Leadership DomainsReflection and Artifacts

Instructional Management
The artifacts that I selected to demonstrate my accomplishments in this proficiency is as follows:

Comprehensive Needs Assessment 2015-2016

Executive Summary 2014-2015
STAAR Probability Report
Data Wall Pictures

The artifacts chosen demonstrates my ability to facilitate the implementation of strategic plans
that enhance teaching and learning; ensure the alignment of curriculum, instruction, resources,
and assessment; and promote the use of data address the needs of students.
Comprehensive Needs Assessment
The Comprehensive Needs Assessment highlights my ability to facilitate a systematic effort to
acquire accurate, thorough picture of campus strengths of a school community that can be used
in response to the identified educational needs of students. With the Comprehensive Needs
Assessment, the needs of the school was determined; as well as, the direction the school
needed to take in order to improvement student achievement.
Executive Summary 2014-2015
The Executive Summary summarizes the TEA Accountability Report and the STAAR
Performance Indicator Index Report for the campus. Utilizing the information from the report,
the Executive Summary is a specific one year plan for the campus to increase student
achievement. The one year plan is based upon the priority needs as identified from the TEA
Accountability Report and outlines goals and focus areas for the campus.
STAAR Probability Report
The STAAR Probability report showcases my ability to analyze data and predict the likelihood of
TEKS to be tested on the STAAR. The STAAR Probability Report outlines the TEKS assessed
for the last three years of STAAR and predicts the probability of the TEKS being assessed on
the 2015 STAAR. This report can be used to help teachers identify priority TEKS. Although all
grade level TEKS need to be taught, this tool was used to help our teachers make consistent
choices in identifying the most important, high priority TEKS in a systemic and systematic way.
Therefore, as teachers are planning instruction or interventions, they can make informed
decisions on the time spent teaching each standard.
Data Walls
One of the most powerful techniques educators and school leaders can use to improve decision
making in the classroom and school is the Data Wall. When grade levels gather to discuss their
ideas for improving student achievement, the Data Wall provides a rich source of information
about the state of the campus. The use of the Data Wall highlight my ability to utilize a
technique that ensured analysis of student data was not an isolated single seminar or a staff
development program on data, but rather becomes a continuous part of teacher and
administrative decision making throughout the school year.

Organizational Morale
The artifacts that I selected to demonstrate my accomplishments in this proficiency is as follows:
Calendar of Livin, Lovin Life at School Activities
Teacher and staff team building pictures
In schools the morale of teachers and staff are an important factor to ensure that teachers and
staff give their best at all times so that students receive the best possible education. Young
minds are easily influenced and affected by what they see and learn. Creating a positive school
climate is an added factor that can help schools focus on providing a well-rounded educational
program in which teachers, staff and students are willing participants.
The artifact that I chose for this proficiency demonstrates my ability to plan activities that inspire
a strong, positive climate by fostering collegiality and team building.
Calendar of Livin, Lovin Life at School Activities
The Calendar of Livin, Lovin Life at School helped me to organize the motivational events that
were planned for the school year. We kicked off the school year with team building activities,
such as a teacher volleyball game and other activities that teachers could incorporate in their
first weeks Getting to Know You and Each Other activities with their own students.
Throughout the school year, the pulse of the school is assessed and when tensions were rising,
with the help of the administrative team, I incorporated activities to life the spirit of teachers and
staff members (e.g., Kudos to Teachers and Staff, Cup of Good Cheer, Easter Egg Hunt,
Desserts, Hot Chocolate Morning, Breakfasts and Lunches). Throughout the school year, we
incorporated activities that students could also participate in, as well (e.g., Walk-a-thon, Spring
Fling, School Dances and a visit from the King San Antonio).

Organizational Improvement
The artifacts that I selected to demonstrate my accomplishments in this proficiency is as follows:

School visions for Culture, Reading and Writing.

