trena sutton march report-1

My ReportLast Modified: 03/24/2014Filter By: Report Subgroup

1. Cohort III Fellow:# Answer Response %

17 Trena Sutton 7 100%

2. Your Coach:# Answer Response %1 Shirley Arrington 0 0%2 Tom Benton 0 0%3 Ken Branch 7 100%4 Carl Harris 0 0%5 Bill Harrison 0 0%6 Tom Houlihan 0 0%7 Henry Johnson 0 0%8 Andy Overstreet 0 0%9 John Parker 0 0%

10 Joe Peel 0 0%11 Mike Ward 0 0%12 Tom Williams 0 0%

3. Monthly Report for:# Answer Response %1 August/September 1 17%2 October 1 17%3 November 1 17%4 December 1 17%5 January 1 17%6 February 0 0%7 March 1 17%8 April 0 0%

Total 6 100%

4. Summary of Attendance# Answer Min Value Max Value Average

ValueStandard Deviation Responses

1

Total Number of Days Absent from NELA Class

0.00 0.00 0.00 0.00 4

2

Total Number of Days Absent from Internship

0.00 0.00 0.00 0.00 3

3

Total Number of Days Absent from NELA Training

0.00 1.00 0.20 0.45 5

5. Please explain the reason for absences in the three categories above.Text Responsen/aN/A attended all days of training, classes, and internship.I was sick with an uncontrollable cough and sinus issues.

6. Meetings with Teachers# Answer Min Value Max Value Average


1Post Eval/Observation

2.00 20.00 6.71 6.18 7

2 Student Discipline 0.00 25.00 9.00 10.17 7

3 Curricular 4.00 10.00 6.14 2.48 74 With Parent 0.00 8.00 3.00 3.39 55 Other 2.00 2.00 2.00 0.00 3

7. Building Meetings Attended (Check all that apply)# Answer Response %1 PLC 7 100%

2 School Improvement 7 100%

3Building Administrative Team

6 86%

4 Curricular Meeting 6 86%

5 Professional Development 6 86%

6 Staff/Faculty Meeting 5 71%

7 Maintenance/Safety 0 0%8 Other 0 0%

8. List all district-level meetings you attended this month.Text ResponseAssistant Principal/Administrative Intern Institute Leadership Meeting/Principal's MeetingAssistant Prinicipal/Intern Institute Middle School PLCMiddle School Curriculum @ Central Office Middle Testing Training @ Central OfficeMiddle School Curriculum MeetingAssistant Principal/Administrative Intern Institute, Middle School PLC, Teacher TenureMiddle School PLC/Testing/Curricular Exceptional Children's Meeting-DistrictAssistant Principal Institute, Middle School PLC

9. List all of the extra curricular events you attended this month.Text ResponseVolley Ball Game/Practices Day of Caring/Volunteers to beautify yards TFA hosting/tourvolleyball gamesTitle 1 School Improvement Team Meeting PLC School Wide Activity PBIS Celebration School Participated in a Lockdown in cooperation with Oxford Police Department...after event debriefingTitle 1 School Improvement Team Meeting PLC School Wide Activity PBIS CelebrationTitle 1 Meeting, School Improvement Meeting, PLC, School Wide Activity, PBIS CelebrationPLC-All staff College Info SessionsHoops for Heart Fundraiser/Basketball games Middle School Meeting IEP

10. Parental contacts made this month# Answer Min Value Max Value Average


1 Return Call 0.00 14.00 5.50 6.32 62 Student Discipline 1.00 15.00 6.29 5.12 73 Acknowledgement 2.00 15.00 7.71 5.25 74 Other 1.00 10.00 7.00 3.74 5

