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Tier II Presentation California Lutheran University Tuesday, December 2, 2008 Derek Moriuchi Assistant Principal Carver Middle School.

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Presentation on theme: "Tier II Presentation California Lutheran University Tuesday, December 2, 2008 Derek Moriuchi Assistant Principal Carver Middle School."— Presentation transcript:

1 Tier II Presentation California Lutheran University Tuesday, December 2, 2008 Derek Moriuchi Assistant Principal Carver Middle School

2 Introduction  I will illustrate my academic and professional journey both as a doctoral student at California Lutheran University and as a practitioner working as assistant principal at Carver Middle School, LAUSD.

3 Standard 1  An educational leader facilitates the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.

4 STRIVE  T = Think critically to connect theory with practice  I= Include and respond to the needs of all learners  V= Value diversity  E= Empower individuals to participate in educational growth and change  Create a culture of respect for learning where students become life-long learners using 21 st century skills, and educators devote their profession to advancing students’ potential to achieve and become responsible citizens.

5 Guiding Quote “I have … been called one thing and then another while no one really wished to hear what I called myself… I am an invisible man.” from the Invisible Man by Ralph Ellison Ethics and Values in Educational Leadership Dr. Randall Lindsey

6 Prior Understanding  Did not have a deep understanding of quantitative and qualitative research design and analysis  Limited understanding of policy development and political influence in education  Limited opportunities to reflect on my practice

7 Impact of Coursework  EDLD 607 – Ethics and Values in Educational Leadership  EDLD 605 – Instructional Leadership in Modern, Complex Societies  EDLD 612 – Quantitative Research Design and Analysis  EDLD 613 – Qualitative Research Design and Analysis

8 Putting Theory Into Practice (See documentation)  Developed a renewed respect for diversity  Empowered teachers and student leaders to implement mission  Organized inter/intra departmental observations  Analyzed data from a quantitative and qualitative perspective  Apprised parents through the Grade 6 and Title 1 Newsletters  Wrote the Professional Development Plan  Wrote the PLC Agenda

9 Meeting the Needs of All Students

10 Learning and Reflection  Moral leadership as a guiding force – to serve the students and community (from EDLD 607)  Designed and implemented professional development sessions in areas of PLCs, data analysis, learning teams, mathematics for English-learners, parent and community newsletters, and teacher evaluation documents

11 Standard 2  An educational leader advocates, nurtures and sustains a school culture and instructional program conducive to student learning and staff professional growth

12 STRIVE  S= Serve as mentors and models for moral and ethical leadership  T = Think critically to connect theory with practice  I= Include and respond to the needs of all learners  E= Empower individuals to participate in educational growth and change

13 Quote  “Listening is an activity that obviously goes beyond mere hearing. To listen is a permanent attitude on the part of the subject who is listening, of being open to the word of the other, to the gesture of the other, to the differences of the other.” from Pedagogy of Freedom by Paulo Freire

14 Prior Understanding  Extensive experience as a mathematics leader in district-wide professional development  Understanding of how to build the capacity of teachers and school leaders  Some understanding of building and sustaining a school culture which supports high student achievement

15 Impact of Coursework EEDLD 614 – Policy Development and Political Influences in Education EEDLD 616 – Leadership and Technology EEDLD 601- Research Tools and Application to Practice

16 I Learned… Reflection  How to think more deeply about the needs of students in light of the educational policies in Australia, Asia, and western European nations  How to think differently about how technology has an impact on how students learn concepts and skills  How to work collaboratively with District personnel to implement changes at Carver MS

17 From Theory to Practice (See documentation)  Developed and implemented a school-wide professional development plan incorporating strategies from AVID, AEMP (CRRE), and differentiated instruction (SDAIE)  Supported the professional development capacities of teacher leaders  Culture building through the Professional Development topics,  Carver’s Three Rs  Meetings with Coaches and instructional leaders

18 Culturally Relevant Education

19 Standard 3  An educational leader ensures management of the organization, operations and resources for a safe, efficient, and effective learning environment.

20 STRIVE  S= Serve as mentors and models for moral and ethical leadership  T= Think critically to connect theory with practice  R= Respect for all individuals  I= Include and respond to the needs of all learners  E= Empower individuals to participate in educational growth and change

21 Quote  “Live as if you were living already for the second time and as if you had acted the first time as wrongly as you are about to act now!” Act responsibly. from Man’s Search for Meaning by Viktor E. Frankl

22 Prior Understanding  Experience with the development of a culture of learning  Experience with building the capacity of teachers and staff  Some experience with school operations  Limited understanding in the management of school operations and leadership of clerical staff

23 Related Coursework  EDLD 626 – Managing Resources in Support of Organizational Vision  EDLD 622 – Program Evaluation  EDLD 607 – Ethics and Values in Educational Leadership  EDLD Historical and Philosophical Foundations of Educational Leadership

24 I Learned… Reflection  How to support struggling teachers  How to create a culture of high expectations for all  How to collaborate closely with all administrative staff and teacher leaders to create systems of support

25 EDLD 614 Doctoral Students in Australia

26 From Theory to Practice (See documentation)  Developed and implemented a comprehensive teacher evaluation and support system for all administrators  Developed and implemented a year-long professional development plan for clerical staff  Created systems to maintain the smooth operation of the school’s teacher attendance system, clerical accountability system, and professional development attendance  Developed a teacher observation binder for administrators  Designed and facilitated clerical staff meetings

27 Standard 4  An educational leader collaborates with families and community members, responding to diverse community needs, and mobilizing community resources.

