Running head: COMPETENCY PAPER

Competency Reflection
Jaclyn Bagos
March 30, 2015
University of St. Thomas

Dr. Torres
Spring Intern II

COMPETENCY REFLECTION

Competency one- The principal knows how to shape a campus and culture by facilitating the
development, articulation, implementation and stewardship towards the school vision
supported by the school community. From the time students arrived, daily enrichment delivered
by stakeholders ensured progression towards the campus vision. Teachers are masters when
developing methods to articulate, implement and include the campus vision stewardship
besought education and learning. When presenting and leading Dinner with STAARs, I observed
how the strength of the school community cohesively planned, researched, collaborated, and
presented curriculum to parents and staff members. Ultimately, the full immersion of campus
community solidified the educational message of Dinner with the STAARs: Parental
involvement and curriculum update which was a unique perspective to observe from. The
unifying committee to meet one goal was the most important and positive effect of school culture
and commitment I was lucky enough to witness.
Competency two- The principal knows how to communicate and collaborate with all
members of the school community, responsive to diverse interests and needs while mobilizing
resources to promote student success. Collaboration is the groundwork that ensures schools are
effective while meeting diverse needs and interests, reminding me of how Fisher & Frey (2010)
stated, Courtesy is the code that governs expectations of social behavior (p. 228). Before
meeting with faculty and staff about STAAR night, my principal indicated how not all members
would agree on ideas presented but would participate. During these observations, I noted how
holding one another and ourselves accountable for interactions foster respect and trust (Fisher
& Fray, 2010, p. 228) was key to delivering the intended message of collaboration. The statement
reminds me to continuously execute professionalism and evoke unbiased approaches in
meetings, listening to suggestions, and promoting collaborative efforts. The importance of

COMPETENCY REFLECTION
following through includes remaining visible, open, attainable, and consistent with supporting
the schools vision.
Competency three- The principal knows how to act with integrity, fairness, ethical and legal
manner. The legality and ethical role of all educators is strenuous and challenging. After
attending several meetings pertaining to academic or behavior concerns, I observed how prior
years lengthy documentation was ignored. These infractions have prevented academically
struggling students from continuously and appropriately (Wilmore, 2015, p. 49) receiving the
best education possible. In turn, I correctly monitored and progressed four students with
appropriate educational rights. From this incident, I am reminded of how the ethical role of
teachers entail extra measures of precautions designed in the best interest of the student. As one
of my strengths, my goal is to ensure each student at school is correctly labeled, placed, and
receives appropriate education. Furthermore, I will emphasize the importance of documentation
and follow through for all students when involving modifications, placement, or further testing.
Competency four- The principal knows how to facilitate the design and implementation of
curricula and strategic plans that enhance teaching and learning while ensuring aligned
curriculum, instruction, resources, and assessment while promoting the use of varied
assessments to measure student performance. This competency guided me to become a more
resourceful and operative instructor by employing the professional developments imposed on
faculty. With constant references to Gretchen Burnaby and Marzano in language arts, I applied
Wilmores (2015) 1-2-3-4 model of collaboration, implementation, development of timelines,
benchmarks assessments, and on-going modifications focused closely on struggling students. I
tracked seventeen of forty- four students while graphing the results of five assessments from
November to March. Once test scores were calculated the average growth in points increased

COMPETENCY REFLECTION

from ten to twenty- six points, exhibiting how the monitoring was precise and consistent. I will
definitely demonstrate my methods and ideas to staff members how the consistency pays off. I
feel extremely confident in this competency and look forward to scaffolding methods of
consistent academic monitoring.
Competency Five: The principal must advocate, nurture, and sustain instructional programs
while maintaining campus culture. Based on this competency, the importance of discipline is
vital to faculty and staff. I observed how teachers forget their educator roles despite their
obligation to students. In addition, the principal should address rising issues and conflict as they
progress while applying disciplinary actions when needed. However I hope to avert punitive
indemnities able to disrupt the morale of a strained community. My primary objective as a leader
would focus on detouring anticipated complications by applying vigilant and nurturing actions.
As Beckley (1985) author of Working with People stated, Handling people skillfully demands
self- control (p. 139) which entail respect and recognition, two of my best strengths.
Competency Six: The principal knows how to implement, improve, and select appropriate
staff evaluations and staff development. The idea is to always maintain a culture, growing
learning environment. The 1-2-3-4 plan as Wilmore (2010) indicated how professional
development (PD) is the framework to successful educational objectives. The staff developments
featured were prodigious while adoption of ideas were most beneficial to teachers. However, the
short come included the upward cost of substitutes for teacher attendance, resulting in thousands
of school dollars elected over purchasing school resources. In addition, the employment of a
tainted- tracked teacher disrupted the morale of the team, absorbing the negatives of the
unexpected departure of that staff member. As a new leader, I hope to encompass leadership in

COMPETENCY REFLECTION

selecting appropriate staff members. The evaluation portion is the next certification I will attain
to concrete my leadership role in schools.
Competency Seven: The principal applies organizational, decision- making, and problemsolving skills to ensure the effective learning environment. When my principal retired two years
ago the staff adopted the be careful what you wish for you might just get it attitude. (Wilmore,
2015, p. 86). As with anything, teachers are learning to identify how their unbiased problemsolving techniques can be quickly referred to the discipline handbook. Repeated classroom
behavior disruptions and infractions can be independently recorded so when inclosing the
principal in decision- making, teachers must have the supporting documentation to assert the
decisions desired by the school leader. As a teacher I employ on- going communication and
documentation so as a leader, the transfer of application will increase. From the observable
actions I learned to minimize confrontation while building a positive repot with the parent and
student.
Competency Eight: The principal applies effective leadership and management in relation to
campus budget, personnel, resource utilization, financial management, and technology use. I
have witnessed the employment of friends over needed assistants for librarians or other
professional positions. Distribution of funds were spent mostly on salaries and PD sessions
hosted at the school, there for additional costs were addressed on an as- needed basis. Although
the PD sessions were plentiful, allowing a team to adopt their own use of technology once
available for the school is considered bias. As a leader, my goal would include attaining
additional technology for students and teacher to use on a daily basis in the classroom.
Competency Nine: The principal knows how to apply principles of leadership and management
of campus physical plant and support system of ensure a safe and effective learning. The campus

COMPETENCY REFLECTION

is a new facility, stocked with ample furniture and grade- appropriate equipment. The playground
structure is fairly new and fully operational. Appropriate emergency practices and drills are
routinely scheduled and followed. Teachers are fully aware of emergency plans while actively
monitoring student safety. Even though the absent of additional security cameras poses scrutiny
of increased viral safety, students and parents abide by handbook procedures as expected safety
behavior. With these factors in mind, I also observed and noted the emergency operational plans
for the school, location of emergency papers, and chain- of- command. Such knowledge of a
large building with many lives is critically essential to always know and understand how the
plans work. Now I can expand my safety expertise from the classroom expectation to the leader
implementation.

COMPETENCY REFLECTION

Resources
Beckley, J. L. (1985). Working with People. Fairfield, NJ: The Economic Press
Bellanca, J. & Brandt. R. (2010). 21st Century Skills: Rethinking How Students Learn.
Bloomington, IN: Solution Tree Press.
Wilmore, E. (2015). Passing the Principal TExES Exam: Practice Tests for Success, Second
Edition. Thousand Oaks, CA: Corwin.