A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
Collaboratively develop and implement a shared vision and mission
District Strategic Planning Committee
This past fall, I had the opportunity to serve with a collaborative team of administrators, teachers, parents, and other community members as part of the Rochester Strategic Planning Committee. After carefully reviewing existing data and current research, our task was to create goals supporting Rochester's vision for the future, ensuring that all students in Rochester are "College Ready. Career Ready. Life Ready." Our sub-committee worked to create the Global Awareness goal. This process really allowed me to reflect on what it means to live in a global society; the knowledge, skills, and dispositions necessary to be successful in our interconnected world. Working with this team was an amazingly rewarding experience! We utilized the Chalk Talk thinking routine to brainstorm our initial ideas, ensuring that all members of the team had a voice. Perhaps the most time consuming aspect was the "word-smithing" portion of the goal construction. Each word was a puzzle piece, and arranging them in just the right manner was crucial to ensuring the message we intended to send, was the message received. All the time was worth it in the end. It was very satisfying to work on the first step toward making our vision a reality in Rochester, while continuing to honor our current achievements and successes.
This past fall, I had the opportunity to serve with a collaborative team of administrators, teachers, parents, and other community members as part of the Rochester Strategic Planning Committee. After carefully reviewing existing data and current research, our task was to create goals supporting Rochester's vision for the future, ensuring that all students in Rochester are "College Ready. Career Ready. Life Ready." Our sub-committee worked to create the Global Awareness goal. This process really allowed me to reflect on what it means to live in a global society; the knowledge, skills, and dispositions necessary to be successful in our interconnected world. Working with this team was an amazingly rewarding experience! We utilized the Chalk Talk thinking routine to brainstorm our initial ideas, ensuring that all members of the team had a voice. Perhaps the most time consuming aspect was the "word-smithing" portion of the goal construction. Each word was a puzzle piece, and arranging them in just the right manner was crucial to ensuring the message we intended to send, was the message received. All the time was worth it in the end. It was very satisfying to work on the first step toward making our vision a reality in Rochester, while continuing to honor our current achievements and successes.
Create and implement plans to achieve goals
Creating, Revising, and Implementing Goals
At the building level, our resource team collaborated to revise our department writing goal to better align with the systems of supports we put in place for our students. As part of his work with business leaders, Tony Wagner outlines "Effective Oral and Written Communication" as one of the Seven Survival Skills necessary for students in the 21st century. Our team felt we could support tentative writers by providing a system of scaffolded supports and common terminology to provide a more cohesive approach to writing instruction. A key element to this plan was to allow students the opportunity to practice this terminology orally as well as in writing.
At the building level, our resource team collaborated to revise our department writing goal to better align with the systems of supports we put in place for our students. As part of his work with business leaders, Tony Wagner outlines "Effective Oral and Written Communication" as one of the Seven Survival Skills necessary for students in the 21st century. Our team felt we could support tentative writers by providing a system of scaffolded supports and common terminology to provide a more cohesive approach to writing instruction. A key element to this plan was to allow students the opportunity to practice this terminology orally as well as in writing.