EDLD+5333

=**EDLD 5333 Leadership for Accountability **= toc

** Reflections **
 A vision sets the tone for what the school can and should become. It is deeply embedded in core values, beliefs, hopes, and dreams. The components of a shared vision

 includes a unified focus on what is important, a motivating factor for students and staff, and something that increases the sense of shared responsibility within a community

 and sets high expectations for both students and staff. In developing a shared vision, input should be obtained from all members of the school community in regards to setting

 goals for the school and defining a clear purpose for the school. From this input, a plan of action is derived and comprised in a clear, educationally focused vision statement

 that is connected to teaching, learning, and success of all students. Implementing and keeping the vision visible is a critical step in the process. Expressing the vision in an

 engaging, unusual, or particularly attention-grabbing ways will help keep the focus. It is also important to communicate the vision in consistent behavior, words, and deeds,

 make all decision-making actions build toward the vision, and provide activities that require some risk and buy-in to accomplish success. To implement the vision, a visionary

 leader can make daily actions communicate the hopes and dreams of the vision. The school can establish traditions that celebrate the vision (Elmore, 2007). Developing

 school mottos, mission statements, or symbols that communicate the vision is also an innovative way of keeping the vision alive. My campus articulates its vision by

 encouraging its staff to participate in staff development opportunities and holding a club day for students to get involved.

Self-Assessment   These sites have helped me see that I need to clearly define my goals to focus my direction for the future. I realize that the success of my future depends on the vision I

have for today. With a personal vision for leadership, principals can guide their staff in a focused manner. The principal can define what is most important and communicate

that regularly to the staff. This in turn ensures that campus expectations are clear and need to be met.

Learn as a Learner The site-based decision making committee on my campus is comprised of a variety of individuals. There are teachers from different grade levels and content areas. The

meeting is conducted by the principal and meets regularly or as needed to address issues that arise between meetings. The main role of the committee has been to evaluate

and assess the allocation of funds for the school. I know the math department, to which I am a member, has petitioned the committee to spend finds on several resources

throughout the year. The site-based decision making committee has procedures in place to meet the needs of those needing allocation of funds for resources. This has

worked well for the committee to this point. I do see that there needs to be more relevance placed on the meeting of campus goals and objectives as evaluation of resources

needed. Going forward, I know see the critical need for this type of committee and my relevance in that process.

Lifelong Learning Skills I have learned that there must be a focus placed on learning communities and their importance to the campus improvement process(Richardson, 2005). After reading Jay

McTighe’s, “Making the Most of Professional Learning Communities, “ I see the relevance of their roles as critical friends, analyzing data and continuous learning (McTighe,

2008). My next steps in the continuous improvement process will be to insure that my learning communities are meeting regularly to provie the feedback necessary for

improvement, that these teachers are actively involved in analyzingh achievement data for ares of strengths and weaknesses and are reviewing their plans and formulating

new ones. I think it is important to model the type of learning community that you are trying to achieve, which can be accomplished through mentoring, walk throughs, and

providing learning opportunities for staff to evaluate their teaching results and effectiveness.

** References **
<span style="display: block; font-family: arial,sans-serif;"> <span style="display: block; font-family: arial,sans-serif;"><span style="font-family: verdana,sans-serif;">Elmore, R. & City, E. (2007). The road to school improvement. //Harvard Education Letter//. 23(3), 1-3.

McTighe, J. (2008). Making the most of professional learning communities. //The Learning Principle//. 3(8), 1, 4-8.

Richardson, M. (2005). Consensus leadership. //Principal Leadership//. 6(4), 32-35.

Assignments
EDLD 5333 Week 1 Assignment

EDLD 5333 Week 2 Assignment

EDLD 5333 Week 3 Assignment

EDLD 5333 Week 4 Assignment

EDLD 5333 Week 5 Assignment