Standard+7

**Micro-Political Leadership** **School executives will ensure that the school is a professional learning community. School executives will ensure that processes and systems are in place which result in recruitment, induction, support, evaluation, development, and retention of high performing staff. The school executive must engage and empower accomplished teachers in a distributive manner, including support of teachers in day-to-day decisions such as discipline, communication with parents/guardians, and protecting teachers from duties that interfere with teaching, and must practice fair and consistent evaluations of teachers. The school executive must engage, and other professional staff in conversations to plan their career paths and support district succession planning.**



Graph based self assessment.

**7a. Professional Development/Learning Communities ** The school executive ensures that the school is a professional learning community.

**__Experiences__**
 * **PLC Notes and Agenda** (ELA/ 8th Grade)
 * **Analysis** of TWC results with Leadership Team
 * **Led** small group instruction in classrooms
 * **Conducted** regular classroom walk-throughs and observation
 * **Led** Staff Development for Teachers

**__ Coursework __**
 * **DLP #6 **
 * **High School** Turnaround Observations
 * **TWC** conditions Survey
 * **List of Teacher Leadership** Roles
 * <span style="font-family: Georgia,serif; font-size: 17px;">**PLC** research
 * <span style="font-family: Georgia,serif; font-size: 17px;">**Phase I** (School’s identity and culture)

<span style="font-family: Georgia,serif;">__ **Specialized Training** __
 * ** DLP #1 **
 * ** DLP #5 **
 * ** DLP #6 **
 * ** Cultural Leadership ** with Dr. Peele
 * ** Crucial Conversations **
 * ** NELA Experiential Learning Activities-- ** Fall 2010 (Witch & Watch) (Innovation Maze)

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__**

<span style="font-family: Georgia,serif;">Kotter, J. P. (1996). //Leading change//. Boston, Mass: Harvard Business School Press.
====<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">T. E. (2003). //Reframing organizations: Artistry, choice, and leadership//. San Francisco, CA: Jossey-Bass ====

__**<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Selective Artifacts **__ (Reflections)

//Completing Evaluations and Observations has helped me to understand the whole process of Teacher Effectiveness. Evaluations should be focused on helping teacher’s grow so that students will continue to improve academically. Most teachers are willing to discuss what went well in class and how the students are learning in class. Throughout the year, the more you can visit/observe a class and teacher the greater the impact will be for the teacher and students. I continue to grow in my understanding of helping teachers to grow and be successful.//

(Observations )



Below is an example of a Data Graph #1 from (September - December)

Below is an example of a Data Graph #2 from (January - April)

DLP #5