Domain I, Competency 1
The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
University Baptist Church, Vision, Mission, and Key Convictions
In January of 2018, I partnered with Tricia Ryan, the former UBC Children’s Ministry Director, to communicate the UBC vision, mission, and key convictions. In this professional development we discussed the importance of each key conviction and lead the teachers to develop practical applications of each conviction and encouraged them to use the generated ideas in their classrooms. Here is a link to the presentation we created and presented.
Inspired Teaching & Purposeful Play
As the University Baptist Church Preschool Director I facilitated the development of a vision of learning for our Early Learning Center. The UBC Early Learning Center values families and wishes to partner with caregivers to positively impact the lives of children in our community. Our center welcomes children six months old through Pre-K into a loving community where they can learn and grow in a safe, supportive environment. Through inspired teaching and purposeful play children at the Early Learning Center discover their place in God’s amazing world.
ELC Vision Ideas From Teachers
Domain II, Competency 4
The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance.
STARR Progress Measure Data Folders
At H. V. Helbing elementary school I worked under the direction of principal Ana Morales to develop data folders. These folders were used to facilitate discussions between administrators and teachers about each student’s progress measure. I used color coded sticky notes to indicate students’ performance on the 2018 STAAR (State of Texas Assessments of Academic Readiness) test. The students were then placed onto the folder in four categories: did not meet goal, approaches goal, met goal, and masters goal using their scores from their most recent interim assessment. This tactile visual helps teachers see how all of their students are performing and identify student interventions needed to help students achieve their progress goals. Teachers will be asked to identify instructional supports and modifications and write them on the corresponding student’s note.
Teacher Advancement Program (TAP) Peer Mentor Teacher
In 2011 I was selected to serve as a Peer Mentor teacher at Versia L. Williams Elementary School. In this capacity I ensured the alignment of the written, taught, and tested curriculum through the delivery of professional development, teacher observation, peer coaching.
I also had the experience of evaluating teachers’ planning and delivery of instruction. This formal process began with a pre-conference, followed by the formal observation and then a reflective post conference. I have observed while conducting observations during my principal internship that the TAP Model is very much like T-TESS (Texas Teacher Evaluation and Support System). I think this is great because T-TESS encourages a growth mindset.
Other examples of my experience with competency 4: