Running Head: INDIVIDUAL LEADERSHIP PLAN 1

Lehigh University

College of Education

PRINCIPAL INTERNSHIP:

INDIVIDUAL LEADERSHIP PLAN

By

Robert Q. James

Submitted in Partial Fulfillment

Of the Requirements
For the Degree of

Doctorate of Education in Educational Leadership

September 30, 2016

Copyright 2016 by Robert Q. James

INDIVIDUAL LEADERSHIP PLAN 2

Overview

As I prepare for my principal internship within Lehighs Educational Leadership

Program, it became necessary to reflect on my leadership experiences and gather input from

those who are able to offer honest feedback on my strengths and, more importantly, my

weaknesses as a leader. I was able to reach out to individuals within my new educational

environment, but also chose to get some feedback from people from my former business career. I

believed former employees would offer frank feedback, as they no longer worked for me and

would not feel pressure to embellish their responses.

As the educational environment morphs into the new century, a leader needs to find

methods to distribute the aspects of leadership to trusted teachers and staff. If I want to

effectively create a distributed leadership model, my feedback shows I will need to work on

some areas during this internship. Specifically, I will need to:

Involve more people in the change process. I need to seek out input, not just tell

people what to do. Delegate to others and empower them.

Improve my listening skills, as I have a hard time concentrating and will not focus

on what others are saying when I have a point I am waiting to make. This causes

me to miss critical information in the decision-making process.

Practice patience, as I often rush the point and need have the patience to allow

others to process what is happening and provide their input. This allows others to

feel valued and provides input that I will likely need to effectively manage.
Get more knowledge of the education world and the district change process,

including how to effect change through the proper channels.

The following sections will describe the input that went into these conclusions and then

review the leadership plan developed to address weaknesses.

INDIVIDUAL LEADERSHIP PLAN 3

External Input

I used the NASSP 21st Century Skills assessment and created an online form where my

current and former colleagues could reply. I chose four existing colleagues to provide input.

First, there is an instructional support teacher who I have worked closely with on several

programs. She has a very different leadership style and we often have different perspectives, so I

felt her input would provide good insight. In addition to my co-teachers, I asked a strongly

opinionated teacher from another grade, with whom I often discuss instructional and leadership

issues. As she does not hold back, I felt her input would be beneficial as well. I also sought input

from two former employees from my last management position. For references, I evaluated

myself using the same survey provided to others. This allowed me to compare my perception to

others who know me best.

The majority of the survey results showed that my self-assessment wasnt too far off,

which gave me a sense of relief. In many cases, areas I identified as weaker were noted as

strengths. However, there were definitely areas identified for improvement. The most striking

discrepancy was related to improving teaching and learning. The survey results indicated I could

do more to encourage others to share their ideas and opinions, not just in meetings, but also

seeking out others input. I then need to do a better job turning that input into measurable

objectives and communicating these objectives to the staff.

Face-to-face conversations provided a more open dialogue, and they validated some of

the survey results. The interviewees were complementary of many aspects of my leadership;

however, there was room noted for improvement. Specifically, while my peers value the

relationships I try to establish with them, they often feel steamrolled when I try to move tasks

forward. A bull in a china shop was the analogy. Even though positive things happen, people feel
INDIVIDUAL LEADERSHIP PLAN 4

undervalued or underappreciated when they are not part of the process. Another area for

improvement is toning down my desire to be the expert in all things. This often comes off as a

know-it-all and intimidates others from participating on joint tasks.

Ultimately, a conversation with my mentor affirmed much of what I was hearing from the

other interviews. We agreed that the aspects presented were the critical ones to work on.

Additionally, we discussed how my transition from a business management career to the

educational environment would require me to step back and assess my place in each context.

First, I am no longer the expert in the room, as most teachers and leaders will have more

experience, so I need to listen more and speak less. Secondly, management in the education

world looks and responds differentlyeven glaciallyso I will need to spend much more time

observing and evaluating before making decisions.

