2. Leadership
a. Collaboratively assessing and improving culture and climate
b. Provide purpose and direction for individuals and groups c. Model shared leadership and decision-making strategies d. Demonstrate an understanding of issues affecting education e. Through a visioning process, formulating strategic plans and goals with staff and community f. Set priorities in the context of stakeholder needs g. Spokesperson for the welfare of all learners in a multicultural context h. Understand how education is impacted by local, state, national and international events i. Demonstrate the ability to facilitate and motivate others j. Demonstrate the ability to implement change and education reform |
The outcomes of successful educational leaders are evident in student achievement, staff culture, and community satisfaction. These outcomes require a consistent, visionary journey in which a leader capitalizes on the talents of everyone on his or her team. Successful leadership is complicated and requires a distinct set of characteristics and philosophies in order for advanced outcomes to be realized.
Leadership has always been a part of my professional life. I am a forward thinker asking, “How can we be even better?” in every situation. Throughout my career, I have served as district staff development coordinator, district gifted and talented coordinator, building technology coordinator, as well as in leadership roles on numerous committees.
While serving on the faculty senate, our team re-designed our middle school to match the Middle School Concept including adding exploratory classes, an advisory period, and a complete schedule re-design. As a team, we kept student needs at the forefront as we purposefully researched and structured each new component of our school system. We continually discussed proposals with teachers and other stakeholders looking for roadblocks and hesitation. Through our organized process and desire to listen to stakeholders, we created a developmentally compassionate school system that successfully served our students and community and was recognized for its excellence both inside and outside the district.
I believe that recognizing talent and potential in others and nurturing and challenging those qualities leads to a successfully run organization. I have been able to do this through my work with the Q Comp program. From the idea inception to the Minnesota Department of Education acceptance of our plan, to the functioning, robust program it is now, five years later, I have been the driver of this structure.
When Q Comp was first discussed, teachers were not very supportive of the idea. In fact, teachers were hesitant to even agree to research it. It took many surveys, meetings, and individual conversations to reassure teachers and build a vision for a plan that we could design that would be beneficial for our teachers and our school (Artifact 1).
One of the key aspects of our Q Comp structure is shared leadership. Key decision-making is up to the core committee of five teachers, two administrators, and me. Part of the role of the core committee is to evaluate the Plan’s effectiveness each year and propose changes to the Board. In order for this process to work, there needs to be on-going communication between teachers, administration, and Q Comp leaders. Teachers are continually asked through one-on-one conversations, PLC discussions, and online surveys how processes, procedures, and effectiveness of Q Comp can be improved (Artifact 2).
Beyond shared leadership, Q Comp builds teacher leaders. I have been able to work with 36 teacher leaders each year, training and encouraging them to be instrumental in the growth of their colleagues. All of this, with the fundamental goal of increasing student achievement.
My experience has lead me to understand the qualities that create effective leadership. I am organized, I am a listener, I am supportive, and I ignite action. I believe that these four characteristics are essential for a leader. In a school system, these qualities must be backed by a belief that students are at the heart of every decision. Kids are the answer to all of our, “Why’s?”
Leadership has always been a part of my professional life. I am a forward thinker asking, “How can we be even better?” in every situation. Throughout my career, I have served as district staff development coordinator, district gifted and talented coordinator, building technology coordinator, as well as in leadership roles on numerous committees.
While serving on the faculty senate, our team re-designed our middle school to match the Middle School Concept including adding exploratory classes, an advisory period, and a complete schedule re-design. As a team, we kept student needs at the forefront as we purposefully researched and structured each new component of our school system. We continually discussed proposals with teachers and other stakeholders looking for roadblocks and hesitation. Through our organized process and desire to listen to stakeholders, we created a developmentally compassionate school system that successfully served our students and community and was recognized for its excellence both inside and outside the district.
I believe that recognizing talent and potential in others and nurturing and challenging those qualities leads to a successfully run organization. I have been able to do this through my work with the Q Comp program. From the idea inception to the Minnesota Department of Education acceptance of our plan, to the functioning, robust program it is now, five years later, I have been the driver of this structure.
When Q Comp was first discussed, teachers were not very supportive of the idea. In fact, teachers were hesitant to even agree to research it. It took many surveys, meetings, and individual conversations to reassure teachers and build a vision for a plan that we could design that would be beneficial for our teachers and our school (Artifact 1).
One of the key aspects of our Q Comp structure is shared leadership. Key decision-making is up to the core committee of five teachers, two administrators, and me. Part of the role of the core committee is to evaluate the Plan’s effectiveness each year and propose changes to the Board. In order for this process to work, there needs to be on-going communication between teachers, administration, and Q Comp leaders. Teachers are continually asked through one-on-one conversations, PLC discussions, and online surveys how processes, procedures, and effectiveness of Q Comp can be improved (Artifact 2).
Beyond shared leadership, Q Comp builds teacher leaders. I have been able to work with 36 teacher leaders each year, training and encouraging them to be instrumental in the growth of their colleagues. All of this, with the fundamental goal of increasing student achievement.
My experience has lead me to understand the qualities that create effective leadership. I am organized, I am a listener, I am supportive, and I ignite action. I believe that these four characteristics are essential for a leader. In a school system, these qualities must be backed by a belief that students are at the heart of every decision. Kids are the answer to all of our, “Why’s?”