-world problems and solutions. Their understand of these things will instill tolerance and respect of others and their differences, build their self- esteem, become life-long learner as they develop into a leadership role that listens, collaborates and inspires others around them.

Reference
Agape Corporations. (2021-2022). https://www.apageschools.org/lcap.html
Brown, P., & Vaughn, L. (2015). COMMUNICATION: The Unspoken Key to School Culture.
Principal Leadership, 15(7), 32- 37.
Cook, H. J. (2017). A Community of Collaboration. Principal Leadership 17(5), p. 50-53
Deal, T. E., & Peterson, K. D. (2016). Shaping school culture (3rd ed.). San Francisco, CA:
Jossey- Bass. ISBN-13: 9781119210191
DeWitt, P. (2017). Many Hands Make Light Work: How collaborative leadership leads to
collective efficacy. Principal, 97(1), 28-33
Leddy, H. G. (2019). Involved Minority Parents Enhance the Quality of Educations School.
Education Digest, 84(8), 55-61

Professional Development Benchmark image

Professional Development Reflection

The presentation on Professional Development went well. I was able to convey the message, important points, and relevant information that was implemented into some of the teachers plans and strategies for their students. My colleagues were interested in what I offered and engaged in making a learning objective with the SMART GOALS platform, using pre- post assessments, analyzing, and tiering students for their individual needs and support within a reasonable time frame that shows student progress. The feedback was great. The teachers thought the PD was useful information but think the next PD should focus on phonological and phonemic awareness because there are students who lack these skills.

School-based data...

The school base data that we are using are the quarterly benchmarks, formative/ summative, progress monitoring, and student work samples. After reviewing and analysis of the information from our benchmarks, we decided that the best format to use is the SMART GOALS format. It gives us a plan that aligns with our data analysis with our principal: what are the strengths and weaknesses based off the assessment? How can I help students understand and show growth? Thus, the SMART GOALs format used specific learning objectives, measured progress, reachable goals, purpose for the learning objectives, and reasonable timeline. (Kelleher, 2003).

PD Increases Capacity

The professional development helped to increase teacher’s goal settings and strategies for student because it gives them specific learning targets and objectives for each student. It also gives teachers a focused point and directive of making the goals become a reality. These individual learning plans are part of our mission and vision of helping students become critical thinkers, life- long learners. Through pre- post assessments teachers can identify needed areas and use differentiated instructions to help students succeed.

Technology

Technology is used throughout the learning process for students because it assesses students pre/ post testing, collects data, re- enforces skills, and engages students in activities. Technology helps teachers collaborate, plan goals and objectives, gives resources, strategies, and differentiated instructions tools to support student’s growth. For teachers and students’ technology gives real- time feedback and that supports learning and growth for students.

Next Steps Embedded PD

The steps to take to ensure the objectives in the PD are embedded will be to have data chats with teachers and students. This solidifies that all participants are on the same page, teaching students and progress monitoring for mastery in skills. Also, to ensure the PD is effective I will have observations and feedback with teachers to clarify misunderstandings and if needed plan with teachers to set goals for themselves to implement the PD session. What I want to be able to accomplish is for teachers to be comfortable with me and the PD expectations. Thus, helping them is my strategy.

Emerging Trends

I plan on using and adapting to emerging trends by staying up to date on the new developments. One way is to read scholarly journals. This will help me stay current with technology concepts, assessment tools, and be able to make needed changes that will benefit the school and student learning.
Another way is to rely on my staff to help them and I stay informed and learn how to navigate through the technological world. Most young teachers today are learning the necessary tools in technology to teach from and incorporate with for the best results in student learning, goal setting and assessing. Thus, using my available resources, new teachers, and staff, will help stay informed and up to date.
Since students are well informed on the latest technology trends, I will have them teach me their world from games to social networking. This will allow me to connect with them while teaching about the positives and negatives of technology. Thus, I will use an assortment of people to stay informed and up to date on the emerging trends.

Preparing for Presentation

My preparation for the presentation needs to improve. I feel that I stumbled over words and had no confidence in what I was stating, it was not as smooth as I would have liked it to be. Also, I need to practice speaking out loud. I felt I was speaking too fast and repeating myself. Therefore, one of my objectives is to start taking on leadership roles that require me to speak to a group of people, and peers. I think that if I initiate speaking opportunities then I will do great, but when I am put on the spot it becomes difficult and I get nervous. So, I need to not put pressure on myself and lead. My other objective would be to look at the notes and stick to them. I tend to go off script when presenting, but for these professional settings I need not waste time on concepts that are not relevant and stick to the topic. Again, practicing will be beneficial. I feel that given opportunities and being knowledgeable of the topics I will be more adopted and ready to present without beginner jitters.