Self-Assessment

In addition to the input from my peers and former colleagues, I performed, or in some

cases reviewed previous, self-assessments. The LEAD Self assessment is used to evaluate my

leadership behaviors when trying to influence the actions and attitudes of others. It measures

preferences from a task-oriented and relationship-oriented perspective. Depending on the

maturity (preparedness) of the group handling the task, leaders need to be able to adapt their

style, so it is important to understand ones preferences. My results showed a strong preference

for relational styles of leadership. This means working on selling a group on a task when they

might not feel prepared to handle it. It also means participating alongside a group who may

feel more capable. Both of these styles show an inclination to stay involved in a task, which may

indicate a lack of motivation to delegate at times. This was concerning, as my desire is to foster a

distributed leadership environment. This is definitely an area to work on.

INDIVIDUAL LEADERSHIP PLAN 5

The Power Perception Profile was used to evaluate the various types of power I value

when seeking to lead others. The following graphic provides a summary.

The results show a preference for expert power which is based on a leader possessing

the expertise to facilitate the work behavior of others. I also place high value on referent power

which is a relational aspect of power, as this leader is liked and admired by others who identify

with the leader. The profile also indicates a little bit of disdain for connection power, which is

based on a leaders connections to influential or important persons. This is likely a hold-over

from my work in world of big business, where I saw this corrupt the higher purposes of an

organization. However, the political frame, as identified by Bolman and Deal (2013), is often
INDIVIDUAL LEADERSHIP PLAN 6

important with dealing with school boards and other administrators, so I will need to be careful

not to shy away from these aspects in my internship.

The last self-assessment was the Myers-Briggs Type Indicator (MBTI) which helps to

show personality preferences and how they may impact my decisions in an organization. This

assessment is organized into four dichotomies with pairs of opposite preferences. These four

preferences combine into what is called a type, and each type has typical characteristics. My type

is ENTJ, a type which typically sees the need for change and initiates it. This type often casts a

vision and likes to take charge of projects in the start-up phase. Some pitfalls of this type is a

tendency to move on to new projects before completing existing ones as well as the

overextension this causes. This type also will overlook relevant details and facts in the

enthusiasm to keep things moving.

PA Inspired Leadership Standards for Principals

To complete my assessment, I used the feedback and self-assessment results to evaluate

my experience against each of the PA Inspired Leadership Standards for Principals. This last

piece of the puzzle helped me to identify areas of focus when determining goals and specific

activities to target.
 INDIVIDUAL LEADERSHIP PLAN
Standard Strengths
Core I: Strategic Broad range of strategic
Planning Knowledge planning opportunities
and skills to think and in business world.
plan strategically, Experiences handling
creating an politics in cut-throat
organizational vision world of big business.
around personalized Experiences developing
success. plans, rallying support,
and casting vision for an
organization.
Experiences
implementing SWPBS
programs for last 6+
years.
Core II: Standards- Planning scope and
Based Systems Theory, sequence for specific
Design, and Reform courses.
An understanding of Experiences working
standards-based systems with curriculum
theory and design and directors to revise older
the ability to transfer curricula (lang arts,
that knowledge to the science, social studies).
leaders job as an Piloted some new
architect of standards instructional strategies.
based reform in the Effective integration of
school. technology to enhance
student learning.
Core III: Data-Based Experience in business
Decision-Making The analyzing data and
ability to access and use drawing conclusions on
appropriate data to root causes.
inform decision-making Familiarity with the
at all levels of the tools and techniques
system. used to analyze
information.
7
Weaknesses No Experience
Experiences planning Strategic
process involving planning
school boards and experience is not
teachers unions. in the education
Experiences environment.
evaluating elementary Need
curricula in the larger experiences
context across grade performing these
levels. tasks in a school
district.
Experiences with the Experiences with
Common Core state the Chapter 4
standards. State Board
Knowledge of Title I regulations.
requirements and
programs outside
intermediate grade
levels.
Experiences Knowledge of
correlating school- PIMS, special
wide data to education and
instructional causes. violence/vandali
Only implemented sm systems.
data-driven change at
the individual grade
level. No school-wide
reform.
 INDIVIDUAL LEADERSHIP PLAN 8

