Standard I: Learner-Centered Values and Ethics of Leadership

Standard I: Learner-Centered Values and Ethics of Leadership

A principal is an educational leader who promotes the success of all students by acting with integrity and fairness, and in an ethical manner.

Presently, as a special education teacher and cheerleading coach at Harmony Science Academy in Fort Worth, Texas, I consider Standard I to be an initial strength standard as defined within the instructions of EDAD 500 course Assignment 2, the construction of the SBEC Seven School Leadership Standards Self-Assessment narrative. One evidence of strength within this standard relates to modeling and promoting the highest standard of conduct, ethical principles, and integrity in decision-making, actions, and behaviors.

For example, as the cheerleading coach I hold my cheerleaders to the highest standards possible. I fully expect for them to be leaders in the community and the school setting, uphold their academics, be timely and responsible, and respectful of themselves and others. At the beginning of the year, my cheerleaders had to sign an expectations and guidelines contract. This contract outlines the conduct expected of them, and explains, in detail, appropriate and inappropriate actions and behaviors as well as the consequences that will be enforced if they fail to follow the rules. In my opinion the contract has been very effective in implementing appropriate behavior by holding the cheerleaders accountable for their actions both inside and outside of the school setting. (Standard I/ Competency I)

Another evidence of strength within this standard relates to implementing policies and procedures. In my classroom I define fairness as being different for each student. I base fairness on my student's Individualized Education Plans (IEP). Fair is not each student getting the same thing as the others, rather each student receiving what they need in order to be successful in the classroom and society. I have many students that receive accommodations and modification in the classroom setting. This could be in the form of copied teacher notes, word banks, shortened tests, reduced answer choices, oral administration, etc... It is my duty as the special education teacher to ensure these accommodations and modifications are being implemented efficiently and effectively not only by myself, but also by all of the student's teachers. I do this by having each teacher create a folder for their special education students. In these folders, a copy of all major test and daily work must be kept along with a log documenting when and how accommodations and modifications are being made. I conduct random folder checks to make sure this data is being collected accurately, these folder checks occur at least twice a month. I also encourage the teachers to send me tests they will be administering ahead of time so I am able to make recommendations on how to accurately make accommodations and modifications on the material. (Standard I/Competency II)

Another example within the standard that relates to modeling and promoting continuous and appropriate development of all learners in the campus community is the development of our Buddy Reading Program. I collaborated with two fellow colleagues to establish the Buddy Reading Program, which allows our junior and senior students to partner up with primary grade level students that are struggling readers. The Buddy Reading Program meets three times per week. During our meetings, the younger students are partnered with older students to increase fluency, rate, and comprehension of various reading materials. The first day we meet each week, the older student will read to the younger student. The second day of the week we meet, the younger student will read to the older student. Then on the third day we meet the students alternate reading the material. I have found this program to be very encouraging for our struggling readers. They are excited to read with people they look up to and they feel less anxiety because it is in a less restrictive environment and they are becoming more fluent as independent readers, which was our ultimate goal. I also think the program has had a positive effect on our older students because it teaches them leadership and responsibility. (Standard I/ Competency III)

Standard II: Learner-Centered Leadership and Campus Culture

A principal is an educational leader who promotes the success of all students and shapes campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Presently, as a special education teacher at Harmony Science Academy in Fort Worth, Texas, I consider Standard II to be an initial strength standard as defined within the instructions of EDAD 500 course Assignment 2, the consideration of the SBEC Seven School Leadership Standards Self-Assessment narrative. One evidence of strength within this standard relates to creating a campus culture that sets high expectations, promotes learning, and provides intellectual stimulation for self, students, and staff.

For example, I have witnessed several programs that promoted learning, set high expectations, and provided intellectual stimulation for students. Some of the programs we offer are National Honor Society, National Spanish Honor Society, and the Reader of the Month Program. The National Honor Society and National Spanish Honor Society holds an annual "presentation" that honors the students that maintained excellent academic standings. This presentation includes recognition to individual students across grade levels, displayed pictures from throughout the year, refreshments for family, friends, and students, and provides the students with documentation of their achievements. Another program that is in place at Harmony Science Academy is the Reader of the Month Program. Each time a student takes an Accelerated Reader (AR) test and passes with an 85 percent or higher their name is entered into a monthly drawing. The winner of the drawing each month receives a Kindle and a gift card to purchase electronic books. I believe these different programs are effective in showing students their hard work and efforts are for a purpose. (Standard II/Competency I)

Another evidence of strength within this standard relates to ensuring that parents and other members of the community are an integral part of the campus culture. Our campus incorporates many opportunities for families to be a part of the educational community. Some ways we do this are by having family movie nights, parent breakfast, and Harmony Around the World. Family movie nights happen once