How does your 'why' show up in your actions, conversations, and leadership?

My "why" is rooted in my belief that learning is a lifelong responsibility. This commitment is evident in my completion of a doctorate in Curriculum and Instruction. It extends to my dedication to providing school leaders with opportunities to grow through training, mentorship, professional learning communities (PLCs), walk-through feedback, and the analysis of matrix data to inform decisions. I strive to foster a culture of continuous growth by being receptive to feedback, present at all trainings, and offering unwavering 24/7 support.

A commitment to ensuring all students have equitable access to high-quality literacy instruction using evidence-based practices that align with structured literacy principles to support both teachers and students.

Student achievement is at the heart of the discussions. However, the key to fostering success lies in developing the capacity of teachers and leaders to effectively establish a strong foundation in literacy.

My 'why' shows up in how I show up daily on my campus as an instructional interventionist. As I am learning through this cohort, this is opening up opportunities to share the passion across the district to our other campuses. This is broadening my scope of influence.

By being prepared and knowledgeable about the implementing systemic methods of structures of leadership is where I need to show up to be able to show up in my actions, conversations, and leadership development.

Everything we do is grounded on what is best for kids, so we intentional with our actions.

Constant conversations in our district to improve systems in order to achieve student success.

Collaborative planning with instructional coaches and principals, engaging in grant work focused on structured literacy, collaboratively analyzing data to support Tier 1 instruction and interventions.

Collaboration with other district leaders, willingness to look at the overall district systems to build shared vision and unified action

I am relentless when it comes to our collective responsibility. I will not stop asking questions and following up with leaders to ensure that our kids get what they need - high quality Tier 1 instruction. Even if adults get offended by my driven nature, not one student will be allowed to fall through the cracks - not on my watch. Our students deserve the best.

Constant learning is imperative. Having the knowledge and internalizing the information has been important to be able to hold conversations with principals and teachers.

My questioning, my probing, my expectations

When the work is difficult, I can stay engaged and push through because I know it's meaningful work.

My mindset is student-centered. This shows through my actions, conversations, and leadership styles. The focus is students are first.

I make sure to base my work in best practices and is aligned to our district goals.

My why is involved in how we provide opportunities and resources provide successful learning experiences for students.

The focus is always on student achievement in professional development sessions and in conversations with teachers.

In my role, it it important that I help teachers and campus leaders to see how our work and responsibilities connect from Prek-12th grade.

Ensure systematic literacy instruction

I strive to always come back to what is best for ALL students in my decisions and actions. That can at times be uncomfortable but if we are always doing what is best for students, we will be successful.

It drives the work, how I lead my team and how I interact with others daily.

Supporting principals in understanding what structured literacy is and ensuring structured literacy is happening on their campus.

Share what I have been reading about with others and hear about what they are reading. Encourage others to read - book, kindle or audio. Start off new babies with book selections.

Prioritizing personal growth in this area and modeling best practices. Supporting teachers with time and resources to implement any initiative that is presented.

As a Reading Academy cohort leader, I train/coach teachers and administrators on the science of teaching reading. Not only do we discuss what research says about the practices, but also how those practices are implemented in the classroom.

As we have started this work with TXRL, our campus has taken the lead in early implementation, getting a class at every grade level (K-3) on board. We have these early adopters share successes and struggles at PLC meetings so that every one on the grade level is hearing the conversation and has a voice in the problem solving. We will soon have peers observing one another during their literacy blocks to build the capacity of the campus in implementing STR.

We lose sleep over this and talk about it weekly, if not daily.

My why shows up in my actions, conversations and leadership through being willing to learn and understand these changes to our Balanced Literacy practices so that I can turn it around to teachers and leaders in bite-sized chunks.

My why shows up when I meet with teachers in PLC's and training as well as in administration meetings.

I strive to ensure that ALL my words and actions embody my why - that we will ALWAYS do what is best for kids because ALL kids deserve the best!

My conversations begin with student literacy because they deserve teachers who are able to support their journeys to becoming literate citizens.

center

When I support teachers, I keep students at the forefront. I try to encourage others to believe that ALL students can grow in their reading.

I work to be well-informed regarding the research, instructional materials available and processes we need to implement across the district. I also work to present a consistent message in all communications with district leadership, campus leadership and with our teachers.

It aligns to all that we do and say. As we meet with parents, staff, board members and our community, we ensure that we engage in efforts to improve student outcomes.

I like to ask critical questions that makes us talk about the important work and am willing to work towards initiatives that will get us to success.

Conversations are grounded in student success, teacher success, and community success!

It keeps me focused on the main thing.

My why helps me put a face behind the work. It is my go-to when I get pushback or resistance.

We make sure that when we plan PD and coaching conversations, we bring in K-2 data, HQIM focuses, and teachers just like we do in 3-5 for STAAR.

I strive to prioritize supporting teachers to help students. Students are our focus, but we must take care of teachers to help our students.

The intentionality and focus has increased as we develop clear, strong alignment in our resources and tools.

Although I "grew up" teaching balanced literacy, I fully embrace that structured literacy is beneficial to ALL students, not just some students. So, even though this is uncomfortable for me, I am a champion of structured literacy. I support these practices even though they are less familiar. I work to learn more and share this information with those I serve

always keep what's best for kids at the forefront of our decision making

Being involved in the learning myself and helping campuses build literacy instruction are the actions. Students being at the front of our minds and at the top of our conversations will continue to help us stay the course!