Standard Strengths Weaknesses No Experience

Corollary I: District Experienced in planning, Efforts have been Knowledge of
Culture Creating a team building, and isolated to grade instructional
culture of teaching and professional levels; lack of school- practices and
learning with an development. wide initiatives challenges at
emphasis on learning. Implemented school- around instruction to middle and high
wide positive behavior build common vision. school levels.
systems (SWPBS)
Often called on to train
other teachers with new
strategies and
technologies.
Corollary II: Resource Established project, Experiences with the Knowledge of
Management department, and hiring process in the district
Managing resources for business unit budgets in school district. accounting
effective results. business world. Only participated in systems and
Chaired safety budgeting from a budgeting
committee at Grasse grade-level categories.
Elementary through a perspective; need
revamp of safety and experiences with
security procedures. school and district-
Experienced with level budgeting.
reviewing resumes,
hiring, and managing
employees in the
business world.
Corollary III: 20 years of management Feedback from Cross grade-
Collaborating and experience; experienced assessment is the level
Communicating with creating vision, need to listen more to instructional
Collaborating, building teams, and input of all parties teaming.
communicating, encouraging teams to and include that input
engaging and achieve goals. into plan.
empowering others Known for collaborating
inside and outside the with school and district
organization to pursue leaders and teachers.
excellence in learning.
 INDIVIDUAL LEADERSHIP PLAN 9

Standard Strengths Weaknesses No Experience

Corollary IV: Ethics Experiences working in Feedback from District is fairly
Operating in a fair and highly-regulated assessment is the homogeneous,
equitable manner with business with scrutiny need to ensure all so limited
personal and on ethics. voices are heard in opportunities to
professional integrity. Experiences change process. work with
communicating concepts Need broader disenfranchised
and decisions in a fair understanding of students.
and equitable manner. equity with the
district context.
Corollary V: Child Knowledge of school Experiences with Experiences
Advocacy Advocating and district policies. restorative practices. related to
for children and public Experience working Administering school collaboration
education in the larger with principal through law such as with outside
political, social, discipline issues focused attendance, agencies (e.g.,
economic, legal and on restoring students to exclusions, mandated mental health,
cultural context. classroom. reporting, etc. DPW)
PTO involvement. Leading, guiding and
interacting with larger
groups of parents and
staff
Corollary VI: Capacity Experiences with Limited experience
Building Supporting designing professional leading professional
professional growth of development, leading development across
self and others through training sessions, grade levels within a
practice and inquiry. developing lectures and school.
public presentations.
Assessing current
practice and designing
professional
development to facilitate
change.
 INDIVIDUAL LEADERSHIP PLAN 10

Standard Strengths Weaknesses No Experience

Special Education Understanding of due Experiences related Experience with
Competencies process procedures, to and special special
for School Leaders establishing FAPE and education laws, the education
LRE public school code progress
(e.g., knowing laws tracking
and how they relate strategies and
to placement, tools.
programming, etc.)
Clear understanding
of the evaluation
process, determining
appropriate services,
developing SDI,
implementing IEPs
and the delivery of
special education
services
 INDIVIDUAL LEADERSHIP PLAN 11

Action Plan

Goal #1: Assist with leading WREs instructional improvement and intervention efforts to increase student
performance in mathematics and writing achievement, with a particular focus on low-achieving and high-
achieving students.

Needed Skills Activities Deliverable / Completion

Knowledge of Coordinate any curriculum & instruction 1. Overview of district
district curriculum, efforts with the district C&I directors. intervention tools (Oct
instruction, and Assessment of current practices within the 2016)
assessment planning district. 2. Communications with
practices, including Keep district informed of efforts at the C&I leaders (on-going)
how to effect change building level, and offer feedback on best 3. PLC Lessons Learned
through the proper practices for district use. (May 2017)
channels.
Experience Organization and facilitation of School-Wide 4. Pre/Post-PLC Survey to
correlating school- Professional Learning Communities (PLC). assess growth in
wide data to Establish and facilitate two PLCs to improve leadership traits (Oct
instructional causes. writing and mathematics achievement for all 2016/May 2017)
Strategic planning students. 5. Design & protocols for
across multiple Target growth strategies for: PLC identifying
grade levels. 1. Learning Support students structure &
Lead with patience, 2. PSSA Basic/Below Basic students collaboration (Nov
allowing others to 3. PSSA Advanced students 2016)
feel their input is Involve all regular education and special 6. Agenda and minutes of
valued. education teachers in change process. meetings, including
Seek others input. Seek input from instructional support progress tracking (Bi-
personnel, where appropriate. monthly).
Encourage others to
Involve staff in leadership of PLC. 7. Communications with
share their ideas and
PLC teams (on-going)
opinions.
Delegate to others
and empower them.
Develop and
communicate
school-wide,
measurable
objectives.
Experience with the Align PLC activities to Common Core state Identify alignment with
Common Core state standards (CCSS) wherever possible. CCSS and state standards in
standards. Educate PLC on CCSS where necessary. other deliverables.
Experience with the Correlate findings in PLC back to CCSS, and
Chapter 4 State Chap 4 of PA Code where applicable.
 INDIVIDUAL LEADERSHIP PLAN 12

