• Communication – Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives. At the beginning of the school year, I sent a survey to staff to select their preference for before & afterschool duty and their preference for the length of the duty rotation.
• Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation. During our district internal review, the administration team received feedback on our morning arrival procedures. Since I am responsible for assigning duty, I changed our procedures. However, before I changed the procedures I met with all teachers, shared the feedback and why procedures needed to change.
• Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner. During a recent Social Studies PLC, teachers wanted to discuss implementing a school wide cellphone. I knew this issue was going to become a dominant topic of discussion as referrals for cellphone usage had increased in the last few weeks. Anticipating this conversation, I had already met with the administration team to discuss the increase in referrals and how to best respond. I allowed the teachers a few minutes to "vent" during the PLC meeting and documented their concerns. I also reminded the PLC members that their department had a representative on the leadership team and this issue will be part of the agenda for the next meeting. Thus, more information would be forthcoming soon and giving time for the school leadership team to meet to discuss the matter in detail.
• Creative Thinking – Engages in and fosters an environment for others to engage in innovative thinking. Time is very important in a school, so as a leader, I try to protect that time as much as possible. Northern Nash High School has implemented an intervention schedule that allows time for teachers to meet as a PLC. To extend the PLC time during the intervention block, I suggested that we should schedule teacher lunches after the PLC block time. Thus, if teachers needed more time in PLC, they could have a working lunch. Teachers have been receptive to this idea and most bring their lunches to PLC and work.
• Customer Focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly. My first priority is students. I am only here because of the students. So I am always available to students either in person or by email. I always respond to student emails within 24 hours.
• Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school. About two weeks before school starts, Northern Nash High School hosts Freshman/New Student orientation. I was responsible for coordinating this event as well as soliciting assistance from the staff and current students. Once my volunteers were identified, I was then tasked with assigning each volunteer a role/duty.
• Dialogue/Inquiry – Is skilled in creating a risk-free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance. Prior to the start of my principal residency, I had to gather a great deal of information about Northern Nash High School. Once aspect of this assignment required that I gather information directly from the staff. I created a survey that was to be completed anonymously in order to obtain honest feedback.
• Emotional Intelligence – Is able to manage oneself through self awareness and self management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community. Early in the program, I was required to complete personality assessments to begin the process of understanding how I relate to others and how my personality would eventually effect my leadership style. In taking the True Colors Personality Test, Green was my primary color and Blue was a strong second.
• Emotional Intelligence – Is able to manage oneself through self awareness and self management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community. Early in the program, I was required to complete personality assessments to begin the process of understanding how I relate to others and how my personality would eventually effect my leadership style. In taking the True Colors Personality Test, Green was my primary color and Blue was a strong second.
• Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions. Prior to the start of my principal residency, I had to spend some time learning about my school site which included becoming with the facilities. I took several pictures of Northern Nash High School, assessed student movement and evaluated the layout of the school. This experience was very beneficial in helping me identify areas that needed supervision during transition and how to best use the stop to cover these spots. Knowing the layout of your people is critical to making decisions about locations of classes, how to effectively move students throughout the building and how to best be proactive to avoid issues.
• Global Perspective – Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy. I had the opportunity to travel to Singapore and visit three schools and have discussions with educational leaders. I learned about Singapore's educational system, the path to becoming a teaching, had the freedom to speak with current students and share information about North Carolina's educational system.
• Judgment – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information. As the school begins to end, the administration team has begun prepping for the next school year. My principal has allowed me to not only be a part of the discussion but assist with teacher assignments and creation of the master schedule. This is a very complex task with many variables to consider such as the number of students enrolled, student's course selection and the certifications of the teachers in your building. I appreciate this experience in that I have learned what needs to be considered when making decisions that impact the functioning of the school.
• Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects. I carry a notebook calendar with me to write all appointments, meetings and my to-do list with deadlines. Further, I write in different colors to distinguish between my personal appointments and professional information.
• Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality. Since my time at Northern Nash, I have been able to build trusting relationships with staff. Teachers frequently come to me to "vent" and receive feedback on how to improve in areas of concerns. The teachers at my school know that when they need "vent" information shared with me will be held in confidence and I am there to provide "advice" simply a listen ear.
• Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements. Every week I submit a log of my activities and a reflection to include what I have learned for the week to my coach and executive director for my cohort. Both my coach and director, provide timely feedback from my reflections and onsite visits.
• Responsiveness – Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner. When teachers email questions throughout the day, I respond before the end of the school day. For questions that may take some time for me to provide a solution, I make the person aware of my actions. I keep my cellphone with me at all times in order to be able to respond to emails promptly as I am moving throughout the school.
• Results Orientation – Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals. During the second semester of my principal residency, one of the math teachers was moved to another position. I approached my principal with the an idea to ensure that math instruction was not disrupted for the students. I was able to convince a math teacher to provide instruction during his planning in exchange for compensatory time. I then combined the smaller math class with that of another small math class being taught the same period. This plan was in effect for three weeks until we were able to hire a math teacher and students did not get behind in math.
• Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds. I strive everyday to get to know my students. When I meet with a student for discipline issues, I spent time getting to know the student and consider any issues they may have that can have an effect on school. I make sure that the conversation does not end discussing a consequence but work to help the student work through conflict and emotional situations by connecting them to resources and other support. Additionally, I make sure to follow up with students.
• Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds. I strive everyday to get to know my students. When I meet with a student for discipline issues, I spent time getting to know the student and consider any issues they may have that can have an effect on school. I make sure that the conversation does not end discussing a consequence but work to help the student work through conflict and emotional situations by connecting them to resources and other support. Additionally, I make sure to follow up with students.
• Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team. As an administrator, it is important to spend time identifying and building relationships with all of your stakeholders. I created an asset map to identify the individuals, community organizations and school organizations that form the Northern Nash High School community. As a school administrator, it is important that you know these stakeholders in order to build relationships, understand the impact these stakeholders have on your school and how to best work together to serve students.
• Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction. Being a NELA fellow, afforded me the opportunity to participate in trainings that have helped me grow as an instructional leader. Flipped classroom was a very inexpensive, easy to use resource I that have used at my school as well as shared with my staff. Below is an example of a flipped video that was completed by myself and two other students and posted on "Twitter."
Here's our paper slide for new teachers! #NELAflip16 pic.twitter.com/m5BDPMXHsc
— My Toshiba (@mcmetzger8) July 19, 2016
• Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings. I use an agenda in every meeting, even meetings with the admin team.
• Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings. I use an agenda in every meeting, even meetings with the admin team.
• Visionary – Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students. An extensive amount of class time was spent developing and perfecting my personal vision as well as how to create a culture that supports that vision.