Next Steps and Emerging Trends

My next steps are to collaborate with my mentor in either making and or presenting professional development sessions. I think working closely with her will help me understand the topics and I can slowly start taking on the leadership role. I will also become confident and learn how to handle situations that arise. Furthermore, taking notes on ideas and valuable strategies that benefit me on communications skills with staff, parents, stakeholders, and other officials.

The other aspect is to collaborate with the stakeholders, community, parents, students, and staff. This will ensure that all involved are working together for the common goal and re-enforce the culture of students learning from the data collected (Bower, & Griffin, 2011). This is important because without the support of the community and stakeholders it makes my job harder to establish the setting of the missions and vision of the school. Also, when students and parents understand that we are working for their success then they will be inclined to help and re-enforce what is established at school in their home. For teachers this will establish a shared responsibility, partners to the school mission and overall plan for classroom instructional practices and student success (Hord, 1997).

Finally, incorporating technology and the latest trends into the PD and classrooms will benefit all participants and students. I plan on using both concepts because they involve collaborating and networking with others, reflection, discussion, and feedback from peers, and specific goals and assessments for student achievements (Trust, (2012).

References

Bower, H. A., & Griffin, D. (2011). Can the Epstein Model of Parental Involvement Work in a High-
Minority, High-Poverty Elementary School? A Case Study. Professional School
Counseling, 15(2), 77-87.
Burns, M. K., Naughton, M. R., Preast, J. L., Wang, Z., Gordon, R. L., Robb, V., & Smith, M. L. (2018).
Factors of professional learning community implementation and effect on student
achievement. Journal of Educational and Psychological Consultation, 28(4), 394-412.
Educational Leadership Submission Manager. 2023. https://elmagazine.submittable.com/submit
Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and
improvement.
Kelleher, J. (2003). A model for assessment-driven professional development. Phi delta
kappan, 84(10), 751-756.
Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning
in Teacher Education, 28(4), 133-138.ulletin, 83(3), 28.

