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John Parkers Self-Assessment

Year 3
Standard

1. Equity and
Excellence

Sub-element

Rating

Claims and Evidence

When leaders demonstrate leadership along


this standard they are able to:

How would you rate


the extent to which
your ability to exercise
leadership is consistent
with this standard?

What are two or three specific claims you would


make about your leadership related to this
standard? What are two or three pieces of evidence
you would cite to support each claim?

(a) Identify how practices, policies, and


systems, both presently and historically,
have created disparities in the quality of
learning environments and student
success, particularly for traditionally
marginalized students.

November 2014
1
2
3
4

Claim: Through analysis and reflection, I


can identify practices, policies, and
systems which create disparities in the
quality of learning environments and
student success, particularly for
traditionally marginalized students.
Evidence: I co-developed and lead
professional development which uses data
to determine underachieving groups
including marginalized students in math,
literacy and science.
I created a service roadmap for central
office administrators to help building
administrators identify how marginalized
students are underserved based on not
meeting essential standards.

(b) Build policies and systems that support


every student in success and learning to
high standards.

Low

Low

High

4
High

Claim: I build policies and systems that


support every student in success and
learning to high standards
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John Parkers Self-Assessment


Year 3

(c) Foster the collective responsibility,


growth and capacity of others to reflect on
and enact equitable practice.

Low

4
High

(d) Engage and empower multiple voices


both professional and community in key

1
Low

4
High

Evidence: As a Leadership Team member,


I provided examples and modeled
facilitation for building leadership to
facilitate identification of essential
standards by teachers for the purpose of
ensuring all students are held to the same
standards.
I provide and implement new IT solutions
for building teams to quickly identify
students at risk and create electronic
communication to all students and parents.
Claim: I foster the collective
responsibility, growth, and capacity of
others to reflect on and enact equitable
practice.
Evidence: I helped lead the process to
create new central office job descriptions
to foster collective responsibility on how
we communicate and provide service to
principals.
I led a project to select, pilot, implement
and train teachers for a new online
keyboard software so students would be
prepared for Smarter Balanced
Assessments
Claim: I engage and empower multiple
voices, professionally and within the
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John Parkers Self-Assessment


Year 3
deliberations and decision-making.

(e) Facilitate explicit discussions about race,


class, language, ability, and other groupbased disparities in the service of collective
action to decrease them.

1
Low

4
High

community, in key deliberations and


decision-making.
Evidence: Through the District
Technology Committee, we make
technology decisions with staff, parental,
and student input to inform relevant
technology purchases for student learning
and communication purposes.
I also provide options for our Citizens
Bond Advisory committee for potential
one-time purchases should our bond pass
in November.
Claim: I involve myself with the Equity
and Achievement Department to facilitate
explicit discussions about race, class,
language, ability, and other group-based
disparities in the service of collective
action to decrease them
Evidence: I pulled district discipline date
from our student data management system
to discuss disparities with the Chief Officer
of Equity and Achievement in the
discipline of white students and various
other subgroups including African
American and Special Education students.
District Leadership Team meetings
discussing learning and outcomes,
Regional principal meetings which cultural
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John Parkers Self-Assessment


Year 3
2. Inquiryfocused
Practice

(a) Engage in cycles-of-inquiry processes in


the moment and over time, including:

Low

4
High

(i) Using evidence to understand


problems of practice, and
specifically the student,
teaching/other adult, and leadership
dimensions of those problems.

(ii) Constructing theories of action that:


Rest on a solid evidence-based
rationale for how pursuing those
actions may shift adult practice and
ultimately student learning and
show a clear through-line from
changes in adult practice and other
conditions to improvements in
student learning.
(iii) Acting in ways that reflect
engagement with the theory of
action or strategic deviations from
it.

competency and issues of diversity arise.


Claim: I am able to engage in the cycle of
inquiry process using evidence to
understand a problem of practice and
specifically the student, teaching, and
leadership dimensions of those problems.
Evidence: In my Special Interest Group
Project this year, I used the COI process to
create a Central Office Service Roadmap
for building administrators. Most
specifically, approaching this project from
an inquiry focus was a natural next step for
me with what I have learned with two
previous other COI projects. Also, I
incorporated central office transformation
principles in the process based upon my
core beliefs that principals are pivotal
instructional leaders.

(iv) Continuously assessing progress.

