Leadership Platform

Leadership Platform - Booth
Leadership Platform
Bryna Booth
St. Bonaventure University
November 23, 2015
Abstract
A school leader must closely adhere to the Educational
Leadership Standards. They must be guided by their principles and
morals. An effective school leader must have a clear understanding of
who they are as a person and as a leader. They must have a vision for
their district and for their leadership. The district vision must be
communicated to all constituents and promoted by the leadership
team. The administrators vision for leadership must at the heart of it
be focused on what is best for students and student learning.
Implementation of this vision is an essential component to being an
effective leader. The leader must establish a culture and instructional
program that is conducive to both student and staff growth. Learning
must be the main priority of all working and attending the school
district. In order to keep learning at an optimal level, the school
leader must exhibit effective management of the organization,
operation, resources and learning environment. He or she needs to
truly manage all aspects of the organization, while empowering those
working there to also promote the overall vision of the district and be
leaders themselves. The leader must respond in all situations and
exude on a daily basis, integrity and fairness. All decisions must be
made relying on his or her code of ethics as well as the Educational
Leadership Standards. The leader has a duty to respond, lead, and
advocate in political, social, legal, and cultural contexts. He or she

must be the voice of the district and work to protect and advance the
districts interests.
This paper outlines my platform for leadership. At the core of

my platform is the need to do what is best for the students of the
school district. This may lead to making tough decisions, but this will
guide me to always make the right ones.
One of the most incredible things about this country is our American
Public Education System. Every child is entitled to a free, appropriate,
public education. This remarkable cornerstone of our democracy is in
peril as parents and children continue to look to charter, virtual,
private and home schools as alternatives. Solid, inspired school
leadership is the way to keep this vital part of our country alive for
every child. Rather than looking for a way around the problems of
public schools, educational leaders who meet and exceed the ISLLC
standards can make public education the number one choice for
families again. As a school leader who aspires to make a significant
difference in the lives of children, carefully considering the
Educational Leadership Policy Standards: ISLLC 2008 helps me to
frame my thinking and to summarize my thoughts on leadership.
Standard 1: Setting a widely shared vision for learning

A district-level education leader applies knowledge that promotes the
success of every student by facilitating the development, articulation,
implementation, and stewardship of a shared district vision of
learning through the collection and use of data to identify district
goals, assess organizational effectiveness, and implement district
plans to achieve district goals; promotion of continual and sustainable
district improvement; and evaluation of district progress and revision
of district plans supported by district stakeholders (Educational
Leadership Program Standards).
Successful leaders understand the school communities that they
serve. Developing a vision should come from a deep understanding of
the district that can only be gained through collaboration and
collectively identifying the vision of learning for the school. This vision
should not be isolated to one person, but rather a shared vision of the
community, leadership team, professional and support staffs. The
leadership team is responsible for conveying this vision and ensuring
that it is more than a statement on the district website. After careful
analysis of the district, including surveys and focus group meetings,
the leadership team has to consistently, and frequently articulate the
vision to all constituents.
Schools without a vision result in a random system in which every

individual teacher makes decisions based on his/her own values and
morals. A system that is coherent and cohesive for children instead
has all adults working together toward the success of every student in
a shared vision for learning. A schools vision should be routinely
revisited and analyzed for viability as the educational climate is
constantly changing.
To successfully implement a vision schools need to focus on a model of
sustainable leadership. John W. Cook of Governors State University
(2014) states, Sustainable school leadership is essential to the
academic growth of students and professional growth of faculty and
staff. Sustainable leadership is difficult in a time where more and
more pressures are being put on school principals from a strong
emphasis on improvement in high stakes assessments to No Child Left
Behind principals are often not staying in the same district for more
than a few years (Cook, 2014). To make a true difference in a district
one must stay and be dedicated to the vision of the district.
In my own experience working in the Sherman Central School
District, the shared vision of excellence and high academic
expectations was evident from my very first interview. This is a district
leadership team and teaching team that values academic achievement
and there are no shortcuts to getting there. When I interviewed for
my teaching position, the superintendent and principal did a fifteenminute screening interview with every applicant, totaling over 160!
This was followed up with two additional interviews and a teach piece
with students in the school. In my current position I am a member of
the committee for each of these three rounds when hiring new staff. I
have learned how essential each round is. My superintendent
frequently refocuses us during a hiring process by pointing out that
hiring is the most important aspect of our job. We need to find
someone that is both a good fit for the staff and the community we
serve (Kelly, 2015). As the number one over achieving district in WNY
as reported by Buffalo Business First (2015), our entire school
community prides itself on our academic results on the NYS 3-8
assessments, Regents exams, and graduation rate. Every member of
the school works toward this end as all teachers share AIS
responsibilities and all help students to achieve through rigorous
course work. Students are provided every ounce of support possible in
order to succeed.
Standard 2: Developing a school culture and instructional
program conducive to student learning and staff professional
growth
success of every student by sustaining a district culture conducive to
collaboration, trust, and a personalized learning environment with
high expectations for students; creating and evaluating a

