Running head: INDIVIDUAL LEADERSHIP PLAN 1
Individual Leadership Plan
Amanda Strack
EDL 404 The Principalship I
Lehigh University
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Overview
The internship to me has been a culmination of everything I have been working towards
for many years. I see it as a true test in my abilities to step out of my comfort zone and take on
leadership roles in a different capacity than what I am used to. I am used to being a leader in my
classroom and among colleagues that teach a common subject with me, but this experience has
begun to expose me to working with others I may not be in contact with on a daily basis and has
shown me what is behind the administrative curtain that many people never get to see or are
rarely interested in seeing. I have been forced to really self reflect on myself as a leader and push
myself to go above and beyond my daily duties as a teacher. I have noticed myself looking
through different lenses in various situations that I encounter or witness. I find myself thinking
about what I would have done differently or how I would have handled things. My mind is
constantly reflecting on scenarios as I go through my day. I am excited to experience this new
aspect of the education field and am ready to put forth my strengths to lead as I begin to learn
new standards, roles, and incorporate new understandings into my next step as an administrator.
In order to assess myself for my leadership plan, I used two measures to formally assess
my leadership strengths. I used the 21st Century School Leadership Skills inventory from the
National Association of Secondary School Principals (NASSP) and the Power Perception Profile
developed by Hersey and Natemeyer. Both served as a guide to draw out my strengths and
weaknesses of my leadership style.
The NASSP inventory indicated that I need improvement in the areas of developing
others and setting instructional direction (Appendix A). I agree with both of these areas being
that I have not had the experience in those areas yet as an administrator. I scored highest in the
areas of teamwork, understanding my own strengths and weaknesses, and sensitivity. I would
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agree with these areas and believe that these are great characteristics to already possess.
Understanding not only what I am good at, but being able to notice the areas I need work on or
help with is a valuable characteristic to possess. I would like to think that the previous
characteristics foreshadow the type of administrator I will become.
The Power Perception Profile showcases results differently, not in strengths and
weaknesses, but in where my power base comes from. My power base was high in the bases of
Connection and Expert powers followed by Information and Referent (Appendix B). As I think
about those strengths, I can recall many times when people rely on me for information in the
subject area I teach. As I move into this new role, I feel as thought that might diminish for a time
until I gain more experience and become trusted. I would hope that my colleagues would still
look to me as that person as the role changes. Connecting is a great trait to possess because as we
learned in class, it is the people and not the programs that make or break a building. Connecting
peers with purpose has been an ongoing theme in my classes here at Lehigh so I am hopeful that
this power base will occur naturally wherever I wind up. The profile showed I was low in
Coercive and Reward power bases, which are not very healthy to be high in so I felt validated by
seeing low scores in those areas.
The first colleague I asked to provide me with feedback was Mrs. Evelyn Hatzitamatis.
We have worked together on the same team teaching ESL for 14 years. She has seen me fresh
from my first day of teaching until this point in my career. She stated that she has seen me
positively in the following areas: supervising staff when scheduling dilemmas occur, problem
solving, crisis intervention, and curriculum planning. She also pointed out that I have a keen
sensitivity in all areas with teachers and students. Mrs. Hatzitamatis pointed out that areas to
improve upon would just be being aware that leadership has an ever-changing role and being
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able to adjust to it accordingly. She described my leadership style as effective, efficient, and
decisive based upon the various committees I am a part of.
The second colleague I spoke with was Mrs. Michele Hinkle, a third grade teacher, that I
have worked with ongoing for many years. We have worked together in many capacities
including push-in, pull-out, and team teaching scenarios. Mrs. Hinkle described my strengths as
being confident, authentic, what you see is what you get, focused, open-minded, personable,
insightful, and through my sense of humor I am not afraid to laugh at myself. She thought
something I can improve upon, based on what we have experienced in this district together, and
prefaced it by saying it was not fault of my own, but suggested trying to stay positive or at least
fake it. I agree as teachers we do not hide it when we feel something negative going on around us
so the building leaders notice it. As a building leader I will have to unlearn this and remain
positive all of the time even if I have to fake it to make it, remembering though to be human.
