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 * 1a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community. **

Internship Activities


 * Participated in session #1 of Distinguished Leadership in Practice and completed an assignment which required me to examine the vision and mission of Winstead. During this assignment, I had a detailed discussion with my mentor principal about how the Leadership Team helps create a vision that captures peoples' attention and imagination.
 * Completed a thorough examination of Winstead Avenue Elementary School in order to understand the mission, vision, beliefs and goals of the school. This understanding has put me in a better position to strategically lead and make decisions for the school based on current strengths and weaknesses.
 * Participated in a one-on-one session with my mentor principal consisting of a detailed explination of how the school improvement plan, and mission and vision of the school are built from beginning to end and the statutory requirements regarding this plan. During this session, we also examined the Teacher Working Conditions Survey and how that was used to identify the goals of the 2012-2013 School Improvement Plan for Winstead Avenue Elementary.
 * Compared 2010 TWCS to 2012 TWCS and discussed findings with mentor principal. Discussed action plan to address major areas of concern.

Coursework, Trainings and Readings
 * Visit to A.B. Combs Leadership Magnet Elementary School in Raleigh, Nc
 * School visit to Beddingfield High School
 * School visit to Overhills High School
 * School visit to Hertford County Middle School
 * Visit to William R. Davie Middle School, Halifax, NC - one of the "Turnaround" Schools recognized by DPI for high student performance
 * Distinguished Leadership in Practice (DLP) assignment requiring collaborative collection and rating of internship school's vision and mission with mentor principal and select teachers
 * Applied PDCA cycle to study the processes used to establish vision and mission in the school
 * Evaluation of Teacher Working Conditions Survey results for internship school
 * //Schooling by Design// training that included protocols for creating and articulating mission and vision regularly in incorporating them into the daily operation of the school
 * //Facilitative Leadership// training including specific training on sharing a compelling vision, having maximum appropriate involvement and building consensus
 * Reading, discussion and application of vision setting from //Seven Habits of Highly Effective People//(Covey, 1987)
 * ELP 595 Special Problems - Transforming School Culture, Fall 2012
 * ELP 554 Organizational Management II: Resource Support, Fall 2012
 * ELP 552 School Base Plannning, Management, Evaluation, Fall 2012
 * ELP 651 Internship in Educational Leadership Practice, Fall 2012-Spring 2013
 * ==== Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass. ====
 * ==== Friedman, T. L. (2007). The world is flat: a brief history of the twenty-first century. New York: Picador/Farrar, Straus and Giroux. ====
 * ==== Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: how principals improve teaching and learning. Thousand Oaks, CA: Corwin Press ====

Selected Artifacts __** Artifact #1 - 1a. School Vision, Mission and Strategic Goals **__

__** Artifact #2 - 1a. School Vision, Mission and Strategic Goals **__



__** Artifact #3 - 1a. School Vision, Mission and Strategic Goals **__ media type="custom" key="22872228" Evaluation of Teacher Working Conditions Survey results for internship school

**1b. Leading Change: The school executive articulates a vision, and implementation strategies, for improvements and changes, which result in improved achievement for all students**.

Internship Activities
 * Internship Project - Teacher Assistant Professional Learning Communities
 * Worked with principal on new initiatives (Year-long Beginning Teacher Professional Development, Technology Show & Tell)
 * Particpated in weekly PLC Meetings at Winstead Avenue Elementary. PLC meetings centered around data driven assessments and collaborative planning among teams. Led and participated in administrative PLC meetings centered about a book study on "A Systemwide Approach to Rigor, Relevance, and Relationships". The book study PLC's afforded me opportunitues to facilitate the teachers in setting high, concrete goals and the expectations that all students meet them.
 * Conducted survey of staff members to obtain their perspective on the most challenging needs of the school and barriers to innovation. Talked to the principal about the results and organized a staff meeting/celebration to address the staff concerns.
 * Developed my own vision and presented it to the staff at Winstead in a letter introducing myself at the beginning of the school year.
 * Created digital story which describes my vision and leadership style.