Case Study: Shaping School Culture
Part 1: Case Analysis
Summary
This case study represents a situation where the assistant principal is now the principal of a failing school. The problem is that the school can be taken over by outside entities if it is not improved. The school has a high percentage of Hispanic and African American who live in high poverty from single family homes and subsidized apartments. The principal needs to involve the community and all stakeholders to collaborate the behavior problems so that learning can take place. Also, hire about seven new teachers who can bring in new ideas, are willing to help student achievement and school culture. The principal has several needs to analyze before implementing a plan. They include student achievement data, discipline data, staff evaluations, the school improvement plan, and previous files left from the principal.
The issues that need to be resolved are how to improve student achievement, school culture, and new ideas that help students be successful life- long learners. The important stakeholders are the board members, parents, students, community, all staff members from the cafeteria workers to the bus drivers, crossing guards, supervision staff, and the newly hired members, etc.
The court case of ABBOTT v. Burke, 1998 relates to this case because the Constitution states that "Legislature shall provide for the maintenance and support of a thorough and efficient system of free public schools for the instruction of all the children in the State between the ages of five and eighteen years." N.J. Const. art. Thus, the 1975 Act was amended stating that “special need districts and the property -rich districts be funded accordingly to their needs.” Also, that the funding should, “be adequate to provide for their special educational needs of their poorer urban districts and their extreme disadvantages.” Thus, this school qualifies as a poor district because it is underfunded by the taxpayers, low-income families, and federal subsidized housing.
Agape Corporations (2023-24) district policy is that we have several steps in place that secures our campus, the culture of our school is a family friendly environment that supports students need and teachers are in constant contact with parents and guardians about student progress. Our policies are that when a child has missing assignments, we contact parents and tutor the student. However, if this is not successful then the child can be placed on independent studies.
Possible solutions to the issues are to hire an independent contractor to help solve the problems, do all the work myself, or find out my staff’s expertise or areas where they can lead others into implementing an improvement plan and get the community involvement to support us in educating their child.
My solution is to first establish a school safety team because these areas are where principals spend their time managing. Without a safety procedure plan in place and preventatives measure to support our safety norms then the school culture cannot improve and be successful. Thus, once established this will allow me to focus on other areas to improve the school, week 1. My next step in week 1-2, is to establish a coalitions of school personnel with lead counselors and other staff members who have expertise in areas of concern. Here I would discuss the issues and delegate each person to address and formulate an improvement plan for their area of improvement. Next, in week 2, I would involve the community to participate in our improvement plan and have them meet with my coalition to add their input and solutions to the problems we face. In week 3, I would meet with each focus team for an update, solutions and ask for a well written plan that involves the community to participate on campus for extra support in the class, yard supervision and other areas where they are needed. I would encourage the community to be active participants in helping rebuild our school. Once these plans are revised and approved by all the participants in all groups, we will set up and start implementing a plan, schedules, and other necessary ideas to make the concepts work, week 4-6. This would include having school events and sponsoring activities that encourage and promote our new culture of unity with emphasis on our school, neighborhood, community being in a safety zone for all students, parents, and community members.
My moral and legal consequences is that as a leader, I feel compelled to make sure that the students are given the opportunity to be safe, learn to the best of their ability while in a safe environment that supports them as an individual. Every child should have the opportunity to learn and be able to explore new ideas and further their learning as young people who can contribute to making the world a better place for themselves and others. The legal consequences are that it would be my duty to obey the Constitutions in establishing an equal opportunity for underprivileged students to have the same rights as others. Thus, it is against the law and moral ethics not to provide students with financial benefits that are given to them from the government and other state fundings.
Part 2: Rationale
I chose this solution of working as a team because no person can possibly master all the needs of a school successfully without a team. It is very difficult and time consuming being the leader of more than one or two things, so imagine many concepts, personalities, difficult issues, and problems. Thus, a team helps alleviate stress and give others the opportunity to lead. As a leader I will be establishing trust within my team, sharing responsibilities, and building efficacy among the staff. This is important because I need a team that motivates and trusts me in making the right decision, supports my ideas and I trust, motivate, and support their ideas. We need to establish high expectations, a working relationship for the success of the school and community. I want to establish a united front for all stakeholders to feel students, parents welcomed and secure that we have their child’s best interest in making them successful.
Collaboration is the best solution because it allows brilliant minds and expertise to contribute with their knowledge. It also allows others to be part of a solution that they feel empowered to. Thus, as a team we will strive to build a positive relationship among ourselves, stakeholders, and community. We will continue to correspond to difficult issues as a team, making students’ safety and achievements our priority.
References
ABBOTT BY ABBOTT v. Burke, 710 A.2d 450, 153 N.J. 480 (1998).
Agape Corporations (2023- 2024). W. E. B. DuBois public charter school: Student and parent handbook.
Cooley, V. E., & Shen, J. (2005). SCHOOL ACCOUNTABILITY AND PRINCIPALS'PROFESSIONAL
JOB. School principals, 61.
Greene, W. L., Musser, P. M., Casbon, J., Caskey, M. M., Samek, L. L., & Olson, M. (2008). Caught in the
Middle Again: Accountability & the Changing Practice of Middle School Teachers. Middle Grades
Research Journal, 3(4).

Curriculum and Professional Development image

Assessment Data- Continuous Plan
In our school’s latest assessment needs data, we discovered our needs consist of focusing on small group instructions to improve student's achievement gaps in ELA and math, student counselling because we have a growing populations of student homelessness, 504 plans and social/ emotional conditions. We also noticed that our technology and resources are outdated. Our ELA books for TK- 5thgrade have been in use since 2011 and we are lacking advancement in technology usages, student equipment and updated services.
Thus, our continuous improvement plan consists of professional development focusing on small group centers, hands on manipulatives that concentrates on the learning objectives and helping students manage their social and emotional feelings within their environment. For technology updates and newer equipment, our CEO and board members have to approve it.
My school addresses these needs by conducting professional development for teachers, counselors, and other staff members. Each staff member will continue to be trained in areas of their job and ways to assist students when in need. Teachers also work in partnership with each other to assist students in academics and behavioral redirection.
Our outcome is measured by the school’s culture, attitude and atmosphere among students and staff. We identify the success of student’s work and test score, pre and post. Our school address CIP in our parent and community meetings held several times a year. We conduct surveys to identify needs and improvements within the school year and share the results once analyzed to stakeholders and the community.