11. Please list any other activities engaged in this month that were not acknowledged above.Text ResponseGrade Level Meetings School Wide PLC/ Bullying Prevention Activity School Wide PLC/Student Motivation: Kid President Presentation Currently working in Refocusing room for students who are sent out of class for behavior. I work with them on their academics. PBIS Celebration Subbing in 8th grade classesGrade Level Meeting Powerschool Destiny TrainingGrade level meetings, school wide PLC, Refocus, Testing Training, Proctoring-Discipline training, problem of problemDiscipline MeetingsGrade level meetings, School Wide PLC, Refocus, Discipline, Problem of Practice

12. Classroom Visits# Answer Min Value Max Value Average


1 Total Number 16.00 25.00 22.00 4.65 6

2 Formal Evaluation 2.00 5.00 3.83 0.98 6

3 Observations 2.00 25.00 8.33 8.45 6

4 Learning Walks 8.00 25.00 18.17 7.94 6

13. Describe your learning from the teacher evaluation processText ResponseDifference between middle and elementary...delivery of instruction as well as disciplineIt is hard to observe each standard or see evidence during each visitPrincipal, AP, Administrative Intern, and I created a Common Core Checklist of look fors in the classroom.Different learning styles of teachers for different content areas.Teaching strategies @ middle school level.Teachers were given the observe teachers along with administration using our common core designed toolArtisan Teacher Feedback Sessions

14. Describe your learning from teacher observations and learning walksText ResponseLoss of instructional time....deficient use of technology...resources available...a lot of teachers are not using it to its full compacity.Students and teachers getting acclimated to the way things are for this school year. Teachers are using more technology in the classroom...not better....but more. Teachers are signing up for their classes to go to the computer lab.Lots of lecturing and note taking No small group instruction large classroom limited access to individual teacher feedback throughout lessonTeachers need to create a way that all students are actively engaged throughout lessons.More focus was on mid-term preparation.teachers need to look to each other for ideas about classroom management while promoting student engagementTeacher talents looked for and highlighted

15. What is your plan of action with classroom visits next month?Text ResponseContinue to offer some PD to teachers who are willing to receive it without altering the vision of the schoolFocus on one specific standard to observe and offer feedbackUse data collected to identify best practices already in the classroom and to find areas of weaknesses in classrooms, and ways we can offer supportOffer resourcesLook for good strategies in each classroom and support teachers in best practicesPLC's about the teaching observing other teachers and what their take ways were and how they can implement like strategies in their classroomsNotes teacher talents, and coach teachers on more practices that highlight that talent

16. Describe any work this month with community agencies.Text ResponseTFA Day of Caring VolunteersnonenonenoneTeacher for America Visit, Observation, Feedback sessionVance Community College/Help with promote and introducing 8th grade with the possibility of Early CollegeeHoops for heart/Parents vs teacher ball games

17. Discipline Office Referrals by Grade (A=Pre-K, or 6, or 9, depending on your school)# Answer Min Value Max Value Average


1 Total 19.00 71.00 36.29 17.84 72 A 7.00 21.00 12.50 5.96 63 B 7.00 29.00 16.33 10.65 64 C 7.00 21.00 12.00 4.77 65 D 0.00 0.00 0.00 0.00 -6 E 0.00 0.00 0.00 0.00 -7 F 0.00 0.00 0.00 0.00 -8 G 0.00 0.00 0.00 0.00 -

18. Discipline Office Referrals by Gender# Answer Min Value Max Value Average


1 Total 25.00 71.00 39.17 17.67 62 Male 19.00 52.00 27.29 13.02 73 Female 0.00 19.00 9.00 6.11 7

19. Discipline Office Referrals by Race# Answer Min Value Max Value Average


1 Total 19.00 48.00 27.60 11.95 52 White 0.00 6.00 3.17 2.14 6

3 Black/African American 15.00 71.00 31.14 19.51 7

4 Hispanic 0.00 4.00 1.17 1.47 6

5 Native American 0.00 0.00 0.00 0.00 2

6 Other 0.00 0.00 0.00 0.00 2

20. Discipline Suspensions (in and out of school) by Grade (A=Pre-K, or 6, or 9, depending on your school)# Answer Min Value Max Value Average


