Personal Leadership Vision
Personal Leadership Vision
As a leader, I will foster a school community where opportunity and education empower every student and teacher. I will prioritize collaboration and ethical practice, ensuring all decisions support growth, development, and equity. Supporting teachers with meaningful resources and professional development will remain central to my leadership, as I know their success will directly impact student achievement. With a steadfast focus on academic excellence and a safe, inclusive environment, I will cultivate a culture where all members thrive and reach their fullest potential.
EDUC 504: Schooltopia Project
Reflection on Mission, Vision, and Core Values.
I have learned that a clear mission, vision, and core values are essential for the successful operation of a school, as they provide a shared sense of purpose and direction for everyone involved. They help align decisions, drive intentional actions, and foster a culture focused on growth, achievement, and continuous improvement, ensuring that every effort supports the success of students and staff, creating a thriving school that can support the community it is within.
PSEL Standards Met
PSEL Standard 1: Mission, Vision, and Core Values [1a; 1b; 1c; 1d; 1e; 1f; 1g]
Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student. Effective leaders:
a) Develop an educational mission for the school to promote the academic success and well-being of each student.
b) In collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success.
c) Articulate, advocate, and cultivate core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement.
d) Strategically develop, implement, and evaluate actions to achieve the vision for the school.
e) Review the school’s mission and vision and adjust them to changing expectations and opportunities for the school, and changing needs and situations of students.
f) Develop shared understanding of and commitment to mission, vision, and core values within the school and the community.
g) Model and pursue the school’s mission, vision, and core values in all aspects of leadership.
PSEL Standard 2: Effective and Professional Norms [2a; 2b; 2c; 2d; 2e; 2f]
Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being. Effective leaders:
a) Act ethically and professionally in personal conduct, relationships with others, decision-making, stewardship of the school’s resources, and all aspects of school leadership.
b) Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement.
c) Place children at the center of education and accept responsibility for each student’s academic success and well-being.
d) Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity.
e) Lead with interpersonal and communication skill, social-emotional insight, and understanding of all students’ and staff members’ backgrounds and cultures.
f) Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.
PSEL Standard 3: Equity and Cultural Responsiveness [3a; 3b; 3c; 3d; 3e; 3f; 3g; 3h]
Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being. Effective leaders:
a) Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context.
b) Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning.
c) Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success.
d) Develop student policies and address student misconduct in a positive, fair, and unbiased manner.
e) Confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status.
f) Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society.
g) Act with cultural competence and responsiveness in their interactions, decision making, and practice.
h) Address matters of equity and cultural responsiveness in all aspects of leadership.