Finally, I asked my principal as well to give me feedback in the qualities he has seen in
me thus far. Mr. Hahn has been the only principal I have ever worked under so he has also seen
me grow into what I am today over the 14 years we have worked together. Strengths he pointed
out include organization, dependability, team player, effective communication skills, participator
in school functions, and expressed that I provide learning opportunities for others. These are
many of the same strengths I see in him so I feel like many of these qualities came well modeled.
Areas to improve upon he said would be experience in a leadership role, coaching and providing
guidance to educators, and presenting. I do agree with all of these areas and have not had a lot of
opportunities to hone these skills as of yet. He said my leadership style if he had to choose one
would be an affiliative leader with a people come first attitude, with truly an open door. I agree
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with what he has seen in me and the quality that stood out the most was that I was dependable,
which I believe is a huge part in being a successful leader.
Based on my leadership assessments and feedback from colleagues, I agree in all areas of
strengths and weaknesses. I know as I gain more experiences in all areas my leadership skills
will continue to evolve in our ever-changing educational world.
Skill Level Self Assessment
PA Inspired Self-Assessment of Self-Assessment of Self-Assessment
Leadership Standards Strengths Needs No Experience
for Principals
Core Standard I: Strategic -Being at Union Terrace -Overall building -SAPPHIRE system
Planning Elementary School for a operational practices and on an administrative
The leader has the consistent amount of years with day-to-day flow. level for both
knowledge and skills to the same building leader (though discipline and
think and plan strategically, the AP has been a revolving attendance data
creating an organizational door) has really allowed me to
vision around personalized see how things change over
student success. time. I feel that our population
has shifted since I started and
have seen the changes that
needed to happen in order to
meet the needs of our diverse
student population.
-Incorporating more school-wide
initiatives live our behavior
system has made the school
environment for both teachers
and students a more positive
experience.
-I have been fortunate to be a
part of our Instructional
Leadership Team for many years
and have gained the insight
needed to make the year
successful and implement
change where it is needed.
-My feedback from others has
said I am organized, possess
effective communication skills,
and am focused. Though I lack
experience in being the lead
person, I am confident that with
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the opportunity, I can meet
strategic planning needs.
Core Standard II: -I am familiar with ESL overlays -I need more experience -Special education
Standards-Based Systems for the common core standards with regular common accommodations and
Theory, Design, and and the ELD standards for ELLs. core curriculum and guidelines
Reform standards.
The leader is grounded in -I have been on curriculum -Middle and High
standards-based systems planning committees for ESL. -Communicating results school standards
theory and design and is to a larger audience.
able to transfer that -I was also selected to be on a
knowledge to his/her job as textbook selection committee -The NASSP indicated I
the architect of standards- and able to see the whole need more experience in
based reform in the process. setting instructional
school. direction such as
- I model and set high articulating expectations
expectations for my students as for performance and
well as my interaction with team developing alliances
members and other teachers. outside of the school to
improve the quality of
-Able to explore and move about teaching and learning.
successfully through the SAS
website.
Core Standard III: Data- -In the ESL world, we analyze a -Need to understand data -computerized data
Based Decision Making lot of data in order to focus on on a district wide scale warehouses like
The leader knows how to what area of language our and the trickle down PVASS and PIMS
access and use appropriate students need. We also look at effects it has. systems
data to inform decision- district data and school-wide
making at all levels of the data to guide instruction and the
system. data decides if students are ready
to exit the program. I was
involved in writing AMAO
Improvement plan a few years
ago with my district through
PDE. This provided an
opportunity to me to learn and
process a new skill. Eventually
the plan that was up together
inspired the writing of the
curriculum for our department.