28 STRIVE  S= Serve as mentors and models for moral and ethical leadership  T=Think critically to connect theory to practice  R= Respect all individuals  I= Include and respond to the needs of all learners  V= Value diversity

29 Quote  “Culturally proficient principals exercise leadership by using the talents of other leaders in the school community. They fully appreciate and know how to involve widely diverse constituencies in making their school work for children.” from Cultural Proficiency, A Manual for School Leaders by Randall B. Lindsey

30 Prior Learning  Experience collaborating with outside educational agencies  Experience collaborating with the community/parents while working as Mathematics Specialist, LD-5  Experience finding resources to improve the school

31 Related Coursework  EDLD 607 – Ethics and Values in Educational Leadership  EDLD 614- Policy Development and Political Influences in Education  EDLD 613 – Qualitative Research Design and Analysis  EDLD 622 – Program Evaluation

32 I Learned… Reflection  How to support parents through the Title 1 program  How to collaborate with parents and community members concerning the improvement of the instructional program

33 EDLD 614 Melbourne, Australia

34 From Theory to Practice (See documentation)  Attended and contributed to the Title 1 and Parent Meetings  Wrote a monthly article apprising parents and the community of Carver’s academic program  Wrote a monthly article to sixth grade parents  Developed opportunities for parents to meet with teachers

35 Standard 5  An educational leader models a personal code of ethics and developing professional leadership capacity

36 STRIVE  S= Serve as mentors and models for moral and ethical leadership  T= Think critically to connect theory to practice

37 Quote  “In this age of uncertainty, with all of the problems that confronts us, we think it is extremely important for those of us who carry out instruction in ethics to have a sense of who we are and what we believe in personally and professionally. It is important for us to embark on soul-searching assignments.” from Ethical Leadership and Decision Making in Education by Shapiro and Stefkovich

38 Related Coursework  EDLD 602 – Historical and Philosophical Foundations of Educational Leadership  EDLD Ethics and Values in Educational Leadership  EDLD 605 – Instructional Leadership in Modern, Complex Organizations

39 Prior Learning and Understanding  Experience in modeling ethical and moral behavior  Experience in providing professional development in the area of ethical behavior

40 From Theory to Practice (See documentation) HHow to provide teacher training around the District’s ethical behavior policy HHow to be sensitive to the needs of students so teachers treat them with respect and dignity HHow to counsel teachers/staff who do not demonstrate respect to students and parents DDistributed and reviewed Code of Ethics memorandum DDesigned and implemented Ethics Professional Development MModeled behavior

41 Reflection  One of the most important standards when creating a culture of high expectations for teachers and students

42 Standard 6  An educational leader understands, responds to, and influences the larger political, social, economic, legal, and cultural context.

43 STRIVE  T= Think critically to connect theory with practice  R= Respect all individuals  E= Empower individuals to participate in educational growth and change

44 Quote  “The teachers and administrators I remember most and respected best were people who were real pillars of integrity, rectitude and toughness. You’ve got to stand your ground.” by Tom Friedman, author of The World is Flat

45 Related Coursework  EDLD 622 – Program Evaluation  EDLD 614 – Policy Development and Political Influence in Education

46 Prior Understanding  How to communicate with community members about the needs of a school  The importance of community support at a school

47 I Learned… Reflection  How to include parents and community members into a PLC  How to build relationships with parent groups and influence the culture of Carver MS  How to establish firm contacts with key community members  To work collaboratively with the Board of Education

48 From Theory to Practice (See documentation)  What to ask for based on Thomas Friedman’s book, The World is Flat  Twenty-first century skills  What students need to be successful  How to make policy changes in a school  Wrote letters to Councilwoman Jan Perry’s office  Wrote letters to Board Member, Dr. Vladavic’s office

49 In Appreciation  “This is not a job; it’s a mission of ours to cleanse Carver.” by Evelyn M. Wesley, Carver MS Principal  Marylou Amato, Middle School Director  Dr. Janice Tucker, Cal Lutheran University  Dr. Michael McCambridge, Cal Lutheran University  Dr. Randall Lindsey, Dissertation Committee Chairperson  Cal Lutheran University Los Angeles Ed.D. cohort  Carver MS faculty/staff and students


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