Leadership Standard 5
Standard 5.0: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
STANDARD ELEMENTS:
STANDARD ELEMENTS:
- Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success.
- Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school.
- Candidates understand and can safeguard the values of democracy, equity, and diversity within the school.
- Candidates understand and can evaluate the potential moral and legal consequences of decision- making in the school.
- Candidates understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling.
My Artifacts
Behavior and Education Support Team
I am the teacher leader for the lower and upper elementary at Clinton Valley Elementary School for the Behavior and Education Support Team. I receive data information about high-risk students throughout the school and work with the team to find solutions to help these students grow academically, behaviorally, emotionally and socially. These students come from very diverse backgrounds with many who need special accommodations such as behavior/academic plans. I work to ensure that all English Language Learners and special needs students are getting equitable accommodations to support their learning. I think critically to come up with solutions to make accommodations. I assist and collaborate with grade level teachers, the school social worker, speech pathologists, ELL teachers, the special education teachers, psychologists, and my mentor. I attend and lead meetings with all staff members several times throughout the year.
I reviewed data that support differentiated instruction in the classroom. Using that data, I created a presentation to present to teachers that reviewed the importance of differentiated instruction in the classroom. I facilitated a discussion about instruction support to students and encouraged changes in the classroom. I coached and showed how differentiated instruction might look in a classroom.
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