(v) Support the learning of other adults


to continuously strengthen their
practice in ways that promise to

1
Low

4
High

Claim: I support the learning of other


adults to continuously strengthen their
leadership practice in ways that promise to
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John Parkers Self-Assessment


Year 3
improve results for all students.

(vi) Communicate from a teaching and


learning stance-- in ways that help
other adults deepen the extent to
which they are engaged with and
value strengthening their practice.

improve results for all students.

1
Low

4
High

Evidence: I continue to provide training to


administrators to use technology to
organize, simplify and make efficient the
numerous tasks for which they engage on a
daily basis including training of staff,
TPEP, Essential Standards, and use of data
to inform teaching and learning initiatives
in their building.
Claim: I communicate from a teaching and
learning stance in ways that help other
adults deepen the extent to which they are
engaged with and value strengthening their
practice.
Evidence: I use Lync as a new tool to
communicate teaching and learning
initiatives out to building administrators
through online PD (Typing Pal, SBA and
Assessment, OneNote) and administrators
share they really appreciate this venue for
learning for a variety of reasons.
I also help focus teaching and learning
initiatives in my weekly visits to building
administrators where we support Essential
standards, RTI, Observation tools for
TPEP. This strengthens adult practices in
these areas by providing initial and follow5

John Parkers Self-Assessment


Year 3
up support to our staff (admin and
teachers)
(a) Articulate a theory-based vision of
3. The
deeply-engaging, culturally-responsive,
Improvement
of Teaching
and intellectually-challenging
& Learning
instruction and adult professional

1
Low

4
High

Claim: I articulate a theory-based vision of


deeply-engaging, culturally-responsive,
and intellectually-challenging instruction
and adult professional learning by..

learning.

Evidence: My Central Office Service


Roadmap offers evidence in this area since
the research underpinnings focus on central
office transformation. My target is the
support of building administration and
their instructional leadership development.

John Parkers Self-Assessment


Year 3
(b) Construct/adapt/select and use
instructional frameworks and other
leadership tools to optimize student and
adult professional learning.

(c) Engage relevant players collaboratively


and draw from school-based and
community expertise and resources in
instructional improvement work.

Low

1
Low

4
High

4
High

Claim: My district has selected an


instructional framework and developed
leadership tools to optimize student and
adult professional learning
Evidence: I use both the Danielson
instructional framework and our Puyallup
School District Central Office Leadership
framework (adapted from the WASA
Leadership Framework) to guide my goal
setting, evidence gathering and evaluation
of my performance.
Also both frameworks influence the
structure, delivery and evaluation of PD we
provide.
Claim: I engage relevant players
collaboratively and draw from schoolbased and community expertise and
resources in instructional improvement
work.
Evidence: I have a changed mindset now
of including and soliciting expertise from
central office staff, building administrators,
teachers and community members within
the teaching and learning initiatives I
oversee including 1:1 initiatives, OER,
technology planning, and proposals to the
bond advisory plan.
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John Parkers Self-Assessment


Year 3

(d) Fashion and enact systems to support


and sustain instructional leadership,
inside and outside of schools.

(e) Craft/adapt instructional visions,


practices, and other supports
appropriately for meeting specialized
learning needs (e.g., of ELLs, students
with identified disabilities).

Low

1
Low

4
High

4
High

Our director meetings now reflect open


collaboration where we engage with basic
teaching and learning tasks on a more
equitable stance.
Claim: I have created systems to support
and sustain instructional leadership of our
principals, teacher leaders, and educators,
inside and outside the district.
Evidence: The creation of a service
roadmap (SIG project) is a new system to
support and sustain building level
instructional leadership through central
office support.
As president of the Washington Science
Teachers association, I enacted annual
goals and targets around providing
professional development to science
teachers and administrators around the
state based upon feedback from those
groups.
Claim: I craft and/or adapt instructional
visions, practices, and other supports
appropriately for meeting specialized
learning needs.
Evidence: I work with Principals to
develop a method of assessing progress for
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John Parkers Self-Assessment


Year 3

(f) Analyze assessment practices and use


assessment data of various kinds to
improve instruction.