Case Study: Mr. Smith Assumptions:

After observing Mr. Smith’s class for ten minutes, I assume that the students are not engaging or collaborating with others in think- pair- share activities. Also, students are not given the opportunity to learn on their own, analyze and create artifacts to show what was learned. Thus, the teacher did not differentiate the materials for students. The students are expected to learn at the same rate and manner.

Questions:

As the evaluator, I would ask the teacher to explain the learning objective and what informal observations were used to see if the students were mastering the objectives? Next questions, what activities could students complete to demonstrate their progress of the learning objectives? How could you have used student grouping to engage students in learning? What strategies were used for differentiated instructions? How could you have expanded the lessons for those students who mastered the objected and finished the work early? How would you use the exit ticket to further the lessons for those who did not understand and those who did master the objectives?

Positive Feedback:

The positive feedback would include that the teacher’s material was comprehensive, informative and had several visuals and textual items to support the content. The classroom management were outstanding, no disciplinary problems. Also, several students asked questions for clarity and understanding. The students seemed to be engaged in their learning.

Constructive Feedback:

The constructive feedback would include what I would have liked to have seen involving student engagement, grouping, peer interactions, conversations and students explaining and clarifying the concept. Since research shows that cooperative learning (Kagan.1989), engagements students to grasp the concept because it allows the students think- pair - share with each other, internalize the information, rethink, and formulate into a cohesive understanding that will allow the student to state what they understand and learned.

Thus, my feedback would include the question, What ideas would implement cooperative learning that you can include in your lesson plan? Also, what strategies can show differentiated instructions, higher level thinking and next step for those who understand the concept but are waiting for the class. Lastly, since I was present for only a short amount of time, which informal assessments would have worked best for the groups. This question would be asked because I would imply that the teacher gave a lot of information but did not check for understanding of the lesson.

Therefore, how did the teacher know if the learning objective was successful with all the students? And what would be next for those who did not understand and those who did? Thus, in my constructive feedback, I would try to get the teacher to self-reflect with the question and statements because I would want him/ her to recognize these things for themselves with an “ahh” moment.

Reflection

My reflection on Mr. Smith’s case assumes that Mr. Smith thought it best to have student work independently because the students were not seated in groups but in rows, thus little collaborations, group discussions and pair -share were not established or ongoing in their learning environment. I also assumed that students were not fully engaged because few students asked questions to clarify concepts, many took notes but there were no informal assessments, classwork, or projects to be completed to determine how much students knew and retained.

Even though the material was delivered in several ways, graphs and reading, the students were not internalizing the information because the students were not assigned to complete anything. Based on these assumptions, I posed questions for Mr. Smith to reflect upon and guide him to reasonable solutions that will encourage student engagement, cooperative learning, and different methods to teach the concepts and informal assessments.

I also wanted Mr. Smith to think about what lessons could be next for those students who understood or did not understand. These lessons would help student analyze and create something tangible and reinforce the learning objectives for all.

References
Kagan, S (1989). "The structural approach to cooperative learning". Educational leadership (0013-1784), 47 (4), 12.

Example Text

Supervising and Coaching Special Educations Teachers Lessons and Student Needs

As a principal preparing to observe a special educations teacher, I will want to know several aspects about the class and students before my observations. Thus, in our pre- conference I would ask the basic questions of what is the learning objective? How will students learn the objectives? What methods and strategies will be used to implement the learning objective? How will you scaffold to help students who do not understand what to do? How will students be assessed of the learning objectives? What is the student - teacher ratios? Are the students grouped by their needs? Are there any student’s disabilities that will affect the learning of others? What should I know before the observations?

Expectations

I expect the teacher to explain that the learning objectives are state and common core standards and since the students have the same needs in their IEP, they were grouped together of 4-1 ratio. I expect the teacher to explain the needs and background of the student, their behavior, disabilities, IEP goals and trigger points if any. I also expect the teacher to explain the methods/ strategies such as “direct instructions, intense and repetitive” as mentioned by Jones, & Brownell. (2014) and what method of assessment will be used?

Differentiated Instruction

As our pre- conference continues, I would ask the teacher how will differentiate instructions be implemented and what should I see students doing? What activities will engage the students to meet the objective? What assessments will take place and how will the students move if mastered the learning objective or need reteaching. The response should include direct and explicit instructions that have students reading, writing completing math problems or an activity with manipulatives to show their understanding of the concept. It should also show scaffolding, modified work, tools to assist with mastery, adapted materials, and informative assessments (Rashid, Manzoor, & Khalid, 2024). Thus, reteaching, and next steps for adjustments to student’s needs and achievements, higher level thinking.