comprehensive, rigorous, and coherent curricular and instructional
district program; developing and supervising the instructional and
leadership capacity across the district and promoting the most
effective and appropriate technologies to support teaching and
learning within the district (Educational Leadership Program
Standards).
Because I work in a small school district with only one PK-12 building
principal, I have the advantage of working closely with him in my role
as Committee on Special Education Chair, Instructional Support
Specialist, Grant Writer, and District Data Coordinator. It is one of my
primary responsibilities to develop curriculum and more important, to
work one on one with teachers to support them in their craft. This is
the area of my work I feel most passionate about as the impact to
students is so far reaching. Our school culture makes it easier for me
to work with teachers because they are all highly motivated to
succeed. The most rewarding part of my work has been helping a
struggling new teacher develop strategies and routines that make her
classroom work for the children shes teaching. The instructional
focus of our school is integral to our success and I know from a
position I held prior to Sherman that it does not exist in every district.
When I worked as a classroom aide in another district, the climate
was one of low expectations and hopelessness. This was evident in the
adults and the children. The students in that school are low
performing. The contrast between my two experiences proves to me
that the leaders in a building make all of the difference. It isnt that
we have better teachers in Sherman than elsewhere; as much as it is
that we have a school culture and climate that support student
learning above all else. The large and small group professional
development I do with teachers can be tailored to their needs,
especially when I have the opportunity to work one on one with a
teacher.
Standard 3: Ensuring effective management of the
organization, operation, and resources for a safe, efficient, and
effective learning environment
success of every student by ensuring the management of the districts
organization, operation and resources through monitoring and
evaluating district management and operational systems; efficiently
using human, fiscal and technological resources within the district;
promoting district-level policies and procedures that protect the
welfare and safety of students and staff across the district; developing
district capacity for distributed leadership; ensuring that district time
focuses on high-quality instruction and student learning (Educational
Leadership Program Standards).
School leaders simply must be effective managers. There are too

many variables in a given day when were dealing with children,
multiple employees and families who all come together in a school
building with different needs. Children have to feel safe in their
learning environment to be successful. School leaders hold the
responsibility of keep students safe from external forces as well as
internal, like peer bullying or even sadly, adult bullying. This extends
beyond our number one responsibility, keeping the children in our
care safe, to ensuring that our teachers run efficient and effective
classrooms in which children know what to expect and whats
expected of them. As a school leader, its important to establish norms
and routines in the building and to reinforce these norms in every
classroom for every child.
Managing limited resources so that they are distributed equitably is
also an important part of successful school leadership. Its important
to make buying decisions carefully, piloting programs before
purchasing and focusing on the instructional problem were trying to
solve when making purchases instead of spending limited dollars on
whatever is new and shiny. Before making a purchase or expending
grant funds in my current position I research at great length the
product or materials, I also seek out the input of teachers. It is so
essential to include all those affected by a purchase in the decision of
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what to purchase. Doing this creates more buy in and brings multiple
perspectives and backgrounds to insure the right purchase is made.
Standard 4: Collaborating with faculty and community
members, responding to diverse community interests and
needs, and mobilizing community resources
success of every student by collaborating with faculty and community
members, responding to diverse community interests and needs, and
mobilizing community resources for the district by collecting and
analyzing information pertinent to improvement for the districts
education environment; promoting an understanding, appreciating,
and use of the communitys diverse cultural, social, and intellectual
resources throughout the district; building and sustaining positive
district relationships with families and caregivers; and cultivating
productive district relationships with community partners
(Educational Leadership Program Standards).
As a teacher I worked very hard to build relationships with every
family of every student in my classes. I needed the child to know I was
on his side and that extended to the parents too. As the CSE
chairperson, this same principle applies. I work hard to earn and
deserve the trust of our families by collaborating with them,
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communicating clearly and in a caring way, and listening to their

