Augseptmonthlyreport

Initial Report
Last Modified: 10/05/2015
1. Cohort IV Fellow:
#
Answer
Bar
Response
21
Sylvia Anthony-McGeachy
0%
22
Lyndsay Britt
0%
23
Donnell Cannon
0%
24
Crystal Davis
0%
25
Letitia Fields
0%
26
LaAlice Hopkins
0%
27
Cliff Hudson
0%
28
Caroline Joyce
0%
29
Caroline Linker
0%
30
Jenny O'Meara
0%
31
Keith Parker
0%
32
Vanessa Peak
0%
33
Julie Simpson
0%
34
Billy Strother
100%
35
Julie Thompson
0%
36
Ashley Johnson
0%
2. Your Coach:
#
Answer
Response
Shirley Arrington
0%
Tom Benton
0%
Ken Branch
0%
Carl Harris
0%
Tom Houlihan
0%
Henry Johnson
0%
Mike Ward
100%
11
Bar
3. Select the month. Your monthly report is due on the first Tuesday of the following month.
#
Answer
Bar
Response
August/September 2015
100%
October 2015
0%
November 2015
0%
December 2015
0%
January 2015
0%
February 2015
0%
March 2015
0%
April 2015
0%
Total
4. Summary of Attendance
#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total Number of Days Absent from NELA Class
0.00
0.00
0.00
0.00
Total Number of Days Absent from Internship
0.00
0.00
0.00
0.00
Total Number of Days Absent from NELA Training
0.00
0.00
0.00
0.00
5. Please explain the reason for absences in the three categories above.
Text Response
n/a
6. Meetings with Teachers

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Post Eval/Observation
5.00
5.00
5.00
0.00
Student Discipline
5.00
5.00
5.00
0.00
Curricular
5.00
5.00
5.00
0.00
With Parent
6.00
6.00
6.00
0.00
Other
10.00
10.00
10.00
0.00
7. Building Meetings Attended (Check all that apply)

#
Answer
Response
PLC
100%
School Improvement
100%
Building Administrative Team
100%
Curricular Meeting
100%
Professional Development
100%
Staff/Faculty Meeting
100%
Maintenance/Safety
100%
Other
100%
8. List all district-level meetings you attended this month.

Text Response
District Leadership Assistant Principal Board of Educaiton ASW Global Education
9. List all of the extra curricular events you attended this month.
Text Response
Tennis- x3 Volleyball- x4 Soccer- x2 Footbal- x6 Cross country
Bar
10. Parental contacts made this month

#
Answer
Min Value
Return Call
5.00
Student Discipline
15.00
Acknowledgement
7.00
Other
15.00
Max Value
Average Value
Standard Deviation
Responses
5.00
5.00
0.00
15.00
15.00
0.00
7.00
7.00
0.00
15.00
15.00
0.00
11. Please list any other activities engaged in this month that were not acknowledged above.
Text Response
Parent Portal Kickoff Open House Freshman Orientation
12. Classroom Visits

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total Number
25.00
25.00
25.00
0.00
Formal Evaluation
0.00
Observations
25.00
0.00
0.00
0.00
25.00
25.00
0.00
Learning Walks
25.00
25.00
25.00
0.00
13. Describe your learning from the teacher evaluation process

Text Response
My district does not allow me to complete formal evaluations. Through conversations with my mentor principal and admin team I have developed a better understanding for the significance of this process on improving quality of
instruction. This directly impacts student achievement. This process ensures that we have the right people in the right places and provides coaching opportunities. This is an excellent growth tool.
14. Describe your learning from teacher observations and learning walks
Text Response
Opportunities to build trust and rapport w/ teachers and students. Monitor rigor, student engagement, and quality of instruction. Impactful because a series of snapshots provides insight to the bigger picture. Perfect opportunities for
coaching and building teacher capacity. Helps monitor culture and promote environmental awareness. Visibility. Ask the right questions!
15. What is your plan of action with classroom visits next month?
Text Response
Focus was more on culture and relationship building this month. Next month I will follow up more on instructional practices and data driven teaching.
16. Describe any work this month with community agencies.

