COMPETENCIES
Experiences planned around each competency is included below. Each artifact for the corresponding competency may be accessed by clicking the accompanying icon.
Global Perspective I was part of the coordinating effort for building a student equity team at my school. The equity team is built as a platform with parents' consent for students to discuss topics of race, gender, and identity particularly as it relates to the global society in which they reside. |
Judgment I included an email chain for a day in which our school experienced facilities issues and we needed to keep staff aware of the concerns that arose. These concerns included our fire alarm being unintentionally triggered when a pull station was hit. I communicated to staff updates throughout the day after returning in the building upon the fire alarm being cleared, and that the administrative team was examining the issue and will update when its resolved. |
Personal Ethics & Values
My vision statement represents my philosophy of leadership and includes my aspirations and equitable practices I embody for all students to receive a quality education in a safe and orderly environment. The vision statement represents my personal ethics and values that I exude each day in my work within the school community. |
Personal Responsibility for Performance
I included my weekly reflections that I reference in my experiences as a principal resident. Throughout the reflections I have had, I have seen exemplary leadership from my mentor principal and the administrative team that builds a thriving school community. In taking accountability for my performance each day, I reflect in my practices and see another day as a way for me to learn and adjust my practices to be more effective and efficient. |
Responsiveness
I included the experiences I had in communicating to staff members about an incident involving facilities within our school. This incident consisted of a fire alarm that became unintentionally activated when someone had come into contact with the pull station. Upon the staff and students evacuating the building safely and then receiving clarity to re-enter the building, then our plumbing had an issue that arose. Throughout each instance, I communicated with the staff via email updates about the incidents and that the administrative team would relay an update to them when the incidents were resolved. |
Results Orientation
I had an opportunity to reflect on an experience of participating in a crucial conversation with a staff member who disagreed with another about an issue regarding academics. The crucial conversation encompassed a procedural matter in which one staff member conducted a process that missed a pertinent step and the second staff member was trying to inform the staff member of the correct step in that process. Both staff members reached a mutual understanding when both recognized the central concern as the fact that the step needed to be completed with all parties informed that the procedure was done. |
Sensitivity
This artifact contains a conversation the Moore Square Magnet Middle School administrative team had with a dissatisfied parent. Essentially, the parent felt that their student had been disrespected by their peers without any formal reprimand taking place. The administrative team listened to the parent share their concerns and suggestions for a resolution, and then created a plan to put in place, including seeking more information on the situation, establishing boundaries for parties alleged to be involved and then finalizing next steps in the event an instance recurred. |
Change Management
I included a copy of the school improvement team agenda, which includes Moore Square Magnet Middle School's norms, and embedded links to our school improvement plan indicators. This agenda is shared with all staff members via a Google Drive Folder for reference. Our school improvement team is represented by teacher and staff leaders within their departments who gather to share and discuss concerns as well as celebrate progress made towards achieving the school improvement plan goals. |
Conflict Management
I had an opportunity to reflect on an experience of participating in a crucial conversation with a staff member who disagreed with another about an issue regarding academics. The crucial conversation encompassed a procedural matter in which one staff member conducted a process that missed a pertinent step and the second staff member was trying to inform the staff member of the correct step in that process. Both staff members reached a mutual understanding when both recognized the central concern as the fact that the step needed to be completed with all parties informed that the procedure was done. |
Creative Thinking
This artifact contains the presentation provided to Moore Square Magnet Middle School students to join the Student Equity Team. This presentation conveyed an overview of the student equity team's purpose, and examples of the activities the student equity team will participate in and create. The presentation was created with the intent to inform the audience as thoroughly as possible of the opportunities the student equity team will provide for students to have a platform in which to engage in conversations about race, gender and identity within a safe space. |
Customer Focus
The Moore Square Magnet Middle School SIP plan is available in the adjacent icon for reference. The SIP plan contains the school's indicators, the mission and vision of the school, the comprehensive plan in full detail, including checkpoints of progress with deadlines of achieving goals. The SIP plan was created by administrative team, instructional facilitator, each department chair and additional teacher leaders for each department. The SIP plan is the metaphorical map for the school as Moore Square seeks to partner with community resources in downtown Raleigh to ensure that students receive a quality education preparing them to be instilled with skills for the 21st century setting. |
Dialogue
This artifact contains a conversation the Moore Square Magnet Middle School administrative team had with a dissatisfied parent. Essentially, the parent felt that their student had been disrespected by their peers without any formal reprimand taking place. The administrative team listened to the parent share their concerns and suggestions for a resolution, and then created a plan to put in place, including seeking more information on the situation, establishing boundaries for parties alleged to be involved and then finalizing next steps in the event an instance recurred. |
Emotional Intelligence
The interview questions the Moore Square Magnet Middle School administrative team uses in its hiring processes obtain information such as long-term goals, strengths, work-related experiences and overall character traits from a potential hire. The administrative team poses these interview questions with members of hiring team for that corresponding position, such as a special education teacher or math teacher participation in interviewing a candidate as the position relates to the particular role. The interview questions are asked in a comfortable atmosphere that fosters dialogue with a candidate. |
Environmental Awareness
Included is the Educational Leadership subscription which informs school administrators of research-based best practices and current developments in the elementary and secondary school settings, particularly in relation to the role of school administrator. The educational leadership subscription is completed via the Association for Supervision and Curriculum Development, or ASCD. |
Systems Thinking
Included here are the bell schedules for Moore Square Magnet Middle School. The bell schedules are visible as they have one day of exception each week, which is on Wednesdays, as part of our master schedule, Wednesdays provided a time for students to participate in advisory groups during a 55-minute class period about topics that relate to academic or social-emotional learning. |
Technology
Included is the Learning Log used to compile classroom walkthrough data. With each classroom visit, the learning log is completed with a list of low-inference notes followed by positive "glows" seen in the class lesson and accompanied by opportunities for improvement or "grows," for the teacher. In order to avoid the barrier of looking down to write notes in a journal, the learning log is accessed via smartphone application on Google Docs and can be updated at anytime. |
Time Management
The master bell schedule at Moore Square Magnet Middle School is available for reference. The master schedule contains all class periods and their time length. The master schedule is available to anyone who visits the Moore Square website. Each class period on a typical day lasts 50 minutes. |
Visionary
The school improvement team at Moore Square Magnet Middle School created the norms that are in place in all aspects of the school. The norms are constructed within the acronym, ROAR: Respect everyone and ourselves, Own our actions, Achieve our goals, and Remain safe. The ROARs are operationalized through expectations we have in the school community: from walking through the hallways, entering restrooms, entering and using the cafeteria during breakfast/lunch, and conducting oneself in the classroom. All staff members reference ROAR in discussion of behavioral expectations with students and ROAR is embedded in the Postive Behavior Intervention System we use as staff members provide ROAR tickets to students who exhibit appropriate behavior to meet ROAR expectations. |