1 Total 10.00 53.00 26.50 15.04 62 A 6.00 10.00 8.50 1.76 63 B 3.00 24.00 11.83 7.11 64 C 4.00 22.00 11.20 7.16 55 D 0.00 0.00 0.00 0.00 -6 E 0.00 0.00 0.00 0.00 -7 F 0.00 0.00 0.00 0.00 -8 G 0.00 0.00 0.00 0.00 -

21. Discipline Suspensions (in and out of school) by Gender# Answer Min Value Max Value Average



22. Discipline Suspensions (in and out of school) by Race# Answer Min Value Max Value Average


1 Total 10.00 53.00 33.25 17.67 42 White 0.00 6.00 2.14 2.04 73 Black 8.00 71.00 32.14 21.40 74 Hispanic 0.00 1.00 0.40 0.55 5

5 Native American 0.00 0.00 0.00 0.00 2

6 Other 0.00 2.00 1.00 1.41 2

23. Describe any major incidents in regard to student discipline hereText ResponseSeveral repeat offenders Kids go to CIL (Center for Innovative Learning)....kids are sent there in lieu of OSS....CIL is located at another campus within the countyfighting and video fighting.Fight with students returning to school from CIL (center for innovative learning). These kids have gone through refocus several times, and then sent to CIL, located at another middle school by bus. The come here, wait for their bus, bus returns them in the afternoon. 2 of our fights was a carry over of events that had happen at CIL.horse playingbathroom issues/horseplay/students lighting matchessnow days contributed to a lot of kids not being on task as much as they usually aresnow days and make up days that were previously days to be out.

24. Describe your work this month with the School Improvement TeamText ResponseServed on SIP committee and the revising of it for this school yearMember....reviewing areas of improvementMember Discuss up coming 30 minute walk throughsCommittee Meeting Reviewing goals/areas for improvementRevisit of what has and has not worked and new itemsHow to utilize parental involvement using title 1 moneyTeam member/Decided on ways to use parental money for SI/ by grade level choice

25. Attendance by Grade# Answer Min Value Max Value Average


1 Total 44.00 150.00 113.14 46.03 72 A 12.00 95.00 53.14 32.08 73 B 16.00 150.00 52.86 47.14 74 C 16.00 150.00 53.14 45.65 75 D 0.00 0.00 0.00 0.00 16 E 0.00 0.00 0.00 0.00 -7 F 0.00 0.00 0.00 0.00 -8 G 0.00 0.00 0.00 0.00 -

26. Attendance by Type# Answer Min Value Max Value Average


1 Total 58.00 150.00 119.60 39.89 52 Excused 28.00 150.00 79.67 53.08 63 Unexcused 6.00 141.00 44.43 59.52 7

27. Attendance by Gender# Answer Min Value Max Value Average



28. Attendance by Race# Answer Min Value Max Value Average


1 Total 101.00 150.00 135.00 23.25 42 White 15.00 108.00 56.57 35.14 73 Black 17.00 99.00 66.43 29.09 74 Hispanic 3.00 17.00 7.14 5.81 7

5 Native American 0.00 0.00 0.00 0.00 -

6 Other 0.00 0.00 0.00 0.00 -

29. Describe any other issues with attendance (e.g., extended illness, truancy) this month.Text ResponseStudent absences appear higher than what they really are due to students who have not officially "unenrolled".....but are not attending Mary Potter Middle School.suspensionsnonenonenonenonenone

30. Did you have experiences with this standard?# Question Yes No Total Responses

1

1A. School Vision, Mission, and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.

7 0 7

2

1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.

7 0 7

3

1C.School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.

7 0 7

4

1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.

7 0 7

31. Rate your experience# Question Bad OK Great Total

Responses

1


0 6 0 6

2


0 6 0 6

3


0 6 0 6

4


0 6 0 6

32. Description (incl. any artifacts created)Default - 1A. School Vision, Mission, and Strategic Goals: The school’s identity, in part, is derived from

the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.