Text Response
DSS, Edgecombe County Sheriffs Department, Athletic Council, Rock Church, West Edgecombe Church
17. Discipline Office Referrals by Grade (A=Pre-K, or 6, or 9, depending on your school)

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
100.00
100.00
100.00
0.00
52.00
52.00
52.00
0.00
26.00
26.00
26.00
0.00
19.00
19.00
19.00
0.00
6.00
6.00
6.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Min Value
Max Value
Average Value
Standard Deviation
Responses
18. Discipline Office Referrals by Gender

#
Answer
Total
100.00
100.00
100.00
0.00
Male
70.00
70.00
70.00
0.00
Female
33.00
33.00
33.00
0.00
19. Discipline Office Referrals by Race

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
100.00
100.00
100.00
0.00
White
29.00
29.00
29.00
0.00
Black/African American
68.00
68.00
68.00
0.00
Hispanic
5.00
5.00
5.00
0.00
Native American
0.00
0.00
0.00
0.00
Other
1.00
1.00
1.00
0.00
20. Discipline Suspensions (in and out of school) by Grade (A=Pre-K, or 6, or 9, depending on your school)
#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
150.00
150.00
150.00
0.00
102.00
102.00
102.00
0.00
40.00
40.00
40.00
0.00
39.00
39.00
39.00
0.00
19.00
19.00
19.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
21. Discipline Suspensions (in and out of school) by Gender

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
150.00
150.00
150.00
0.00
Male
138.00
138.00
138.00
0.00
Female
64.00
64.00
64.00
0.00
22. Discipline Suspensions (in and out of school) by Race

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
150.00
150.00
150.00
0.00
White
72.00
72.00
72.00
0.00
Black
127.00
127.00
127.00
0.00
Hispanic
3.00
3.00
3.00
0.00
Native American
0.00
0.00
0.00
0.00
Other
1.00
1.00
1.00
0.00
23. Describe any major incidents in regard to student discipline here

Text Response
Disruptive behavior 29x Insubordination 19x Fighting/aggressive behavior 6x Threats 3x Assault w/o weapon 2x Disrespect to faculty 10x
24. Describe your work this month with the School Improvement Team.
Text Response
Review of prior SIP to identify strengths and areas of concern based on data from 2014-15. SIT Meetings Review of new SIP. Discussed needs based on data and goals for this year. Voted on SIT
25. Attendance by Grade

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
150.00
150.00
150.00
0.00
111.00
111.00
111.00
0.00
96.00
96.00
96.00
0.00
89.00
89.00
89.00
0.00
66.00
66.00
66.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
26. Attendance by Type

#
Answer
Total
Excused
Unexcused
Min Value
Max Value
Average Value
Standard Deviation
Responses
150.00
150.00
150.00
0.00
49.00
49.00
49.00
0.00
150.00
150.00
150.00
0.00
27. Attendance by Gender

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
150.00
150.00
150.00
0.00
Male
150.00
150.00
150.00
0.00
Female
150.00
150.00
150.00
0.00
28. Attendance by Race

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
1
2
Total
150.00
150.00
150.00
0.00
White
150.00
150.00
150.00
0.00
Black
150.00
150.00
150.00
0.00
Hispanic
24.00
24.00
24.00
0.00
Native American
1.00
1.00
1.00
0.00
Other
3.00
3.00
3.00
0.00
29. Describe any other issues with attendance (e.g., extended illness, truancy) this month.
Text Response
Extended illness Significant medical procedures for multiple students Truancy
30. Did you have experiences with this standard?

Yes
No
Total
Responses
1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these
attributes, and the ways they are embodied in the life of the school community.
1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
1C.School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
Question
31. Rate your experience

Bad
OK
Great
Total
Responses
1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish
these attributes, and the ways they are embodied in the life of the school community.
Question
32. Description (incl. any artifacts created)

Default - 1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the
ways they are embodied in the life of the school community.
Description
Support of teachers through coaching and discipline. Support of students through PBIS.
Default - 1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
Description
Walkthroughs. Coaching and discipline. Power Lunch Implementation. Club Schedule Implementation. Global initiatives.
Default - 1C.School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
Description
SIT Meetings. Creation of 2015-16 SIP through data driven decisions with SIT team.
Default - 1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
Description
Teachers have opportunity to lead various committees, clubs, PD.
33. Type of Experience

Observed
Engaged
Led
Total
Responses
1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to
establish these attributes, and the ways they are embodied in the life of the school community.
Yes
No
Total
Responses
Question

#
Question
2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on
research and best practices in order to establish and achieve high expectations for students.
2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.

Bad
OK
Great
Total
Responses
2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based
on research and best practices in order to establish and achieve high expectations for students.
Question
1
2

Default - 2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best
practices in order to establish and achieve high expectations for students.
Artifacts
Learning walks. Walkthroughs. Coaching opportunities.
Default - 2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
Artifacts
Development of bell schedules, tardy policies, accommodation schedules, intervention schedules.