(a) Understand and develop coherent


4. Strategic,
organizational structures and policies
Collaborative
that improve the equity and overall
Governance
performance of the educational system.
& Decisionmaking

Low

1
Low

4
High

4
High

students with specialized learning needs


according to our RTI model. Specifically, I
provide assessment tools and data analysis
protocols to help determine student growth
based upon performance data.
Claim: I analyze assessment practices and
use assessment data of various kinds to
improve instruction.
Evidence: I collaborate with the
assessment department to establish and
setup STAR Reading and Math
assessments for RTI work in buildings
district-wide.
I continue to support the assessment
director and building principals with the
use of Performance PLUS, Assessment
Builder and OLA to create efficient and
timely feedback methods to assess student
performance based on common core
standards.
Claim: I can understand and develop
coherent organizational structures and
policies that improve the equity and overall
performance of the educational system.
Evidence: Based upon principal input and
feedback, I created a service roadmap for
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John Parkers Self-Assessment


Year 3

central office administrators (beginning


with myself) to provide differentiated
instructional, management, and program
support to buildings based upon their need.
It is equity-based but not necessarily equal;
but will continue to measure to see if
overall performance of buildings improves
with this support.
I led a district-wide initiative to replace all
8 year old teacher laptops with new
laptops, led professional develop to use
laptops efficiently, and provided teachers
an updated tool to improve our district
education system through a variety of
teaching, learning and reporting means.

(b) Generate, allocate, and manage


resources in alignment with
improvement and equity goals.

1
Low

4
High

Claim: I generate, allocate, and manage


resources in alignment with improvement
and equity goals.
Evidence: The 3-yearTeacher Laptop
Initiative provides evidence of how
resources were allocated and used in
alignment with the core strategic direction
of student achievement. Several supporting
documents of this initiative illustrate how
we managed resources (including human
resources) to complete the project.
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John Parkers Self-Assessment


Year 3

(c) Identify, engage, and influence the


broader policy, legal, and political
environment to strengthen supports that
matter the most for learning
improvement.

Low

4
High

(d) Build the capacity of educators and


community members to collaborate in

1
Low

I led a pilot program to allocated resources


for online assessment in conjunction with
district needs to assess students in a more
standards-based, efficient manner. The
purchase of OLA, Assessment builder, and
Performance PLUS represent district
systems aligned with RTI needs for each
building and for the purposes of assessing
all students.
Claim: I can identify, engage, and
influence broader policy, legal, and
political environments to strengthen
supports for learning
Evidence: I co-lead an initiative to inform
our school board on how Open Education
Resources (OERs) could represent a costeffective, teacher supported, and
sustainable solution to our present textbook
adoption policy. Included in this
politically-charged initiative was how we
could legally address content learning
needs using technology and potentially a
secondary One-to-One computer initiative;
and how we would leverage a bond
measure to secure the infrastructure for this
work.
Claim: I build the capacity of educators

High

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John Parkers Self-Assessment


Year 3
ongoing systemic improvement to
ensure a high-quality education for
every student

and community members to collaborate in


ongoing improvement systems to ensure
high quality education for every student

(e) Develop and guide decision processes


that maximize collaborative problem
solving and continuous improvement.

1
Low

4
High

Evidence: This year I led efforts to utilize


our Lync system for the purpose of district
wide collaboration on key rollouts as
Assessment updates, Introduction of
keyboarding software, and the new
elementary report cards. Many more staff
were able to receive just in time training
from their own classroom and increased
our ability to provide information/training
to staff in an effective, efficient manner.
I also provided ongoing training for
administrators, teachers and classified staff
to fully utilize their district webpages as a
tool to inform the public (community and
parents) about course content, school
events and parent meetings, newsletters
and other learning events. Supported the
district communications department to
build social media presence in some
schools ready and willing to provide that
level of communication to their parents.
Claim: I can develop and guide decision
processes that maximize collaborative
problem solving and continuous
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John Parkers Self-Assessment


Year 3
improvement.

(f) Model transparent and ethical


leadership and address sources of
conflict productively and equitably.