DescriptionAssistant Principal/Administrative Intern InstituteSchool Improvement MeeetingSchool Improvement Team/Title ISchool Improvement Team/Title IAssistant Principal/Administrative Intern Institute School Improvement Team/Title IAssistant Principal Institute/School Improvement-Title 1 MeetingAssistant Principal/Administrative Intern Institute School Improvement Team/Title IDefault - 1B. Leading Change: The school executive articulates a vision and implementation strategies

for improvements and changes which result in improved achievement for all students.DescriptionPLC Book district/required readingSchool ImprovementSchool Improvement Team/Title 1School Improvement Team/Title 1PLC/Grade Level-School Improvement -Title IPLC/Grade Level/School Improvement-Title 1PLC/Grade Level-School Improvement -Title I

Default - 1C.School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.

DescriptionServe on Team/strategic planningGrade Level MeetingsSchool Improvement Team/Title 1Grade Level Meeting/Title 1Grade Level Meeting/Title 1-School Improvement Team-Title IGrade level/Title 1-School Improvement MeetingGrade Level Meeting/Title 1-School Improvement Team-Title IDefault - 1D. Distributive Leadership: The school executive creates and utilizes processes to distribute

leadership and decision making throughout the school.DescriptionVoted on SIP Plan/help plan curriculum nightPLC'sSchool Improvement Team/Title 1PLC's School Improvement Team/Title 1School Improvement Team/Title 1-Grade level meetingsSchool Improvement Team-Title 1/Grade LevelSchool Improvement Team/Title 1-Grade level meetings

33. Type of Experience# Question Observed Engaged Led Total

Responses

1


1 7 0 8

2


1 7 0 8

3


1 7 0 8

4


2 6 0 8


1

2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.

7 0 7

2

2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.

6 0 6


Responses

1


0 6 0 6

2


0 5 0 5

36. Description (incl. any artifacts created)Default - 2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school

executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.

ArtifactsArtisan Teacher training for teachersAssistant Principal InstituteDistrict Middle School MeetingMiddle School Meeting

Artisan Teacher Training, Teacher Evaluation,MS PLC, AP InstituteArtisan Teacher Training, Teacher Studies Observations, MS PLC, AP Institute, IEPArtisan Teacher Training, Teacher Evaluation,MS PLC, AP Institute, IEP MeetingsDefault - 2B. Focus on Instructional Time: The school executive creates processes and schedules which

protect teachers from disruption of instructional or preparation time.ArtifactsPLC School Wiide/Student Gym TIme ActivitiesDistrict Middle School MeetingPLC School Wide/Middle School MeetingMS PLC, Teacher EvaluationMS PLC Meeting, Teacher EvaluationMS PLC, Teacher Evaluation


Responses

1


1 6 1 8

2


1 6 0 7


1

3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school’s culture.

7 0 7

2

3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.

6 0 6

3

3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.

7 0 7

4

3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.

6 0 6


Responses

1


0 6 0 6

2


0 5 0 5

3


0 6 0 6

4


0 5 0 5

40. Description (incl. any artifacts created)Default - 3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school’s culture.ArtifactsGrade Level MeetingAssistant Principal Institute-PLC'sPLC'sPLC'sGrade level meeting, AP institute, PLC Grade LevelGrade level meeting, AP Institute, PLC Grade level, IEP meetingsGrade level meeting, AP institute, PLC Grade LevelDefault - 3B. School Culture and Identity: The school executive develops and uses shared vision, values

and goals to define the identity and culture of the school.ArtifactsPLC/Grade LevelMeetingsPLC's/Grade Level MeetigsPLC's/Grade Level MeetigsPLC's/Grade Level MeetigsPLC/Grade levelPLC's/Grade Level MeetigsDefault - 3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity,

culture and performance of the school.ArtifactsHelp to plan for PBIS celebrationPBIS Celebrations MeetingsPBIS CelebrationPBIS CelebrationPBIS Celebration

PBIS CelebrationsPBIS Celebration

Default - 3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.

