Turnaround Principal Self Inventory - Corey Pitts
A Turnaround principal skillfully demonstrates...
Dickinson West
the strong desire to achieve outstanding results in a short amount of time *
the ability to motivate others and influence their behaviors *
the competence to collect and analyze appropriate data sources to inform decisions *
the ability to create and execute clear, logical plans *
the adeptness to ensure a strong connection between learning goals and classroom activities *
the power to stay visibly focused and self assured despite the barrage of personal and professional attacks common during turnaround *
the talent to foster collective responsibility and ownership for greater student achievement *
the skill to foster this collective responsibility by mobilizing structure, strategies, practices, and the use of resources for the ongoing evaluation and improvement of instruction *
the capacity to rigorously create and sustain a well-orchestrated system of ongoing data collection and analysis to inform a continuously responsive and adaptive system of tiered instruction attentive to students’ specific academic needs *
the talent to skillfully use student and skill specific data to inform the evaluation and pursuit of instructional practices – used both across the school and by individual teachers – that directly benefit student learning *
the motivation and drive necessary to ensure that instructional-specific conversations are taking place throughout the school through practices intentionally designed to focus conversations and efforts on improving the instruction of every teacher *
the aptitude to sustain an effective system of shared leadership and responsibility throughout the school *
the talent to build a professional environment that is one of mutual respect, teamwork, and accountability *
the commitment to allocating higher percentages of funds towards the direct instruction of students and job-embedded, teacher-specific professional development (classroom-based coaching) *
prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change *
achieve results by taking risks and thinking outside the box *
maintain his/her drive for results by demonstrating persistence, directness, and the ability to monitor and plan ahead *
exert his/her influence for results *
foster analytical thinking, conceptual thinking and problem-solving in others *
prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change *
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