Administrative Statements

Significant accomplishments in my leadership position:

  • In my tenure as Assistant Principal at Southmont High School, I have striven to develop a school-wide behavior management system with meaningful incentives and consequences. My focus is to work with students to help in the understanding that inappropriate actions have consequences and to provide them with opportunities to change their behavior. Successful implementation of these strategies can impact school culture and classroom success. Through my conversations with students and staff, I believe I have been successful in that endeavor. This has been achieved through fair and consistent enforcement of school policies and procedures.

  • At the beginning of the 2021-2022 school year, I was tasked to develop a process to enhance the effectiveness of our homeroom period. The result was a student attendance system developed through the Google Platform. This system provides flexible tracking that allows students to seek additional support from one of their five teachers during our homeroom period. It also promotes a safe learning environment that accounts for the location of students and the ability to assign students to specific classrooms to receive additional instructional time. This system can continue to be enhanced and will allow for additional support opportunities next school year.

  • During the 2021-2022 school year, I’ve utilized my understanding of Career and Technical Education to enhance Southmont’s offerings and opportunities. Through collaboration with our CTE teacher Mr. Micheal Allen, we have secured over three thousand dollars in grant funds to start a robotics program. With over nine years of experience in high school robotics, I believe that we are on the right track to develop a program that will increase the employability of Southmont graduates. As well, I played an integral role in shifting the focus of our technology education program to prepare for the integration of NLPS (Next Level programming of study). This shift has the potential to add additional graduation pathways and the amount of college dual-credits that students could receive.

Highly functioning professional learning community and its impact on instruction, student achievement, and adult learning:

A highly functioning learning community is a group of educators that utilize assessments and data to drive instruction. This process begins by allocating time for educators to build relationships with colleagues to have an understanding of strengths. A system that is built to promote networking and communication is an initial step that can support trust and collaboration. It is important to note, that what is taught must be measured and what is measured must be taught. In an educator led learning community, the utilization of data through calibrated common assessments is an invaluable step in the PLC process. A learning community is a support system that drives the enhancement through iterative cycles of collective inquiry and action research.

Effective use of "Checks for Understanding":

Having an effective method for quickly assessing student progress is a key component in the elements for effective instruction. During observations, I consistently identify different methods that the instructor is using to keep a "pulse" for the classes progress. As the teacher utilizes the methods to understand the students current level, it can provide the teacher with a proper pace to progress. At each "check point" the teacher can quickly gauge the classes current level and make decisions on how to move forward with classroom instruction. "Checking for understand" can be used from the beginning to end of a class period and can determine the best place the begin instruction to for the next class period.

Why I find Administration Rewarding:

I currently have the opportunity to serve as Assistant Principal at Southmont High School. My primary responsibility each day is to maintain a positive and safe learning environment. I excel in this position by building and sustaining positive relationships with staff and students. Some of these relationships are established as a result of behavior issues in the classroom. In my conversations with these students I encourage students to take responsibility for their actions and to correct the behavior. I also utilize these situations to communicate with parents and work as a team to help their students be successful. Over the course of this school year my rapport and relationships with students have grown. Building these relationships with stakeholders has been the most rewarding aspect of my position.

Three Words that Describe My Leadership Style:

  • Approachable - In my interview for Assistant Principal at Southmont High School, I mentioned my belief in “Every Student, Everyday”. This belief is that I will interact or be visible to every Southmont Student during each school day. I have enhanced this to include staff members and it is a daily goal. As building leader, I will continue this belief and strive to build even stronger relationships with the Southmont Community.

  • Organized - In my time as an administrator, I have grown to understand the importance of organization. With an increase in responsibilities and decisions, a system of delegation and procedures is important. I consistently work to enhance policies that will allow for efficient and organized processes.

  • Reliable - It is important to be a reliable and dependable leader. Trust can only be formed through intentional and consistent actions. If a staff is unable to rely on the support and guidance of an administrator, it can have a detrimental effect on the schools success.

Key Principles for interacting with students when there is a discipline issue:

In my first year as an administrator, it has been one of my primary responsibility to manage student discipline issues. In this role I have found that organization, thoroughness, and effective communication are the key principles for having a successful behavior management system. In any situation I ensure that all "due-process" has been given and that communication with parents/guardians is consistent throughout. With any investigation I also communicate with all parents/guardian that their student was either involved or a witness. I find that this is an effective method of building rapport with parents/guardians for possible future discussions. During my interactions with all parties I always emphasize that my intention is to never punish any stakeholder. It is to maintain a safe learning environment and to promote the understanding that behavior (Good and Bad) have consequences.

Beliefs of what makes an educationally strong school:

A strong school is one that is capable of focusing on student learning and preparing students for their next level of education. Educationally strong schools understand their priorities and empower leadership among their staff. When a building has strong leaders, it drives all stakeholders to push further and inspire growth. Buildings that promote teacher growth and support can use collaboration and PLCs to improve classroom management, build strong culture, and promote effective instruction. A "Distraction Free" educational environment can help staff continuously strive for their goals and do what is best for kids.