ArtifactsPLC/Grade Level MeetingsPBIS Celebration/PLC Whole School Empowerment HourPBIS Celebration/PLC Whole School Empowerment HourPBIS Celebration/PLC Whole School Empowerment HourPBIS Celebration/PLC Whole School Empowerment HourPBIS Celebration/PLC Whole School Empowerment Hour


Responses

1


2 7 0 9

2


1 6 0 7

3


1 7 0 8

4


1 6 0 7


1

4A. Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.

7 0 7

2

4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.

5 1 6

3

4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.

7 0 7


Responses

1


0 5 0 5

2


0 5 0 5

3


0 5 0 5

44. Description (incl. any artifacts created)Default - 4A. Professional Development/ Learning Communities: The school executive ensures that the

school is a professional learning community.ArtifactsPLC-Content and Elective TeachersPLC'sPLC's/Grade Level MeetingsPLC's/Grade Level MeetingsPLC's/Grade Level Meetings PLC-Content and Elective TeachersPLCs/Grade level Meetings PLC-Cntent and elective teachersPLC's/Grade Level Meetings PLC-Content and Elective Teachers

Default - 4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.

ArtifactsCommon Core Checklist 30 minute daily walkthroughsTeacher Evaluation/Daily Walkthrough/Class ObservationCommon Core Checklist 30 minute daily walkthroughsTeacher Studies (Peer Observations with Administration): feedback sessionsAdministrative Observations with Lead Teachers of other teachers to support each other in instructionDefault - 4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.

ArtifactsClassroom Walkthroughs and formal observationsTeacher EvaluationsDaily WalkthroughsClassroom walkthroughs and formal observations, Teacher evaluation, daily walkthroughsClassroom walkthroughs and formal observations, Teacher evaluation, daily walkthroughsClassroom walkthroughs and formal observations, Teacher evaluation, daily walkthroughs


Responses

1


2 7 0 9

2


0 5 0 5

3


2 6 0 8


1

5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.

6 1 7

2

5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved student achievement.

6 0 6

3

5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.

7 0 7

4

5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.

6 0 6


Responses

1


0 5 0 5

2


0 5 0 5

3


0 6 0 6

4


0 5 0 5

48. Description (incl. any artifacts created)Default - 5A. School Resources and Budget: The school executive establishes budget processes and

systems which are focused on, and result, in improved student achievement.Artifactsdiscussed/planned how to use PTO moneyTitle 1 MeetingTitle 1 MeetingTitle 1 MeetingTitle 1 Meeting-School Improvement Team MeetingTitle 1 Meeting/School Improvement

Default - 5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved

student achievement.ArtifactsRefocus/Interventions/Parent ContactsSubbing in classesSubbing in classesRefocus/Interventions/Parent Contacts Subbing in classDiscipline with Dean of Discipline/Refocus and teaching intervention for refocus students and reflectionsRefocus/Interventions/Parent Contacts Subbing in class/Discipline

Default - 5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student

achievement.ArtifactsDiscussion 101 Reminder and Twitter for parent updatesPLC's/Grade Level Meetings

Haiku Learning SystemHaiku Learning SystemHaiku Learning System -Mary Potter WebsitesHaiku learning system-Mary Potter Website, Twitter, Connect EDHaiku Learning System -Mary Potter Websites/discipline

Default - 5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.

ArtifactsZAP/RefocusStudent/Staff dress codeZAP/RefocusStudent/Staff dress code-HandbookGrade level and school wide expectations-HandbookStudent/Staff dress code-Handbook/discipline


Responses

1


0 6 0 6

2


0 5 0 5

3


2 6 0 8

4


1 6 0 7


1

6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school

7 0 7

2

6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.

