Below are some specific examples of my administrative competencies and dispositions:
1.0. Visionary Leadership: Three years ago, I saw the need for a summer school program that would give our incoming Kindergarten students both an introduction to school as well as an academic boost before their official start in September. I applied for and was the recipient of a Kids Count grant through the Beaverton Education Foundation that helped fund our exciting program for three consecutive years. I organized a team of experienced classroom teachers as well as ESL teachers, and we came up with a vision and plan for an academic summer camp that would give incoming kindergarten students the "jump start' they need to be successful in the public education classroom. We included a combination of language teachers and classroom teachers in order to best support individual student needs. We added technology as a part of daily instruction, offering students the opportunity to master their skills independently in a familiar format. Parents were invited to attend on the last instructional day of each week to participate in activities, access our school library, and learn teaching strategies that can be used with their students at home. This program has been extremely successful and will continue to impact students as they enter public school for the first time.
2.0. Instructional Improvement: While working at a small elementary school with a growing Hispanic population, the principal and I decided that it was in the best interest of our community and students to begin a bilingual immersion program at our school. We attended several conferences, conducted research, reviewed and selected curriculum, and recruited bilingual teachers, both local and international, for our program. We provided extended time for our teachers to collaborate with one another as we built our program from the ground up. The principal and I also spent time in the classrooms observing instruction, evaluating the curriculum and monitoring student progress. We guided the teachers in providing scaffolding and differentiation for all students in order to meet the needs of every individual learner, especially when using the target language for instruction. As an ESL teacher and program facilitator, I have created powerful and effective lessons that intertwine the Common Core State Standards and our English Language Proficiency Standards as appropriate per grade level, always focusing on the specific needs of the individual child.
3.0. Effective Management: For the past ten years, I have been in leadership positions that have included many administrative responsibilities. As the bilingual Facilitator at my current school, I have been responsible for the ESL department and the leadership of our team. I developed a model of instruction that involves extensive collaboration with classroom teachers in order to ensure that the content is accessible for our language learners. I created a schedule and allocated ESL staffing to best fit the specific needs of our school and our students. I have also been the school Test Coordinator for state testing, the ELPA test coordinator, and the placement test administrator for all incoming ESL students. I coordinate parent-teacher conferences and create a schedule for families who need interpretation. I organize and facilitate our after school and summer school programs, including the recruitment of teachers and selection of topics and content.
4.0. Inclusive Practice: Not long ago, I was asked to participate on a newly formed District Equity Committee. The committee was charged with the task of evaluating and reporting on the equitable - and non-equitable - practices in the district. Upon completion of our research, we wrote an extensive summary and improvement plan that served as a foundation for the district equity policy that is still in place today. In an effort to include more families and welcome parents from diverse backgrounds, I currently host a parent coffee hour once a month for the purpose of networking, sharing information, learning from parents, and connecting with community partners and resources. I have also facilitated book clubs with both teachers and parents, mostly as they relate to equity and inclusion.
5.0 Ethical Leadership: No matter the district or position, I have always been a leader among my peers. I have been a part of the Beaverton School District ESL Compliance Committee since it was founded in 2008. Our focus has been not only to comply with state and federal regulations, but also to ensure equitable practices across the district and ensure access to content and opportunities for our English Language Learners. As an ethical leader, it is critical to me that I lead others in the belief that students will learn if they can learn. We need to provide the access and the opportunities for all learners, and give them the tools they need to be successful. I work closely with the PBIS team and facilitate staff development in the areas of Equity, Collaborative Teaching Models, Parent Communication, Family Involvement, Classroom Climate and Student Behavior Support. We must work as a community - as a unified team - to create the best possible learning experience for our students. Every child matters. No exceptions.
6.0. Socio-Political Context: If they need to be defended, I will fight fiercely for my students and their families. If they need to be supported, I will stand firmly and hold them high. Throughout history, education has been a powerful force in the unity and strength of our nation. It has also been the target of intense scrutiny and public criticism. Ask me why I care, personally, about the state of our public education system, and I’ll tell you that it all comes back to what I want for my children. I want their future to be even brighter than my own, and I’m pretty sure that’s how all parents feel when they look deep in to the eager eyes of their child and imagine all the things he or she could become. Most would say that our education system has everything to do with the future of our country and is ultimately accountable to mold and shape the future leaders of America. John F. Kennedy once said, “Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.” Our work as educators has the power to affect nations; a call that must never be taken lightly.