Struggling Students

Based on the answers above I would ask what indicators will be used to identify students who are struggling? How will data help identify student’s needs and success? What modifications will be used? I believe the instructor will indicate that there are several ways to identify if students are struggling. Several might be to ask questions which allow students to give a direct response, write a response, talk- share- explain or complete a problem. I believe these informal assessments will allow the teacher to identify reteaching opportunities for struggling students.

Criteria Description

I consider the role and responsibilities of the teachers to be great because they need to fully understand the needs of the students and effectively plan how to implement the learning objectives. Thus, the questions would be based on how the teacher planned the student’s lesson that aligned with the goals and standards. How will this be demonstrated and effectively carried out? What materials are used to help monitor and how will the materials modify the learning? Since student’s needs are different what assessments will be used to accurately demonstrate the student’s learning and the ability to move forward or reteach?

I expect the teacher’s reply to be based on Katsafanas (2007) article which described how valuable planning impacts learning. Planning requires understanding the “specific objective” to clearly connect and implement their needs and abilities to the lesson. Thus, each student is different, and each plan is catered to their individual abilities and assessments. Therefore, based on previous assessment and prior knowledge, the content and materials used will be appropriate for each student’s individual needs and goals. Examples would include but not limited to asking and answering questions, writing, peer share, completing tasks and mastering materials. Each student’s mastery will be determined based on the student’s goals and abilities.

Classroom Management

What are the class’s expectations for learning? What are the class rules? What are the behavior expectations and procedures? What are the consequences for not following the expectations? I believe the instructor will indicate the class rules and expectations are posted and students are reminded daily of the norms and procedures. Also, the teacher will indicate that they are using PBIS and reward students who are engaging and following the norms. However, if students are not complying with the rules, then the teacher will reschedule their service time and have a 1-1 session where more direct and individualized lessons can be implemented, their minutes counted, and goals are met. If the students are not following the rules, then parents will be called, and a meeting will take place.

References Johnson, E. S., & Semmelroth, C. L. (2015). Validating an Observation Protocol to Measure Special Education Teacher Effectiveness. Journal of the American Academy of Special Education Professionals, 99, 119.

Jones, N. D., & Brownell, M. T. (2014). Examining the Use of Classroom Observations in the Evaluation of Special Education Teachers. Assessment for Effective Intervention, 39(2), 112-124. https://doi.org/10.1177/1534508413514103

Katsafanas, J. D. (2007). The roles and responsibilities of special education teachers (Doctoral dissertation, University of Pittsburgh).

Rashid, A., Manzoor, A., & Khalid, M. U. (2024). Examine the Level of Awareness about differentiated Instructions among Special Education Teachers. Pakistan Social Sciences Review, 8(1), 139-147.

Objective Measurable Criteria

When applicants apply for a bus driver position, Ms. Vine, our transportations coordinator, indicates that a person’s driving record and background check are important aspects when applying. She also acknowledges that a commercial license, passenger, and school bus endorsement are qualifications for being hired in her division. She emphasizes that it would be unwise and unsafe to hire a person who has many accidents, tickets, DUI, a criminal background on their driving record. This is a red flag for an employer because these offenses show lack of judgement and responsibility from the person, which can lead to students being harmed. Ms. Vine is also looking for a person who is knowledgeable of safety rules and regulations because our school’s mission and priority is students’ safety while riding the bus. This is also understood that bus drivers need to enforce policies that ensure all riders are obeying and applying safety rules when riding the bus.

Another factor is how well the drivers can communicate with the school and parents. Communications is one of the key aspects of a driver because without it, misunderstandings happen which causes students to miss the bus, which leads to students missing school. Communication is also vital for a bus driver because when things happen it is important to inform all parties, school administrators and parents, about the whereabouts of the students. Thus, ensuring the knowledge of where students are, pickup/ drop off designation and parent/ guardian that will be there for the arrivals of the student.

Leadership

When a driver has been selected to join our team, they will shadow a senior driver for about 20-30 days. This process introduces them to the culture of the schools, the different facility, staff members, routes and students who ride the bus. Within these days this driver will be given training, safety procedures, protocol for checking the bus before and after usage, experience driving, learning the routes, and meeting the families. Also, once a week there will be a staff meeting in which they collaborate on best strategies to keep students safe, how to properly encourage positive age-appropriate guidance for behavior issues when riding the bus and events on the calendar.