Observed
Engaged
Led
Total
Responses
2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and
assessment based on research and best practices in order to establish and achieve high expectations for students.
Yes
No
Total
Responses
Question
1
2

#
Question
3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the schools culture.
3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity,
culture and performance of the school.
3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the schools identity, culture and performance.

Bad
OK
Great
Total
Responses
3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the schools
culture.
3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the
identity, culture and performance of the school.
Question

Default - 3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the schools culture.
Artifacts
PLCs, District ASW lead, Global initiative, Accommodation Schedule, Master schedule
Default - 3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
Artifacts
Visibility. Staff meetings. Grade level meetings. Discipline. Staff luncheon & dinner. SIP. Mission statement/vision.
Default - 3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and
performance of the school.
Artifacts
Development of SIP. Star Teacher. Star Student. PBIS. Retirement recognition. Baby/wedding showers. Informal recognition.
Default - 3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the schools identity, culture and performance.
Artifacts
Teachers are involved in decision-making processes and given opportunities for leadership roles.

Observed
Engaged
Led
Total
Responses
3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in
the schools culture.
3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to
define the identity, culture and performance of the school.
Question

#
Question
Yes
No
Total Responses
1
2
4A. Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.
4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student
achievement.

Bad
OK
Great
Total
Responses
4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student
achievement.
Question

Default - 4A. Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.
Artifacts
Common planning, PLCs, CFAs, Data driven intervention
Default - 4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
Artifacts
Common planning, PLCs, CFAs, Data driven intervention, Mentor program, Interview process, Recommendation calls
Default - 4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.
Artifacts
Walkthroughs, Learning walks

Observed
Engaged
Led
Total
Responses
4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus
student achievement.
Question

Yes
No
Total
Responses
5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved student
achievement.
5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student
achievement.
5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
Question

Bad
OK
Great
Total
Responses
5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved
5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student
achievement.
Question

Default - 5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
Artifacts
Development of SIP
Default - 5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved student achievement.
Artifacts
Mediations, conferences, discipline, PBIS
Default - 5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
Artifacts
Website, email, newsletter, ConnectEd, parent portal, google docs, surveys
Default - 5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
Artifacts
PBIS, daily announcements, discipline. Observations

Observed
Engaged
Led
Total
Responses
5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on
improved student achievement.
5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved
Question

Yes
No
Total
Responses
6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the
school
6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
Question
1
2

Bad
OK
Great
Total
Responses
6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership
for the school
Question
1
2

Default - 6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school
Artifacts
Extracurricular duties used to meet parents. Parent portal. Athletic council.
Default - 6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
Artifacts
Monitoring use of data notebooks. Accommodations training. Accommodation log. PEPS. Parent contact logs.

Observed
Engaged
Led
Total
Responses
6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and
ownership for the school
Question
1
2

#
Question
7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the schools identity, culture and
performance.
Yes
No
Total Responses

#
Question
7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the schools identity, culture and
performance.
Bad
OK
Great
Total
Responses

Default - 7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the schools identity, culture and performance.
Artifacts
Observe Mr. Harris leadership, decision-making, and communication. Being visible and working to build trusting relationship with staff.

#
Question
7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the schools identity, culture
and performance.
Observed
Engaged
Led
Total
Responses

#
Question
8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will result in acceptable,
measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.
Yes
No
Total
Responses

#
Question
8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will result in acceptable,
measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.
Bad
OK
Great
Total
Responses

Default - 8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable
progress for students based on established performance expectations using appropriate data to demonstrate growth.
Artifacts
Walkthroughs, PLCS, EVAAS training, SIP, Admin. meetings, ASW process

#
Question
8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will result in
acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.
Observed
Engaged
Led
Total
Responses
62. Rate yourself on the NC School Executive Competencies