1
Low

4
High

Evidence: I am a new partner/member in


the HR, Business, and Payroll meetings
aimed at providing collaborative problemsolving to technology issues associated
with those departments. Though they are a
few layers removed from student learning,
we use our BusinessPLUS system to
allocate and monitor financial and human
resources which allow us to be efficient
with reporting and recordkeeping. As a
result, efficiencies allow flow through of
money to fund student learning programs.
Our Director of Instructional Leadership
meetings provide leaders the time and
opportunity to collaborate on learning
initiatives, define rationales for their use,
and develop implementation plans.
Initiatives include RTI, OER, Professional
development of Common Core State
Standards.
Claim: I modeled transparent and ethical
leadership and addressed some sources of
conflict productively and equitably.
Evidence: HIP meetings with Business,
Payroll and HR provided me opportunities
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John Parkers Self-Assessment


Year 3

to model problem-solving during times of


conflict with transparency. One instance
included the hiring of a new Application
Analyst. Open communication conducted
face-to-face with follow up emails along
with including directors on the interview
team were one example.
DIL meetings provided a venue to model
open, collaborative problem solving
through rich dialogue and a safe
environment for sharing. Norms developed
and we used them to equitably hear all
teaching and learning perspectives before
deciding on a course of action.

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John Parkers Self-Assessment


Year 3
B. Growth Supports
In this section, we ask you to consider the implications of your self-assessment for what supports
you will access over the next year to support your professional growth. Please use the following
questions to reflect on those supports.
1. Based on your self-assessment, what overall (looking across the standards) would you say are
2-3 of your main strengths as a learning-focused leader? Why those?

What began as an area of focus has become an area of strength using COI for the
purpose of impacting systems and leaders. This year, I plan to use learnings from
previous years COI work and underpinnings of central office transformation to create a
service roadmap for central office administrators to more fully support capacity-building
of our building administrators to become instructional leaders. I am convinced the
development of building administrators as instructional leaders is critical so their
teachers receive the teaching (and learning) support necessary to provide the greatest
impact to instruction in their classroom.

I also believe my ability to both listen and build relationships with others is becoming a
strength for me as a learning-focused leader. These qualities impact my ability to impact
change, influence others while providing a means by which to monitor my effectiveness
as a leader.

2. Based on your self-assessment, what overall would you say are 2-3 main areas for your growth
as a learning-focused leader? Why those?

Craft/adapt instructional visions, practices, and other supports appropriately for meeting
specialized learning needs is an area I want to address. In previous years, I directed efforts to
improve ELL, and content areas for marginalized students and now I need to re-think how I can
influence other central office and building leaders to use data and influence their leadership
moves they make in their program areas. Specifically, I am considering how this might be done in
special education. As a learning-focused leader, I want to continue to develop a skillset
(including listening and relationship building) to positively impact their leadership moves more.

Another area of focus for me will be in policy design. This year, I have a great opportunity as a
key stakeholder in the policy change to use Open Educational Resources instead of an aging
instructional materials adoption policy that siphons too many resources from the district. This
work will require me to think system-wide since budget, personnel, knowledge of instructional
materials and adoptions, and staff are impacted. Ultimately, students will be impacted from this
policy directly and this represents a great opportunity for me to bring many leadership moves
together for the improvement of instruction.

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John Parkers Self-Assessment


Year 3
3. What are concrete experiences or supports you will have or access in the next year to help you
build on your strengths and grow in the areas you identified?
a. Through your engagement in the L4L curricular strands:
My Special interest group is providing me with considerable opportunities to both
learn from district superintendents on how they structure central office
operations, bounce ideas off other cohort learning leaders, as well as reflect more
deeply on developing my SIG project more fully. Our Puyallup district leadership
are L4L graduates and continue to support the work I am doing with my project
and with providing other considerations along the way.
Our PD for principals continues to morph into something which provides me
opportunities to train admin and staff, especially within SpEd .however, I will
need to be more intentional with determining specifics on how this can be done.
b. Outside L4L
The WSTA presidency ends in May and continues to provide me with
opportunities to provide leadership to board members and teachers. Specifically
beginning in August, I plan to lead board members through strategic planning
and address policy around annual conferences supported by the board. I also
plan to address learning needs of students who have not completed the science
assessment requirement by continuing to allocate resources to led professional
development to teachers conducting COE classes in their district.
c. Through your Internship?
Completed, but continuing to meet with Tim Yeomans throughout this year.
In years 1-2 when exploring internship possibilities, please reflect on the following when considering
particular internship experiences:
My internship was completed at the end of year 2 and I received my Superintendent credential/certificate
at the completion of that program. Outstanding opportunity and wonderful experience.
1) To what extent will this internship stretch my thinking and experiences as an educational leader?
2) To what extent will the likely field mentor have the time and other resources to help me build on my
strengths and grow in the areas I have identified?
3) To what extent will this internship help me expand my circle of colleagues and my understanding
about systems leadership?

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