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.
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.
At Northern Vance High School, the vision is to Raise Everyone's Achievement Level. This means that every member of our school community is always seeking to grow. From our teachers, who attend Professional Development, share instructional strategies with one another and request feedback; to our cafeteria staff, who learned how to use a more effective system this year, everyone is focused on getting better. As a team, we work to support our students in raising their own achievement levels.
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The Math I PLT used resources from Solution Tree to begin the process of mission and vision building. The document above is a result of our collaboration.
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I attended Distinguished Leaders in Practice trainings. The first session was focused on Strategic Leadership. The above document includes a reflection on strategic leadership.
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1B: Leading Change
The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
In an effort to consistently and systematically "Raise Everyone's Achievement Levels," our school learning community agreed to have a school wide PDP goal. Every teacher used the above goal as well as a second, self-identified goal.
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My NELA Problem of Practice focused on impacting student Math I outcomes by developing a stronger Professional Learning Community and implementing walkthroughs with feedback. The above documents share results of the evaluation as well as recommendations for next year and reflections on the evaluation process.
After receiving feedback from a Comprehensive Needs Assessment on the low level of questioning occurring in classrooms, I facilitated Professional Development for our staff at two staff meetings. The second staff meeting was used for a Kahoot.it review and reflection.
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.
The school improvement plan provides the structure for the vision, values, goals, and changes necessary for improved achievement for all students.
The leadership team created the School Improvement Plan. This plan drove all staff's Professional Development Goals.
I completed the above assignment after a Distinguished Leaders in Practice session that was focused on School Improvement.
1D: Distributive Leadership
The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
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Teachers take on duties to ensure the safety of our students.
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As a result of developing leadership in teachers, our Math I, English 2, and Biology PLC agendas are now created by teachers. The teachers also facilitate and time the meetings themselves. School leadership attends PLCs to observe, give feedback, and act as a resource when necessary.
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