-Being a part of the Allentown
School District through many
initiatives has made me more
aware of how data drives
decisions.
-Also, being part of the SWPBP
since its birth, has now enabled
me to directly be a part of
analyzing the data we keep and
pinpoint which students may
need intervention.
Corollary Standard I: - I feel as though I have had -Need more experience -As my feedback
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District Culture many opportunities to on the resources stated I need
The leader creates a culture participate in activities, which available to me and opportunities to coach
of teaching and learning create a culture of learning. I where I would pull the and provide guidance
with an emphasis on actively participate in funding for these various to educators.
learning. collaborative planning both needs.
vertically and horizontally,
regularly attend data meetings
with school and ESL partners, I
have been involved with various
afterschool tutoring and sports
programs and am an active
member of the PTA
-I continually share best
practices with others and
collaborate as much as I can.
The feedback received from
colleagues indicated I am a team
player and effective in
communication.
Corollary Standard II: -I was able to participate in the -Other than taking the -not familiar at all
Resource Management hiring of additional teachers for finance course, I feel I with all the safety
The leader manages our school this year but still lack am lacking experience in codes and procedures
resources for effective being privy to actually handle a seeing the day-to-day from an
results. situation when there is a non- budgeting needs for the administrative
efficient personnel issue. year, but am familiar standpoint
with the area somewhat.
-evaluation of
personnel and what to
do with challenging
personnel
issues/human
resources.
Corollary Standard III: -The feedback given to me and -I need more experience -I lack knowledge of
Collaboration and within the surveys I took leading/mentoring community resources
Communicating indicate that I have strength in adults. and stakeholders.
The leader collaborates, the areas of communication,
communicates, engages, focus, and collaboration. -Communication with
and empowers others inside other building leaders.
and outside -Communication with our
of the organization to families is something I feel is
pursue excellence in important and I connect with
learning. them through PTA, newsletters,
and being visual.
Corollary Standard IV: -Over my years of experience I -Align my own beliefs to -Lack experience
Ethics have learned to restrain myself the mission statement of when dealing with
The leader operates in a from talking about sensitive the school that I may one personnel that may
fair and equitable manner situations with others. day be a leader at. not be treating
with personal and students equitably.
professional dignity. -Others feel they can confide in -I need experience with
me and I am approachable if handling personnel
someone needs advice or to talk conflicts or situations
something over and they need to fairly.
be heard.
-I treat others the way I want to
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be treated and instill the same
beliefs into my students and
colleagues.
-I participate in cultural
celebrations when appropriate to
showcase the diversity of our
population and exude a sense of
pride.
Corollary Standard V: -Though my work as an ESL - I need to attend school -More exposure to
Child Advocacy teacher I have evolved as an board meetings. special education law.
The leader advocates for advocate. With the changing
children and public population of Union Terrace, I -I need to become more -Board policies
education in the larger felt I was the voice of the familiar with procedures
political, social, economic, children no one wanted in their and outside child welfare
legal, and cultural context rooms because they did not fit a agencies.
mold. I advocated for afterschool
tutoring and I advocated getting -Maintain community
them extra help beyond the partner relationships.
classroom. I made some waves,
but in the end I was able to bring
the naysayers around to
remember why we do what we
do.
Corollary Standard VI: This was one of the areas I was -Identifying professional -I need exposure to
Capacity Building low in on the NASSP. I believe I development needs of leading PLCs, and
The leader supports am low in this area because I faculty. staff development.
professional growth of self have not yet had the opportunity
and others through practice to fulfill it on a larger scale. My -Leading others to
and inquiry. principal also noted I need more embrace change.
experience in this area.
In my ESL world, I have had the
opportunity to help train teachers
to use strategies to help ESL
students and have educated them
on what ESL is and how we help
their children. I have helped
present these strategies through
Project ESTRELLA and SIOP
professional development
workshops.