Grade level SMART Goals.
Instructional Sweeps (Learning Walks) Feedback
Professional Development Plan

The artifacts chosen for this area represents my ability to shape campus culture by the
development, articulation, implementation, and stewardship of vision of learning that is shared
and supported by the school community.
School visions for Culture, Reading and Writing
In collaboration with the teachers and administration team, we developed a campus vision for
culture, reading, and writing. The teachers were included in the development of the visions to
create a sense of shared ownership and buy in. The vision are posted throughout the school
and we constantly revisit the visions during collaboration meetings during the school year to
make sure the campus is continuously working toward the attainment of the established vision.
Grade Level SMART Goals
In order to monitor the attainment of the reading and writing visions, a set of periodic, short-term
SMART goals should be in place that will assist a campus in reaching the overall goal. These
goals, along with the overall progress of the campus, was monitored on a regular basis and
helped grade levels to work together and continuously improve on their instructional strategies
and methods; as well as, use of resources and materials.
Instructional Sweeps (Learning Walks)
A strong professional culture includes reflection, timely and specific feedback that improves
practice, and support for continuous improvement toward vision and goals for student learning.
Instructional Sweeps (Learning Walks) provides opportunities for teachers to go on nonevaluative walk-throughs of their colleagues displays of student work and learn how to improve
their own instruction and alignment to the TEKS. Learning walks on our campus are used as
ongoing professional development and are transformative, especially since they are conducted
specifically for the purpose of gathering evidence to inform decisions and build teacher capacity
as they learn about effective practices for output of student work.
Professional Development Plan
In creating the Professional Development Plan for my campus, it is essential that the plan takes
into consideration the goals, required skill, competency development, and objectives teachers
and staff members will need to accomplish in order to support continuous improvement and
career development. The Professional Development Plan for the start of the 2014-2015 school
year was created by working closely with staff members to identify the necessary skills and
resources to support staff members professional development goals, while keeping the focus
on the needs of our campus.

Management of Administrative, Fiscal and Facilities Functions

The artifacts that I selected to demonstrate my accomplishments in this proficiency is as follows:
Campus Site-Based Decision Making Committee Notes
Campus Improvement Plan 2014-2015
The artifacts chosen for this area, demonstrates my ability to apply principles of effective
leadership and management in relation to campus budgeting, financial management and
physical plant and support systems to ensure an effective learning environment.
Campus Site-Based Decision Making Committee Notes
Our Campus Site-Based Decision Making (SBDM) Committee provides input on how the
campus budget will be itemized. The SBDM also monitors the campus budget throughout the
school year. As the SBDM chairperson, I organize and plan the meetings and the agenda; as
well as, facilitate meetings and submit committee meeting notes to the district office.
Campus Improvement Plan
As the principal of the campus, part of my responsibilities with the assistance of the SBDM is to
develop, review and revise the Campus Improvement Plan (CIP). The purpose of this plan is to
improve student performance on the states student achievement indicators for all student
populations, as well as improve performance on any other performance measures for special
needs populations. The campus improvement plan is supportive of the objectives of the
district's improvement plan.
The Campus Improvement Plan:

assesses the academic achievement of all students

sets the campus performance objectives
identifies how campus goals will be met
determines the resources and identifies the staff needed to implement the plan
sets time lines for reaching the goals
measures progress
provides for a program to encourage parental involvement
includes goals and methods for violence prevention and intervention on campus

Student Management
The artifacts that I selected to demonstrate my accomplishments in this proficiency is as follows:

Discipline Data from 2012-2013, 2013-2014 and 2014-2015

Discipline Matrix
Opportunity to Learn Professional Development PowerPoint
Student Council

The artifacts chosen for Student Management highlights my ability to promote a positive
learning environment for students that not only focuses on academics but develops the abilities
of the students to socially interact with their peers and teachers. With student management, my
goal is to implement a discipline process that increases cooperation, mutual respect, and
responsibility among students and teachers.
Discipline Data from 2012-2013, 2013-2014 and 2014-2015/Discipline Matrix
During my first year as assistant principal, we developed a campus-wide discipline plan and
procedures and implemented Positive Behavior Interventions and Support (PBIS). In order to
align discipline vocabulary across the campus, we collaboratively developed and implemented a
discipline matrix that address a number of the common areas in our school including the
Cafeteria, Recess, Assemblies, Hallways, and Restrooms. In addition, we aligned our
classroom rules and expectation s to the Discipline Matrix so that there is a common language
throughout the school. We also established a culture where students are discipline in a fair and
equitable manner. With the implementation of PBIS, the Discipline Matrix, and positive
reinforcement of behavior, our discipline referrals have decreased from 238 referral in 20122013 to 130 referrals in 2013-2014 and currently 109 referrals for the 2014-2015 school year.
Opportunity to Learn Professional Development PowerPoint
In order to raise teacher awareness of the background and culture of our students, I created the
Opportunity to Learn Professional Development for when we returned back to school in August
2014. The Opportunity to Learn Professional Development addressed the following areas for
our campus:

What are we doing about getting students excited to learn?

