Socio-Political Context: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by understanding and responding to context and influencing the larger political, social, economic, legal, and cultural context.
Summary ExperiencesMaplewood-Richmond Heights Middle School Principalship
Standards-Based Grading & Reporting
Community Engagement
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Key Learnings
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Artifacts: Maplewood-Richmond Heights MS Principalship Research
In applying for the Maplewood-Richmond Heights Middle School Principal position, I did extensive research on the surrounding community and the school-community relationship. The district's belief in the power of this relationship is overwhelming and inspiring. It was the main reason I applied for the principalship. I wove pieces of my research into a position-specific resume and cover letter.
Artifacts: Standards-Based Grading & Reporting
As part of my role as a secondary curriculum TOSA, I helped lead the district's transition from a traditional grading system to a standards-based grading and reporting system. This involved research, district planning, and working closely with IT, principals, and teacher leaders. Hover over the images below to reveal their captions.
Artifacts: Community Engagement-ELL Parent Night
In my attempt to learn more about the ELL community, I volunteered to help at an ELL Parent Night. I ran errands, took photographs, listened in on school staff discussions with parents entirely in Spanish, catching approximately 70% of the conversation, practiced my limited Spanish when I had the opportunity, and walked away feeling empowered to know more and do more. It was the first time I had used my Spanish outside of the classroom (with adults), and I have made sure to practice more often since, even though it's still not enough.
Artifact: Community Engagement-Pacific University Gifted Partnership
As a gifted TOSA I worked with Pacific University on several projects. The first was as site-coordinator for their off-campus Gifted Education courses, held at a district high school on Saturdays. I also worked with the university to offer our teachers a discounted rate for the courses, and budgeted for a small cohort of teachers to take the courses each year. My district also partnered with Pacific University on a grant research project for Early Identification of Gifted Students. See the Inclusive Practice page for more information about the research. The professor who supported the grant and I co-presented the findings at the 2013 National Association for Gifted Children (NAGC) conference. Below are resources from that presentation.