Ms. Vine tries to support the drivers by giving them the tools they need to be successful. These include laptops, new safety guidelines, updated protocol and procedures, additional training and review of laws and regulations.

Team/Group Dynamics

Some of the ways team group dynamics works with our drivers are that in their in-services days they complete maintenance inspections, help each other in minor tasks, review laws and procedures as a team, annual training, ride with team on dry runs of the routes, and luncheon where they build working relationships with each other.

Reference

Agape Corporations. (2023- 2024). Agape schools transportations safety plan.

Teachers' Responsibilities

Teacher at our school help make their assessment on our program called Illuminate. Here the teachers make quizzes, chapter tests, and sometimes benchmarks because they know the curriculum and lessons that are taught. Afterwards, teachers analyze their own data by identifying standards that the students did not meet and ones they were successful in. Next, they write a report based on the information and submit it to the principal. They then meet and discuss the data. Lastly, the teachers have a data chat with students, set goals and tutor after school. The teacher’ responsibility is to create and assess in a timely manner pre and posttest, analyze and revise to reteach students at their level.

Strategies Used to Analyze Data

The strategies used to analyze academic data are the PLC where we identify strengths and weakness, students’ abilities on the 504 and IEP. We discuss the time, place, and availability of technology and what is best for the students to succeed. The teachers also tier their students from 1-3 groups. This way the students will be tutored and work in small groups based on their needs. So, when it is timed to test, some groups will receive extra tutoring time to prepare, while others who are ready will start the testing process.

Thus, when grouping students, they receive differentiated instructions based on those needs and understanding. Here the teachers use a variety of modalities for instructions and learning strategies. Since, not all students are on the same learning spectrum then we teach to their level and try to increase their understanding of the learning concepts.

Action planning is another way in which the teacher analyzes data. Here the teacher plans out the next steps and writes a systematics order in completing the process and steps. This may consist of collaborating with other teachers who are teaching the same lesson, and deploying students based on their abilities.

Improving Instruction and CIP

Data will be used to improve instructions by identifying weakness, revising and plan accordingly to reteach, apply differential instructions and have data chats to set goals with teachers and students. Thus, allowing them (the students) to participate in making their own plans to be successful. Therefore, when identifying and implementing an actions plan helps teachers to stay focused, students engaging in learning and having input on their own learning will make the school environment pleasant and positive.

Actions Steps

We consider possible action plans to improve students’ scores on future assessments are first identifying what are the students’ weaknesses, then creating a plan to help improve their score. This consists of grouping students together for small group instructions to differentiate the lesson. We offer after school tutoring, in class peer tutoring and Saturday school.

Since, we are often trying to use the latest technology, strategies, and methods to improve test scores, I will implement PSEL standard 4 by collaborating with all staff members to implement a positive culture, friendly environment where all stakeholders are working together to help students learn in the best setting possible. One way to incorporate this is by understanding that all students learn differently. Therefore, when teachers, staff members, and stakeholders analyze student data, we will work as a team to plan a next step action plan that will implement steps to help students develop an understanding of the concepts and skills being taught.

I also plan on involving all stakeholders that are affiliated with the students to be part of the development and or implementing the next steps. My goal is to have a diverse community resource to help with language barriers, cultural differences and communication between families and stakeholders. This improvement plan invites all stakeholders to help plan and be apart of the students future and success.

Reference

National Policy Boar for Educational Administration. (2015). Professional standards for educational leaders (PSEL). http://www.npbea.org/wp-content/uploads/2017/06/Professional- Standards-for-Educational-Leaders_2015.pdf

Teacher Placement Planning

As Principal of Antelope Elementary School, I would look both internally and externally to fill the teacher vacancies at my school. As I evaluated each grade level, I noted the strengths, weaknesses, and the qualities of the teachers I am looking for. I would also strategically move teachers to other positions because their strengths are needed in other areas. Therefore, for kindergarten through third grade, I would hire an outside applicant because neither my current school nor Antelope’s teachers have the qualifications that I would be looking for. I need someone who is technology suave, collaborates and has a positive rapport with both parents and co-workers. For first grade I would also hire someone from the outside because I need a positive, collaborative teacher who has innovative skills to bring old school teaching into the new millennium. For third grade I would hire an applicant whose strength is in ELA, can focus and can help others focus, collaborates well, positive, upbeat attitude and classroom management skills.

