K12 Principal Competencies

A: INSTRUCTIONAL LEADERSHIP

As mentioned before, an administrator cannot be effective if they are not an expert in instruction.  I know this because I have worked with administrators that do not have this skill and I saw the problems that stemmed from that problem.  Teachers need to be able to look to their administrator when it comes to instructional leadership.  That is why I took it upon myself to work under multiple principals at every level of education, K12, to gain an understanding of the instructional needs of teachers at all levels.  I have also led professional development sessions for teachers of all levels on how to use research based instructional strategies to increase engagement and learning in their classroom.  Recently, there has been a push to improve the literacy skills of the student population in our District.  As a result I sought out numerous activities during my practicum to help me become an expert in the subject.  I used the experience I gained to inform changes I made in my own classroom.  I am proud to say I was able to improve engagement and retention by 20% in one of my American History classes last year, thanks to interactive read aloud and annotation strategies.

A1. Demonstrating the ability to understand and apply school-wide literacy and numeracy systems;

A2.  Demonstrating the ability to understand and apply district wide literacy and numeracy systems.

B: Monitor Student Learning

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My experience as an alternative teacher and advisor to alternative students has helped prepare me for my future role as an educational leader.  All students entering our program must work with their parents and their advisor to develop a Continual Learning Plan that serves as a blueprint for their educational experience at our school.  Every alternative student comes to our school because something was not working for them at their previous school.  We look at these barriers as opportunities to improve while attending our ALC.  In my future role as an alternative administrator I will always refer back to these plans when things get hectic, because everything else will fall in place if student simply follows through with the goals in their CLP.  Lastly, scheduling is probably the most vital task an administrator must  complete each year in order for their building to function.  With the many graduation requirements students must satisfy these days, the stakes are high in making sure every student completes their mandated coursework before graduation.  For this reason, I worked with two different principals at different grade levels to strengthen my abilities to build a master schedule.  I am now more confident that I can successfully complete this task when I become an administrator. 

B1.  Demonstrating the ability to create a culture that fosters a community of learners;

B2.  Demonstrating an understanding of student guidance systems and auxiliary services;

B3.  Demonstrating the ability to implement a positive and effective student management systems;

B4.  Demonstrating the ability to develop and implement effective student discipline plans;

B5.  Demonstrating the ability to develop a master instructional schedule;

B6. Demonstrating the ability to meet the enrichment, remediation, and special education needs of all students;

B7.  Demonstrating the ability to understand and support a comprehensive program of student activities.

C: Early Childhood Through 12 Leadership

Although I only have experience as a secondary instructor I understand the importance of education at every age level, as education is a continuous process that works best when it is seamless.  Knowledge gained in elementary school  supports students as the enter middle school, and the same occurs as they move on to high school.  A school administrator must be even more aware of this truth, compared to a teacher, as administrators must be capable of seeing the big picture in order to lead his  students to ultimate goal of graduation.  Throughout my practicum, my PLC work creating escape rooms and PBL activities for middle school and elementary school students prepared me well for my future role as an administrator.  I worked in concert with teachers in all grades to identify learning standards to be addressed during these activities.  Following the activities, I was in contact with those teachers to reflect on what worked and what could be improved.  What resulted was a great learning activity that was improved afterward and is now available to use again the following year.  I look forward to using those lessons again in the future.  Lastly, I have a firm understanding of the nuanced differences between elementary school, middle school, and high school instruction as a result of my preparation and implementation of numerous professional development sessions.  Over the years, I have fielded many questions about my presentations that caught me off guard, as they came from a different perspective than my own.  By talking with K12 teachers during professional development days, I have gained new perspectives into their worlds.  This experience will serve me well in my future role as an educational leader.

C1. Demonstrating understanding of the articulation and alignment of curriculum from pre-school through grade 12;

C2.  Demonstrating understanding of different organizational systems and structures at early childhood, elementary, middle or junior high, and high school levels;

C3.  Demonstrating the ability to work with children of all ages;

C4. Demonstrating the ability to work with parents, teachers and other staff in all levels of schooling;

C5. Demonstrating understanding of the characteristics of effective transitions from one level of schooling to the next;

C6.  Demonstrating understanding of the developmental needs of children of all ages.