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DEVELOPMENT AND IMPLEMENTATION OF SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students.  

1.  The  principal  develops  and  monitors  long  range  plans  for  school  improvement.  

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2.  The  principal  serves  as  a  catalyst  for  school  improvement  and  clearly  establishes  improving  student  performance  as  the  core  mission  of  the  school.  

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3.   The  principal  believes  that  all  students  can  achieve   q   q   q   ý  

4  The  principal  develops  procedures  to  ensure  successful  teaching  and  learning,  using  data  driven,  research-­‐based  best  practice  strategies.  

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Comments:      Ms.  Oregel  is  definitely  a  catalyst  for  her  school  community  and  is  pushing  her  schools  to  improve.      There  is  currently  a  lack  of  strong  data  to  help  push  research-­‐based  practices  but  this  is  not  her  fault  and  something  that  the  early  childhood  field,  as  a  whole,  needs  to  examine.    She  has  been  working  with  some  initial  data  as  a  pilot  for  a  new  instructional  program  that  may  help  her  develop  a  revised  vision  for  her  school  community.    

INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth.

5.  The  Principal  promotes  a  culture  in  which  staff  engages  in  individual  and  collective  professional  learning  that  result  in  continuous  improvement  and  high  performance.    

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6.  The  Principal  guides  and  supports  the  implementation  of  standard-­‐base  curriculum,  instruction,  and  assessments  that  address  student  expectations  and  outcomes.  

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7.  The  Principal  develops  and  uses  assessment  and  accountability  systems  to  monitor,  improve,  and  extend  educator  practice,  program  outcomes  and  student  learning.  

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Comments:    Having  been  placed  at  two  school  locations  with  completely  different  school  cultures  are  a  challenge  for  any  administrator.    Ms.  Oregel  has  established  professional  learning  environments  that  have  not  yet  resulted  in  collective  professional  learning.    While  great  strides  have  been  made  in  these  areas,  this  will  require  on-­‐going  effort  and  intentional  long-­‐term  planning  so  a  culture  of  learning  will  continue  even  after  she  leaves.    MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment.

8.  The  principal  implements  and  enforces  policies  and  procedures  so    that  school  is  safe,  supportive,  stable  and  conducive  to  learning.  

 

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9.  The  Principal  engages  all  stakeholders  in  using  problem  solving  and  decision-­‐making  processes  and  distributes  leadership  to  develop,  monitor,  evaluate  and  revise  plans  and  programs.    

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10.   The  principal  implements  and  enforces  policies  and  procedures  so   q   q   q   ý  

Ana Oregel

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that  school  is  safe,  supportive,  stable  and  conducive  to  learning.  Comments:    Ms.  Oregel  provides  a  safe  and  productive  learning  environment  for  her  entire  staff.    Part  of  the  process  has  been  dealing  with  difficult  staff  members.    In  addition,  she  has  brought  an  important  level  of  accountability  to  both  of  her  sites.    This  has  translated  into  improved  staff  attendance,  more  professional  development,  and  stronger  lesson  planning.    As  she  progressed  at  both  of  her  school  sites,  it  will  be  key  for  her  to  develop  the  next  generation  of  community  and  school  leaders  that  will  ensure  future  success  for  all  students  that  attend  either  of  the  schools.    STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources.

 

11.  The  principal  seeks  out  opportunities  to  interact  with  the  public  and  to  build  support  for  our  schools,  such  as  participating  in  community  events  and  organizations.  

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12.  The  principal  understands  the  needs  of  the  community  and  values  the  diversity  within  it  

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13.  The  principal  facilitates  reciprocal  relationships  with  families  that  encourages  them  to  assist  the  school  and  to  participate  in  opportunities  that  extend  their  capacity  to  support  students.      

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Comments:    This  is  an  area  of  strength  for  Ms.  Oregel  as  she  has  taken  time  to  analyze  and  reflect  about  her  current  school  communities.    Since  they  are  both  vastly  different  but  both  serve  economically  and  linguistically  challenged  families,  she  has  quickly  adjusted  how  she  works  in  each  of  the  neighborhoods.    In  addition,  Ms.  Oregel  is  learning  how  diversity  is  an  asset  that  is  often  underutilized.    Over  the  course  of  the  last  year,  she  has  also  been  helping  her  staffs  understand  the  importance  of  working  with  diverse  communities  and  how  instruction  often  needs  to  be  done  with  culturally  relevant  and  responsive  pedagogy  in  mind.    STANDARD  5:  ETHICS  AND  INTEGRITY  Education  leaders  make  decisions,  model,  and  behave  in  ways  that  demonstrate  professionalism,  ethics,  integrity,  justice,  and  equity  and  hold  staff  to  the  same  standard.    

14.  The  principal  maintains  honesty  and  integrity,  demonstrating  a  high  level  of  personal  and  professional  ethics,  and  promotes  ethical  behavior  among  staff  and  students.  

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15.  The  principal  understands  her  impact  on  the  school  and  community,  demonstrating  a  compassionate  and  caring  demeanor  that  values  and  respects  the  rights  of  all  members  of  the  school  community.  

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16.                      The  principal  encourages  instructional  strategies  that  recognize  and  promote  cultural  diversity  and  differences  in  learning  styles.  

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17.  The  Principal  is  committed  to  making  difficult  decisions  in  service  of  equitable  outcomes  for  students,  staff  and  school  community  

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Comments:    Ms.  Oregel  wants  to  do  be  the  best  administrator  possible.    While  she  holds  very  high  standards  for  those  that  she  works  with,  she  also  has  the  same  expectations  of  herself.    She  makes  ethical  and  professional  decisions  that  are  founded  in  the  principles  of  access  and  equity.    As  such,  the  entire  school  community  has  a  leader  that  is  dependable,  fair,  and  just.    STANDARD  6:  EXTERNAL  CONTEXT  AND  POLICY  Education  leaders  influence  political,  social,  economic,  legal  and  cultural  contexts  affecting  education  to  improve  education  policies  and  practices.    18.   The  principal  operates  the  school  on  behalf  of  students  and  families.   q   q   q   ý  

19.  The  principal  keeps  current  on  the  changes  in  school  law  and  regulations  and  makes  sure  the  school  is  adhering  to  practices  that  minimize  legal  and  fiscal  liability,  seeking  support  from  credible  sources  when  needed.  

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20.                      The  principal  welcomes  and  incorporates  conversation  with  the  local  community  about  how  to  improve  learning  and  achievement  for  all  students.    

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Comments:    Ms.  Oregel  understands  how  relationship  at  various  levels  can  affect  a  leadership  role.    She  is  quickly  learning  how  to  navigate  and  steer  away  from  political  and  legal  landmines  by  consulting  with  her  director,  general  counsel,  staff  relations  etc.    In  addition,  she  is  learning  how  to  work  with  a  budget  and  incorporating  ideas  to  make  sure  that  her  schools  are  fiscally  responsible  through  the  monitoring  of  enrollment,  attendance,  and  fraudulent  worker’s  compensation  cases.    Through  the  past  year,  she  has  also  developed  numerous  connections  with  partner  schools,  charter  schools,  district  office  personnel,  local  councilpersons,  and  outside  agencies.    Each  of  these  organizations  brings  added  benefits  to  the  school  community  and  its  families.    

Name (Optional): Dean Tagawa

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