However, if my selection pool does not bring forward the right candidate then I would move 2^nd grade Sally South to Kindergarten because she is not showing growth in the current grade. I feel she might do better in a lower grade. Reviewing fifth grade teacher’s strengths and who is leaving, I recommend a strong ELA teacher outside of my school and Antelope’s teacher. I think a new teacher can bring collaboration, and support for all teachers. For the middle school, I would move Caren Pope to 8^th grade because she is considered a great content teacher, and I need a strong content teacher to integrate STEM for the testing grade, 8. Since the SPED teacher is very knowledgeable I would want the next teacher to be just as knowledgeable, therefore hiring an outsider is the best choice because neither of the other colleagues are qualified and need support to complete their jobs.

District Policies

My current district does not have a union or collective bargaining process, thus being selected as a teacher depends on your qualifications, willingness to learn, and character traits to fit into our school culture, mission, and vision.

However, for those teachers that I plan on changing grades, I would consider how long they have been with the school, current roles and how well they are performing in their current grade. But ultimately, my decision will be based on what is best for students to achieve.

Teacher Screening Procedures

Since I need specific qualifications in my new teachers, I will be screening their application, and hiring process. I would want the applicant to give a demonstration of the content area in which they are applying for, I would set up several scenarios to see how well the person interacts with the students and collaborates with staff and how they apply new strategies into the classroom. This is important because our school culture is poor because many teachers are not professional with others, thus making the work environment hostile, and toxic. I noticed that staff members are not collaborating and assisting others in the content areas where they are good at.

Teacher collaboration is the key to our school’s success. Therefore, this is a quality that I am demanding of my new teacher because as a team our culture is to help each other and learn from one another. Collaborations also includes observing what others are doing to help them become better instructors.

Staff and Community Collaboration

Another factor for teachers is to collaborate and inform the community of the concepts and projects of what we are doing, how they can help and contribute to our success. Thus, Antelope Elementary school needs teachers who are committed to facilitating and collaborating with each other in the school and community in all capacities.

Principles Ethics

As principal my conduct and actions will be based on ethical moral of selecting the best candidates for our school. I believe being fair to all applicants in completing the same hiring process as another. This entails having all candidates demonstrate their competency in content areas and communications skills to identify the best person for the job. Being transparent and setting a criterion of what is best for the students, staff and school will help focus and identify the most qualified person. Thus, my job is to be a servant leader who is seeking the most eligible person to help solidify the mission, vision, and culture of our school.

Reference

Meet expectations with moral clarity: Operating in the public eye, principal must continually balance their professional ethics with public expectations, experts say in a principal q&a. (2023). Principal, 103(2), 30-35.

Safety Calendar Monthly fire drills:

I observed on the school calendar the monthly fire drill with different times of the day to allow staff and teachers to understand that fires can happen at any time, thus, being prepared for the situation. Also, the drills were scheduled during instructional, recess/ break, lunch, afternoon, and after school. It is a protocol for all stakeholders to take every drill seriously, respectfully and know what to do when circumstances happen. Teachers are to take their role sheet and emergency color coded cards to indicate if all students are with them or missing. This is a non -verbal que to incase the situation gets chaotic. The goal is to be lined up in the field within 2 minutes. Thus, on my calendar, I planned the fire drills like the school because I felt the different times were needed to ensure each time frame students will be in different situation and knows how to respond appropriately.

Quarterly lockdown drills:

The lockdown drills on the school’s calendar are scheduled in each quarter to ensure that staff and students know the procedure of staying safe no matter where they are on school grounds. Part of our procedures are to lock/ unlock the gates before and after dismissal. However, we have not set a plan for a safe place if students are on the field at recess or PE time. This needs to be addressed for the next school year because we are located by gangs. So, practicing and being informed on how to safely hide and protect the students and staff is a high priority. However, on my calendar, I inserted two lockdowns per quarter because there are many situations that could happen to cause a lockdown. My thought is to prepare and be safe then not prepare enough and be regretful. Therefore, I would have lockdown scenarios for the school to practice and be familiarize with. For example, a gang banger on campus, what to do if students are on the field, if someone does not have their radio on, and what to do if students are transitioning from class to class? These things would need to be discussed and planned out by teachers, fire fighters, EMT and police, then approved by the safety committee. I think having the first responders brief and discuss the appropriate ways to respond will benefit the school. Also, allowing the staff’s input will help identify different situations, clarify, and talk through outcomes of what to/ not to do. The next step would be discussed with students and practice how and where to run for safety.