-Continuing education of self.
Special Education -I do have some experience -Other than the special -Chapter 14 and 15
Competencies collaborating with the L.S. education students I
teacher when we have students service for ESL, I have
in common. I have had some not had enough
experience adding information opportunities to become
and goals to IEPs for my versed in this area of
students. education.
-Need more exposure to
FAPE, IDEIA, and LRE
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Action Plan Goals
I am truly excited to begin implementation of the goals that follow throughout the
upcoming year. I chose them to begin to focus on the areas I need more experience and growth
in. It will be a great experience to be a part of merging our school into a community school this
year. Because this process is also new for our school, my second goal is still in its beginning
stages of planning how it will roll out and what my exact role in this area will be.
Goal #1: In order to support professional growth of self and others through practice and inquiry,
I will incorporate the following activities into my role as an intern: lead a PLC in the spring
(topic to be announced) and I will be added to each months faculty agenda to provide the
faculty with best practices for ESL students in the content areas.
Skills Needed To Reach Goal: Tasks and Activities:
PLC: PLC:
Collaboration with faculty Using a survey monkey, assess the needs of the
and principal faculty to determine a topic in interest for the
Provide peers with purpose PLC.
Properly provide and fill out Decide when and how long the sessions will run
time sheets for involved and be able to provide a morning option and an
faculty during PLC; decide afternoon option.
what fund the monies will Pinpoint who will attend the PLC based on the
come from for timesheets needs survey- grade level teams,
Planning and delivery of primary/secondary faculty, newer teachers etc.
relevant topic and relating it Plan discussion points for each session and
to our school/community. provide a syllabus to PLC members.
Lead and mentor adults With PCL members as sessions come to an end,
(faculty) talk about what is the next step for applying what
Speaking in front of a group we have been talking about.
Confidence Provide opportunities within our school to
showcase what we have learned, apply it, or
inform others.
Ask participants to give feedback about my
performance as their PLC leader.
Best Practices: Best Practices:
Lead others to change Create a needs survey to determine which subject
Plan and deliver best areas are most important to the faculty.
practices relevant to our ESL Use data to pinpoint areas of need for ESL
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population and core students in the content areas.
curriculum Collaborate with principal and vice-principal to
Speaking in front of a group possibly look for provided best practices during
Confidence walkthroughs.
Collaboration with classroom Create an anonymous way faculty could pose
teachers questions to be focused on each month if possible
Knowledge of ESL based Incorporate time to share what works, what does
strategies and best practices not, and next steps.
Goal #2: To collaborate, communicate, engage, and empower others inside and outside of the
organization to pursue excellence in learning I will work together with community partners such
as The United Way (through our site based VISTA) and the St. Lukes and Allentown SD
Community Initiatives Committee. ( ****These tasks/goal are still in beginning stages as the
Principal and I decide specifically what will be my role/task while working with our VISTA-
most likely aid in getting after school tutoring and activities up and running.)
Skills Needed To Reach Goal: Tasks and Activities:
Collaboration with schools, Work together and cooperatively with Audrey,
families, and community our schools VISTA from United Way to plan
partners and carry out after school activities
Knowledge of community Attend meetings for Community Initiatives
resources and contacts Committee (next mtg Nov 16) with Principal.
Knowing our students needs This will determine how our St. Lukes
Listening to the needs of our Partnership will be utilized throughout the year.
school populations Create timelines for afterschool activities
Time Review student data to assess areas of academic
need as well as in non-academic areas
Establishing criteria for each after school
event/program- grade level, test scores, etc.
Providing information to parents via meetings,
permission slips, letters and flyers.
Establishing the method to inform students of
upcoming events and programs.
Enlist the help of others
Meet with stakeholders to keep everyone
informed of progress and outcomes.
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Appendix A
NASSP 21st Century Leadership Skills Assessment
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Appendix B
Power Perception Profile Self-Assessment