<span style="background-color: #f7827d; font-family: Georgia,serif; font-size: 17px;">Coursework, Trainings and Readings
 * <span style="font-family: Georgia,serif; font-size: 17px;">Digital Storytelling Retreat with Llano Grande in Nags Head, NC
 * <span style="font-family: Georgia,serif; font-size: 17px;">Participated in NELA class on Culture and Change; read, discussed and presented on selected passages from //Leading Change// (Kotter, 2006) and //Leading in a Culture of Change// (Fullan 2001)
 * <span style="font-family: Georgia,serif; font-size: 17px;">Analyzed Teacher Working Conditions (TWC) survey for Distinguished Leaders in Practice training
 * <span style="color: #0000ff; font-family: Georgia,serif; font-size: 17px;">Social Justice <span style="font-family: Georgia,serif; font-size: 17px;"> training with Dr. Lynda Tredway from Berkeley, California
 * <span style="font-family: Georgia,serif; font-size: 17px;">Reading and application of articles "The Bell Curve" (Gawande, 2004) and "Tipping Point Leadership" (Kim, Mauborgne, 2003)
 * <span style="font-family: Georgia,serif; font-size: 17px;">Reading of //The World is Flat// (Friedman, 2007)
 * <span style="font-family: Georgia,serif; font-size: 17px;">Reading of //Rise of the Creative Class// (Florida, 2004)
 * <span style="font-family: Georgia,serif; font-size: 17px;">Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 17px;">Friedman, T. L. (2007). The world is flat: a brief history of the twenty-first century. New York: Picador/Farrar, Straus and Giroux.
 * <span style="font-family: Georgia,serif; font-size: 17px;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: how principals improve teaching and learning. Thousand Oaks, CA: Corwin Press
 * Fullan, Michael.(2001). Leading in a culture of change. San Francisco,CA: Jossey-Bass
 * <span style="font-family: Georgia,serif; font-size: 17px;">Godin Seth. (2010). Linchpin. London, England: Penguin Books Ltd.
 * <span style="font-family: Georgia,serif; font-size: 17px;"><span style="font-family: Verdana,Geneva,sans-serif;">Robinson K. (2011). Out of our minds: Learning to be creative. New Jersey: John Wiley & Sons, Inc.
 * ELP 595 Special Problems - Transforming School Culture, Fall 2012
 * ELP 554 Organizational Management II: Resource Support, Fall 2012
 * ELP 552 School Base Plannning, Management, Evaluation, Fall 2012
 * ELP 651 Internship in Educational Leadership Practice, Fall 2012-Spring 2013
 * Facilitative Leadership
 * Distinguished Leadership in Practice

Selected Artifacts

I developed and led the initiative of Professional Learning Communities for the teacher assistants at Winstead Avenue Elementary School. Below is the poster which represents my work.
media type="custom" key="22872442"

__**Artifact #2 - 1b. Leading Change**__
This is an e-mail that I sent to the principal informing her that the beginning teacher's professional development sessions that I implemented and led had concluded. Beginning teachers will obtain CEU credits as a result of attending the sessions.



__**Artifact #3 - 1b. Leading Change**__
This is the survey that I sent to all beginning teachers to obtain their input about professional development needs.



__**Artifact #4 - 1b. Leading Change**__
This is a video that represents my life experiences that have shaped my leadership style. media type="custom" key="21645084"

__**Artifact #5 - 1b. Leading Change**__



 * 1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students. **

<span style="background-color: #f7827d; font-family: Georgia,serif; font-size: 17px;">Internship Activities
 * <span style="font-family: Georgia,serif; font-size: 17px;">Served on School Improvement Team; attended several meetings
 * <span style="font-family: Georgia,serif; font-size: 17px;">Designed and implemented activities and structures based on School Improvement Plan including conducting regular classroom walk-through observations

<span style="background-color: #f7827d; font-family: Georgia,serif; font-size: 17px;">Coursework, Trainings and Readings
 * <span style="font-family: Georgia,serif; font-size: 17px;">Distinguished Leadership in Practice Training (PDCA cycle) and analysis of SIP and comparison with plans from other LEAs
 * ELP 595 Special Problems - Transforming School Culture, Fall 2012
 * ELP 554 Organizational Management II: Resource Support, Fall 2012
 * ELP 552 School Base Plannning, Management, Evaluation, Fall 2012
 * ELP 651 Internship in Educational Leadership Practice, Fall 2012-Spring 2013
 * Facilitative Leadership
 * Distinguished Leadership in Practice
 * Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.
 * ===== Friedman, T. L. (2007). The world is flat: a brief history of the twenty-first century. New York: Picador/Farrar, Straus and Giroux. =====
 * ===== Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: how principals improve teaching and learning. Thousand Oaks, CA: Corwin Press =====

Selected Artifacts

__** Artifact #1 1c. School Improvement Plan **__ <span style="font-family: Georgia,serif; font-size: 140%;">

<span style="background-color: #f7827d; font-family: Georgia,serif; font-size: 17px;">Internship Activities
 * 1d. Distributive Leadership:The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school. **


 * I conducted a survey for beginning teachers at my internship site and organized year-long professional development sessions. I selected teachers who are exemplar in specified areas to do the professional development once I analyzed the results of the survey.
 * Assigned teachers at internship site to do professional development on the book study, "A Systemwide Approach to Rigor, Relevance, and Relationships" that we are doing as a staff this year.

<span style="background-color: #f7827d; font-family: Georgia,serif; font-size: 17px;">Coursework, Trainings and Readings


 * ELP 552 School Base Plannning, Management, Evaluation, Fall 2012
 * ELP 651 Internship in Educational Leadership Practice, Fall 2012-Spring 2013
 * Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.
 * Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: how principals improve teaching and learning. Thousand Oaks, CA: Corwin Press

<span style="background-color: #f7827d; font-family: Georgia,serif; font-size: 17px;">Selected Artifacts

__** Artifact #1- 1d. Distributive Leadership **__ This e-mail was sent to the Core Team of teacher assistant leaders to let them know that the teacher assistant Professional Learning Communities would conclude. Designed and sent them a survey so that I could obtain their input on how to make the initiative better for next year.

__** Artifact #2- 1d. Distributive Leadership **__ This is an e-mail that I sent to the beginning teachers to let them know the survey that I created to obtain their input on what their professional development needs were the year-long PD initiative that I created for them.

__** Artifact #3- 1d. Distributive Leadership **__ Survey that I created for the year-long beginning teacher professional development initiative.

media type="custom" key="22872890"