One full school evacuation:

On the calendar I inserted another day of full school evacuation because I don’t believe that practicing once teaches the students and teachers what to do in a full evacuation. Some staff members have not heard of the plan in detail to successfully evacuate all the students and the next step afterwards. This needs to be addressed for the next school year. I believe that all members of the school should know in detail how the evacuations should run, who would be in charge, where is the designated destinations and what to do. Therefore, we need several per year.

Training for teachers:

On the calendar there are dates that indicated training for teachers and staff, plus debrief of fire drills and lockdowns. However, the training for teachers and staff did not happen this year, and the debrief are principals telling the school our exited time, thus we need to plan better. Therefore, for next year I would start in the first month training staff in the protocol and procedure on how to respond to emergencies in a time, respectful calm voice. These situations need practice to be successful. Thus, it is up to the principal to make sure these preventions measures are carried out and everyone knows what to do in the situation. Thus, on my calendar I planned the teacher training two times a semester to review and ask questions.

Revisiting/Debriefing after each drill:

After the drill teachers and all staff members should be included in all the debriefs. This way we all know what to expect and relate to the students the importance of the drills. It is a reminder for everyone on campus to be always ready and vigilant. I think it should be a collaboration on how to make the drills more efficient, organized and well planned. I think when planning the safety calendar, staff should have an input into what they feel are necessary elements to ensure that in time of a crisis, all staff members understand the role they play is crucial and pertinent in keeping the school safe. Thus, having staff input and being able to voice their concerns will help to secure the school and keep it a safe place. Also, input could lead to understanding colleagues mental and emotional well- being. How some people respond and react in situations will help me as a principal put a team leader in charge and help orchestrate the situation. Therefore, creating a calendar and inserting the safety drills and training for the school, I enlisted my mentor to help identify the roles of the janitor, safety team and the principal’s job in maintaining a safe environment. The school’s mission and vision are always the focus of everything a leader does, this includes establishing and communicating the roles and responsibilities of others. Therefore, keeping the mission and vision in focus is having a safe environment that will help students focus on academic progress in obtaining their diploma to further their education in a safe space, foster their educations to advance into a trade school or college, thus becoming financially independent and life- long learners.

Moral and Legal Considerations

The moral and legal considerations is making the right choices in keeping the school safe and protected as best I can. This included adding additional training where I felt the school is deficient in. Identifying the weakness and plan for improvements to rectify the situation. Allowing others to participate in the decisions and be part in the discussions and debrief. I feel the more input there is the better the plan will be. Also, getting the first responders to help inform us on the best action plans and answering questions are important tools to helping the school stay safe. Therefore, the calendar is a starting point to keeping the school a safe place to learn and grow mentally and physically as a member of the school community.

Safety Calendar link:

https://www.canva.com/design/DAGDSy3aqvc/qVTXlb7OPM6RfIzriQh3qw/edit?utm_content=DAGDSy3aqvc&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Greetings, Welcome to Zakiyyah Zareef's
E- Portfolio

About me

ABOUT ME

Safety Checklist

My Philosophy

My Curriculum Philosophy

School and law

Managing Operational Systems

Stakeholders Input

Teacher's Handbook Outline

Responding to Issues

Establishing A Continuous Professional learning culture

Reviving the Professional Culture

Curriculum Integration to Promote students outcome

Professional Development Presentations

Professional Development Benchmark

School Culture and Leadership

Curriculum and Professional Development

Analyzing Observations

Supervising & Coaching

Shared Leadership Initiative

Analyzing Feedback

Teacher Placement Planning

Safety Calendar

Greetings, Welcome to Zakiyyah Zareef's E- Portfolio

About me

ABOUT ME

Safety Checklist

My Philosophy

My Curriculum Philosophy

School and law

Managing Operational Systems

Stakeholders Input

Teacher's Handbook Outline

Responding to Issues

Establishing A Continuous Professional learning culture

Reviving the Professional Culture

Curriculum Integration to Promote students outcome

Professional Development Presentations

Professional Development Benchmark

School Culture and Leadership

Curriculum and Professional Development

Analyzing Observations

Supervising & Coaching

Shared Leadership Initiative

Analyzing Feedback

Teacher Placement Planning

Safety Calendar

Greetings, Welcome to Zakiyyah Zareef's
E- Portfolio