Board regulations. Plan activities to align with CCSS.

 INDIVIDUAL LEADERSHIP PLAN 13

Goal #2: Collaborate to establish professional development that focuses on the tools, best practices, and
resources that teachers will use in pursuit of their PLC goals.

Needed Skills Activities Deliverable / Completion

Limited experience Create and facilitate workshops to review Descriptions and best
leading professional usage of tools needed to analyze student data. practices for technologies
development across Identify available technologies and strategies (TBD).
grade levels within a for analyzing data. Post-workshop assessments
school. Document best practices. to evaluate effectiveness of
Create hands-on workshops to allow staff to workshop and presenter.
practice using technologies. (TBD)
Experience leading Establish coaching model to roll out best Documented best practices
professional practices identified in PLCs. (TBD).
development across Identify staff willing to take their expertise on Documented coaching
grade levels within a various best practices. program description (TBD).
school. Support the staff in documenting best
Delegate to others practices.
and empower them. Identify staff struggling in various practices.
Develop coaching pairings to have teachers
train teachers.

Goal #3: Improve the transition for elementary students moving into middle school in cooperation with the
middle school administration.

Needed Skills Activities Deliverable / Completion

Experience working Identify and teach strategies at the elementary 1. Documented best
through district school to prepare students for middle school practices with phased
political landscape. environment. implementation plan
Knowledge of Meet with MS administration and teachers to (Nov 2016)
instructional determine best practices which could be
practices and taught in elementary school (e.g., study
challenges at middle habits, organization strategies).
and high school Work with elementary personnel to create a
levels. phased learning approach to best practices.
INDIVIDUAL LEADERSHIP PLAN 14

Recommend modifications to existing MS Communications with

orientation to support elementary students. middle school leaders.
Review existing program and understand 2. Introduction letter (Sept
rationale for current design. 2016)
Make recommendations to MS leaders for 3. Meeting minutes (Oct
modifications to program. 2016)
Assist in implementing any changes to 4. Correspondences (on-
program. going).
5. Revised Agenda (April
2017).
Work to establish relationships between Proposals for collaboration
elementary and middle school personnel to (TBD).
promote on-going collaboration.
Create opportunities for teachers to meet
together and discuss common issues.
Facilitate on-going communications between
buildings.

Along with the goals listed above, there were other areas identified for growth. During

the internship we will monitor for opportunities to address these needs. The first area is active

involvement in the budgeting process, including knowledge of district accounting systems and

budgeting categories. The second area is surrounding school discipline, including how school

law is administered and the need for restorative practices. Finally, a deeper knowledge of special

education law and the school code is required, especially the need for and process for multi-

disciplinary evaluations.
INDIVIDUAL LEADERSHIP PLAN 15

References

Bolman, L. G., & Deal, T. E. (2013). Reframing organizations: Artistry, choice, and leadership,

(5th ed.). San Francisco, CA: Jossey-Bass.

Theoharis,G.(2009). Theschoolleadersourchildrendeserve:Sevenkeystoequity,social

justice,andschoolreform.NewYork:TeachersCollegePress.

Wormeli,R.(2011,April).Thetransitionyears.EducationalLeadership,68(7),4853.Retrieved

fromhttp://www.ascd.org/publications/educationalleadership/apr11/vol68/num07/Movin'

UptotheMiddle.aspx.