5 1 6


Responses

1


0 6 0 6

2


0 4 0 4

52. Description (incl. any artifacts created)Default - 6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the schoolArtifactsHost TFA @ school...Day of Caring VolunteersParent Volunteers for refocusSchool Improvement TeamSchool Improvement TeamTeach for AmericaHigh School Fair/Vance-Granville Community College-Early CollegeHoops for Hope

Default - 6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.

ArtifactsSchool Improvement TeamSchool Improvement Team/Grade Level MeetingSchool Improvement TeamSchool Improvement/IEPSchool Improvement Team/IEPs


Responses

1


2 6 0 8

2


0 5 0 5


1

7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the school’s identity, culture and performance.

7 0 7


Responses

1


0 6 0 6

56. Description (incl. any artifacts created)Default - 7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the school’s identity, culture and performance.ArtifactsGrade level planningAssistant Principal InstituteCommunity Fund Raisers/ Pennies for cancerSchool Improvement Team Meetingschool improvement/mid term mettingSchool Improvement-Title 1School Improvement Team Meeting/Title 1


Responses

1


2 6 0 8


1

8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

7 0 7


Responses

1


0 6 0 6

60. Description (incl. any artifacts created)Default - 8A. School Executive Academic Achievement Leadership: The school executive will contribute

to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate

data to demonstrate growth.ArtifactsZAP program...(zeroes aren't permitted) Artisan Teacher: Success and Performance FeedbackSubbing Classes/Modeling Lessons

Data meetingSubbing Class/Modeling Lessons/Data MeetingsSchool improvement/midterm meetingSchool Improvement/Grade level assessments/PLCSchool improvement/testing info. session


Responses

1


2 6 0 8

62. Rate yourself on the NC School Executive Competencies

# Question Emerging Developing Proficient AccomplishedNot

Evidence/Not Demonstrated

Total Response

sMean

1

Communication – Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives.

0 0 7 0 0 7 3.00

2

Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.

0 2 5 0 0 7 2.71

3

Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.

0 3 4 0 0 7 2.57

4

Creative Thinking – Engages in and fosters an environment for others to engage in innovative thinking.

0 3 4 0 0 7 2.57

5

Customer Focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.

0 0 7 0 0 7 3.00

6

Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.

0 2 5 0 0 7 2.71

7

Dialogue/Inquiry – Is skilled in creating a risk free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.

0 2 5 0 0 7 2.71

8 Emotional Intelligence – Is able to manage oneself through self awareness and self management and is able to manage relationships

0 2 5 0 0 7 2.71

through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.

9

Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.

0 1 6 0 0 7 2.86

10

Global Perspective – Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.

0 1 6 0 0 7 2.86

11

Judgment – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.

0 0 7 0 0 7 3.00

12

Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.

0 0 7 0 0 7 3.00

13

Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.

0 0 7 0 0 7 3.00

14

Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.

0 0 7 0 0 7 3.00

15 Responsiveness – Does not leave issues, inquiries or requirements for information go unattended.

0 1 6 0 0 7 2.86

Creates a clearly delineated structure for responding to requests/situations in an expedient manner.

16

Results Orientation – Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.

0 1 6 0 0 7 2.86

17

Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds.

0 1 6 0 0 7 2.86

18

Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team.

0 2 5 0 0 7 2.71

19

Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.

0 0 7 0 0 7 3.00

20

Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.

0 0 7 0 0 7 3.00

21

Visionary – Encourages imagining by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.