How were we raised? (This identified cultural differences amongst the staff)
Poverty is not a learning disability
Capturing Kids Hearts (aligned with our theme Touch the Heart and Teach the Mind)
Gender Gap
Campus Discipline Data (disaggregated by Grade Level, Gender, Demographics)
Strategies for addressing student misbehavior
Building relationships with students
Long-lasting effects of the student-teacher relationship

Student Council
During my first year as assistant principal, our campus established our first Student Council.
The goal of our Student Council was to help build leadership capacity within our students and
help share students ideas, interests, and concerns with teachers and administrators. In
addition, our Student Council helped to raise funds for school-wide activities, including social
events, community projects, and simply helping people in need. A few of the projects our
student council participated in this school year is as follows:
Organizing several fundraisers including Candy Grams and Valentine messages.
Visiting the local nursing home and reading to the residents.
Organizing and facilitating a Spaghetti Dinner to raise money for one of our teachers
diagnosed with cancer.
Putting together a two booths (Jail Time and Face-painting) for our Spring Fling to help
with raising money for the 5th grade Completion Ceremony and dance.

School/Community Relations
The artifacts that I selected to demonstrate my accomplishments in this proficiency is as follows:

Blackboard Connect Communication

Parents on Your Side Professional Development PowerPoint
Salinas Girl Scout Troop
Northeast Lakeview Adopt-a-School Proclamation

The artifacts chosen for Student Management highlights my ability to be a school/community

connector, a person whose job it is to find and build relationships with a wide range of
neighborhood assets residents, voluntary associations, local institutions, businesses and
then to connect them to our school and its assets teachers, students, space, equipment, just
to name a few.
Blackboard Connect Communication
Our Blackboard Connect Communication System is a mass communication system that our
campus used to reach out community with time-sensitive information, event outreach or to
simply provide information about our campus (e.g., celebrations). Through Blackboard Connect
either I or my assistant principal provided our community with weekly updates via phone
message and emails.
Parents on Your Side Professional Development PowerPoint
Based on the book Parents on Your Side by Lee Canter, I provided a professional
development for teachers at the start of the school year that emphasized the power of positive
communication, including techniques for parent conferences, problem situation, Meet the
Teacher night and Open House. The goal of this training was to show teachers how to build a
positive relationship with parents that encourages communication and collaboration.
Salinas Girl Scout Troop
In order to build capacity within our girl students, one of our campus parents helped to organize
the Salinas Girl Scout Troop. The goals of the Salinas Girl Scout Troop is to build courage,
confidence and character as the girls discover the fun, friendship, and power of girls together.
The troop provided enriching experiences, such as field trips and community service projects.
Northeast Lakeview College
Our campus has a partnership with Northeast Lakeview College through their Adopt a School
program. As a result, we have been able to take advantage of this relationship, which has
provided mentors for our students, field trips for our Kinder, 1st grade and 5th grade students and
student exposure to college and career opportunities.

Professional Growth and Development

The artifacts that I selected to demonstrate my accomplishments in this proficiency is as follows:
Professional Development Record 2014-2015
Professional Development Record 2014-2015
My professional development will highlight my commitment to increase my own knowledge and
capacity as an administrator. As an educator, I am constantly researching strategies and
methods on-line and by reading educational literature to stay abreast of the most current trends
in education. In addition, this year I will be attending the TEPSA sessions. Prior to becoming a
principal, I also participated in Region 20s Principal Readiness Education Program (PREP),
which is a collaborative program designed to address the need for highly effective leaders in
urban schools in Bexar County. The PREP cohort consisted of approximately 50 rising leaders
from San Antonio ISD, Northside ISD, North East ISD, Judson ISD, and Southwest ISD.