1.0. Visionary Leadership: Three years ago, I saw the need for a summer school program that would give our incoming Kindergarten students both an introduction to school as well as an academic boost before their official start in September. I applied for and was the recipient of a Kids Count grant through the Beaverton Education Foundation that helped fund our exciting program for three consecutive years. I organized a team of experienced classroom teachers as well as ESL teachers, and we came up with a vision and plan for an academic summer camp that would give incoming kindergarten students the "jump start' they need to be successful in the public education classroom. We included a combination of language teachers and classroom teachers in order to best support individual student needs. We added technology as a part of daily instruction, offering students the opportunity to master their skills independently in a familiar format. Parents were invited to attend on the last instructional day of each week to participate in activities, access our school library, and learn teaching strategies that can be used with their students at home. This program has been extremely successful and will continue to impact students as they enter public school for the first time.
2.0. Instructional Improvement: While working at a small elementary school with a growing Hispanic population, the principal and I decided that it was in the best interest of our community and students to begin a bilingual immersion program at our school. We attended several conferences, conducted research, reviewed and selected curriculum, and recruited bilingual teachers, both local and international, for our program. We provided extended time for our teachers to collaborate with one another as we built our program from the ground up. The principal and I also spent time in the classrooms observing instruction, evaluating the curriculum and monitoring student progress. We guided the teachers in providing scaffolding and differentiation for all students in order to meet the needs of every individual learner, especially when using the target language for instruction. As an ESL teacher and program facilitator, I have created powerful and effective lessons that intertwine the Common Core State Standards and our English Language Proficiency Standards as appropriate per grade level, always focusing on the specific needs of the individual child.
3.0. Effective Management: For the past ten years, I have been in leadership positions that have included many administrative responsibilities. As the bilingual Facilitator at my current school, I have been responsible for the ESL department and the leadership of our team. I developed a model of instruction that involves extensive collaboration with classroom teachers in order to ensure that the content is accessible for our language learners. I created a schedule and allocated ESL staffing to best fit the specific needs of our school and our students. I have also been the school Test Coordinator for state testing, the ELPA test coordinator, and the placement test administrator for all incoming ESL students. I coordinate parent-teacher conferences and create a schedule for families who need interpretation. I organize and facilitate our after school and summer school programs, including the recruitment of teachers and selection of topics and content.
4.0. Inclusive Practice: Not long ago, I was asked to participate on a newly formed District Equity Committee. The committee was charged with the task of evaluating and reporting on the equitable - and non-equitable - practices in the district. Upon completion of our research, we wrote an extensive summary and improvement plan that served as a foundation for the district equity policy that is still in place today. In an effort to include more families and welcome parents from diverse backgrounds, I currently host a parent coffee hour once a month for the purpose of networking, sharing information, learning from parents, and connecting with community partners and resources. I have also facilitated book clubs with both teachers and parents, mostly as they relate to equity and inclusion.
5.0 Ethical Leadership: No matter the district or position, I have always been a leader among my peers. I have been a part of the Beaverton School District ESL Compliance Committee since it was founded in 2008. Our focus has been not only to comply with state and federal regulations, but also to ensure equitable practices across the district and ensure access to content and opportunities for our English Language Learners. As an ethical leader, it is critical to me that I lead others in the belief that students will learn if they can learn. We need to provide the access and the opportunities for all learners, and give them the tools they need to be successful. I work closely with the PBIS team and facilitate staff development in the areas of Equity, Collaborative Teaching Models, Parent Communication, Family Involvement, Classroom Climate and Student Behavior Support. We must work as a community - as a unified team - to create the best possible learning experience for our students. Every child matters. No exceptions.
6.0. Socio-Political Context: If they need to be defended, I will fight fiercely for my students and their families. If they need to be supported, I will stand firmly and hold them high. Throughout history, education has been a powerful force in the unity and strength of our nation. It has also been the target of intense scrutiny and public criticism. Ask me why I care, personally, about the state of our public education system, and I’ll tell you that it all comes back to what I want for my children. I want their future to be even brighter than my own, and I’m pretty sure that’s how all parents feel when they look deep in to the eager eyes of their child and imagine all the things he or she could become. Most would say that our education system has everything to do with the future of our country and is ultimately accountable to mold and shape the future leaders of America. John F. Kennedy once said, “Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.” Our work as educators has the power to affect nations; a call that must never be taken lightly.