Emerging
Developing
Proficient
Accomplished
Not
Evidence/Not
Demonstrated
Total
Responses
Mean
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.
2.00
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.
1.00
Conflict Management Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
1.00
Creative Thinking Engages in and fosters an environment for others to engage in innovative thinking.
1.00
Customer Focus Understands the students as customers of the work of schooling and the servant nature of leadership and acts
accordingly.
2.00
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.
1.00
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.
1.00
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.
2.00
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.
2.00
10
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.
1.00
11
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.
2.00
12
Organizational Ability Effectively plans and schedules ones 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.
2.00
13
Personal Ethics and Values Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust,
respect, and confidentiality.
2.00
Personal Responsibility for Performance Proactively and continuously improves performance by focusing on needed areas of
14 improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility
for ones own achievements.
2.00
15
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.
1.00
16
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.
2.00
Sensitivity Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations
17 or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious
backgrounds.
2.00
18
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.
2.00
19
Technology Effectively utilizes the latest technologies to continuously improve the management of the school and enhance
student instruction.
2.00
20
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.
2.00
21
Visionary Encourages imagining by creating an environment and structure to capture stakeholder dreams of what the school
could become for all the students.
1.00
Question
63. Choose two of the competencies above that you have gained proficiency in this month-- provide a detailed account.
Text Response
Emotional intelligence- self-awareness when dealing w/ discipline and/or having crucial conversations with students, parents, and staff. Learning not to take things personally. Developing empathy and trust. Building relationships.
Fact based decisions vs. emotional based decisions. Judgement- making high quality decisions based on available data. Prioritizing. Analyzing and interpreting complete information. Seeing the whole picture and weighing all the
possible consequences. Considering the impact.
64. Choose two of the competencies above that you still need to work on-- provide a detailed plan of action for each.
Text Response
Change management- Take the lead on more initiatives. Lead implementation of club schedule, Power Lunch, and Intervention/Enrichment. PBIS, SIT, SIP development. ASW district lead. Global committee. Dialogue/InquiryFocusing on asking the right questions resulting in more effective decision-making. More follow-up after walkthroughs. Coaching. Attend more parent meetings including IEPs and manifestation. Shadow Mr. Harris on pre/post
observation meetings.
65. State area(s) of needed improvement your coach identified this month. Include your plan of action to address the area(s).
Text Response
Becoming familiar with processes dealing with school resources and budget- conversations with principal, bookkeeper, human resources. Curriculum and Instruction- researching best practices. Involvement in PLCS and district
curriculum council meetings. Walkthroughs. Observations and pre/post conferences with principal.
66. State area(s) of needed improvement your principal mentor identified this month. Include your plan of action to address the area(s).
Text Response
Seek every opportunity to learn. Observe and reflect on all decisions. Continuous improvement.
67. Please list any concerns you have this month:

Text Response
No specific concerns. Just have to immerse myself in all learning opportunities. I have to hold myself accountable for my development and take initiative to find ways to involve myself. Mr. Harris and Dr. Ward have been excellent
coaches and continue to provide relevant feedback.

Augseptmonthlyreport

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Augseptmonthlyreport

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Initial Report

Last Modified: 10/05/2015

Total Number of Days Absent from NELA Class

Total Number of Days Absent from Internship

Total Number of Days Absent from NELA Training

6. Meetings with Teachers

7. Building Meetings Attended (Check all that apply)

Building Administrative Team

8. List all district-level meetings you attended this month.

10. Parental contacts made this month

12. Classroom Visits

13. Describe your learning from the teacher evaluation process

16. Describe any work this month with community agencies.

17. Discipline Office Referrals by Grade (A=Pre-K, or 6, or 9, depending on your school)

18. Discipline Office Referrals by Gender

19. Discipline Office Referrals by Race

21. Discipline Suspensions (in and out of school) by Gender

22. Discipline Suspensions (in and out of school) by Race

23. Describe any major incidents in regard to student discipline here

25. Attendance by Grade

26. Attendance by Type

27. Attendance by Gender

28. Attendance by Race

30. Did you have experiences with this standard?

31. Rate your experience

32. Description (incl. any artifacts created)

33. Type of Experience

34. Did you have experiences with this standard?

35. Rate your experience

36. Description (incl. any artifacts created)

37. Type of Experience

38. Did you have experiences with this standard?

39. Rate your experience

40. Description (incl. any artifacts created)

41. Type of Experience

42. Did you have experiences with this standard?

43. Rate your experience

44. Description (incl. any artifacts created)

45. Type of Experience

46. Did you have experiences with this standard?

47. Rate your experience

48. Description (incl. any artifacts created)

49. Type of Experience

50. Did you have experiences with this standard?

51. Rate your experience

52. Description (incl. any artifacts created)

53. Type of Experience

54. Did you have experiences with this standard?

55. Rate your experience

56. Description (incl. any artifacts created)

57. Type of Experience

58. Did you have experiences with this standard?

59. Rate your experience

60. Description (incl. any artifacts created)

61. Type of Experience

62. Rate yourself on the NC School Executive Competencies

67. Please list any concerns you have this month:

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