ideas and concerns.
We are the center of our community in every imaginable way. We even
walk our students to the fire hall for state testing because its the
largest group instruction space we have in our district. If anything
happens at the school, the entire community knows almost instantly
and they are there to support us in our efforts to keep their children
safe. Many of our staff are members of the Stanley Hose Company and
are given coverage in the event of a fire, so that they may leave
immediately to go and help in the community. This positive
relationship stems from many factors including utilizing taxpayer
funds responsibly, and giving their children the best possible
education. I cannot imagine working in a school that was
disconnected from the community and would devote much time and
effort to changing this. Community trust and support are a large
reason for our success at Sherman.
Standard 5: Acting with integrity, fairness, and in an ethical
manner
success of every student by acting with integrity, fairness, and in an
ethical manner to ensure a district system of accountability for every
students academic and social success by modeling district principles
12
of self-awareness, reflective practice, transparency, and ethical

behavior as related to their roles within the district; safeguarding the
values of democracy, equity, and diversity within the district;
evaluating the potential moral and legal consequences of decision
making in the district; and promoting social justice within the district
to ensure individual student needs inform all aspects of schooling
(Educational Leadership Program Standards).
Every single student in our school, including those who are less
likeable than others, deserves our very best. School leaders are under
tremendous scrutiny and as role models for the children we serve; we
have to do the right thing even when its hard. Telling the truth,
admitting when were wrong, being transparent in our thinking and
reflecting on what we need to do better are all critical actions for
successful leaders.
Its also extremely important that we advocate for every child,
especially those children who have no one else fighting on their
behalf. When a child says she doesnt care or that hes giving up, this
is when we have to tell that child that we will care enough for the
both of us. What is best for each and every student must be at the
core of each decision we make. Relying on this principle makes the
more challenging decisions possible.
13
Standard 6: Understanding, responding to, and influencing the

political, social, legal, and cultural contexts
success of every student by understanding, responding to, and
influencing the larger political, social, economic, legal, and cultural
context within the district through advocating for district students,
families, and caregivers; acting to influence local, district, state, and
national decisions affecting student learning; and anticipating and
assessing emerging trends and initiatives in order to adapt districtlevel leadership strategies (Educational Leadership Program
Standards).
As education leaders, we can be the most trusted voice in our
communities. This means leading our schools with integrity and
advocating on behalf of all children. Our state legislators and
governor are more involved in education policy than ever beforeand
sometimes their involvement makes little to no sense when policies
are put into practice. The APPR law, 3012-d, is a perfect example of a
politically driven agenda that has negative implications for children,
teachers and principals. Also consider the opt-out movement and the
anti-common core group. As so many outside of our organizations
clamor to have a voice, we must stand up and speak out advocating
for that which we know is right. Its easier to stay out of the fray but
we need courageous leadership, a reasonable voice for whats
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working in our schools. If we dont speak up, contact our elected

officials, communicate clearly and often with our school communities
the only voices anyone will hear are those of the extremists. Its our
job as school leaders to protect our schools, our vision and our free
appropriate public education for every child.
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References
Cook, J. W. (2014). Sustainable School Leadership: The Teachers' Perspective.
International Journal Of Educational Leadership Preparation, 9(1),
Kelly, K. (2015, August 1). [Personal interview].
Educational Leadership Program Standards. (2011, November 1). Retrieved November
25, 2015, from https://moodle15fa.sbu.edu/mod/folder/view.php?id=13609
Thomas, S. (Ed.). (2015, June 1). Western New York Schools 2015 - Buffalo - Buffalo
Business First. Retrieved November 25, 2015, from
http://www.bizjournals.com/buffalo/news/2015/06/01/wnyhome.html

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