0 0 7 0 0 7 3.00

63. Choose two of the competencies above that you have gained proficiency in this month-- provide a detailed account.Text ResponseCommunication: clearly understanding my principal's preferred means of communication versus what I'm most comfortable with. I'm an email person because I get random thoughts and ideas alot. I would always shoot emails, and I also like to leave a "paper trail" reminder/evidence of contact for myself. I have learned that my principal is a face to face person, so as I now get random thoughts ..I write them down and then physically go to her office and talk to her about it. Gobal Perspective: GCS has introduced a lot of new kinds of schools this year in hopes of retaining students in the system, and to be a "better" choice than the charter schools...we lost about 393 students to charter schools this year.....GCS created a new year round magnet: (promise academy and collegiate school) ...advance 21....a stem school and Granville Online.....Researching and talking with teachers and other staff of these schools gave me a better understanding of how GCS is setting itself up for students to be able to compete globally....especially with its use of the Hakiu learning system and 1:1 schools.Communication – Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives. Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team. I will began to reach out to the community...possibly the Boys and Girls club again to make those connectionsCommunication – Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives. (better communication with principal about what she requires of me versus my requirements as a NELA fellow. Being able to understand the difference and incorporate both so that I can become proficient has been helpful). Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team. (understanding the culture of this school and how it operates different from what I'm used to....but am able to see the satisfaction of the staff....the relationships and the way things are ran....although this would not be my style)Communication: Understanding my job requirements for the specific school I'm interning asking by continuously checking in with Principal. Systems Thinking: Creating relationships with staff outside of school.Communications: times were established for weekly meetings Systems Thinking: understanding the culture of this schoolCommunication: have been able to having more meaningful communication with principal Dialogue/Inquiry: have been able to ask the right questions that will help me to better establish a more meaningful communication with principalConflict Management: by being trained under the dean of discipline, I've been able to have some crucial conversations with parents and students as it relates to behavior. Creative Thinking: using the refocus program to help students with literacy

64. Choose two of the competencies above that you still need to work on-- provide a detailed plan of action for each.Text ResponseDelegation: because I'm just getting started and seeking to understand my place...this will be an area i would need to work on in time.... Dialogue/Inquiry: I need to take the time to inquire and reflect. I can sometimes get so busy in the day that I don't make time for that. I will work on that this upcoming month.Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner. Because I am newly assigned to work with the Refocus teacher for the majority of the day, I will focus on conflict managements with students and parents.Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation. ( I will have to work on this in small steps because this is not my school...and the order has already been established) Creative Thinking – Engages in and fosters an environment for others to engage in innovative thinking. ( I will also be a challenge because the things that I'm very interested in is not supported as the school's vision.)Change Management: Explore small changes within my means of authority Creative Thinking: Bring creativity in the capacity that I'm allowed to that aligns itself with this school's vision.Dialogue/Inquiry: more conversion with Principal/A.P. Conflict Management: my focus is discipline for the next quarterConflict management: because I am now working more actively with discipline, this is what I will work on Creative Thinking: I will find more creative ways to handle discipline as it relates to Refocus and make it more purposeful academically.Emotional Intelligence: working closely with parents of students who are having academic and behavior issues at school Environmental Awareness: staff/professional development

65. State area(s) of needed improvement your coach identified this month. Include your plan of action to address the area(s).Text ResponseFinding my place of authority....more communication with prinicipal and relationship/partnership with AP Partner with and include AP in things I'm involved with and ask for suggestions for areas of improvementDid not meet with coach this month because there was something wrong with the computer "server". Most of all his emails returned back to me. Times were scheduled to meet but because of this issue, it appeared that neither one of us had responded to our agreed times.Meeting weekly with mentor and establishing a relationship with her.Communication with principal. This is an ongoing issue. Meeting with the principal in an organized "30" minute sit down it not this principal's leadership style. Communication with principal is small pockets through out the day and week as needed. I will commit to choosing one day to "sit down" at least for 15 to talk with the principal of progress.establish time for weekly meetings with principalnonenone

66. State area(s) of needed improvement your principal mentor identified this month. Include your plan of action to address the area(s).Text ResponseContinue to be visible all day long and support teachers in class as needed.nonenone. we do not meet weekly.nonenonenonenone

67. Please list any concerns you have this month:Text Responsenone at this time.My role as assistant principal. I'm afraid that I won't have some of the administrative experiences that other interns are having and am concerned that this may be an issue when I am a real Assistant Principal.nonenonenoneI will continue to connect this school's vision with my NELA requirements.none

trena sutton march report-1

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