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Reflective Self-Analysis
Robert T. Kucharczuk
During the course of the Principal Internship and through the fulfilment of hours
associated with leadership activities and responsibilities, multiple opportunities were presented
that allowed for inclusion of the various Pennsylvania Department of Education PK-12 Principal
Core and Corollary Standards for Leadership and Special Education Competencies for School
Leaders. The following provides an overview of the activities and leadership opportunities in
providing development in the area of educational leadership and the connections such activities
The activities and responsibilities associated with the Principal Internship, provided me
with the opportunity to focus in on the PDE Core and Corollary Standards and build appropriate
knowledge and leadership abilities which in turn, supported my growth as an educational leader.
When considering standard C1 and C3, I had the opportunity to assist in developing a vision for
strengthening various school wide programs through a collaborative and strategic process with
other district administrators and team members (C1). Specifically, having the opportunity to
collect and analyze data to assist in the reorganization of the school wide MTSS (Multi-Tiered
System of Support) program and support various other programs such as the PBIS (Positive
Behavior and Interventions Support) program and SRSS (Student Risk Screening Scale) through
an analytical process, supported my growth as a strategic leader (C3). Collecting, analyzing and
directing program development in a transformational way. This overarching process was needed
in order to support student achievement and promote student academic and behavioral supports
through visionary means and in collaboration with other school and district leaders (C1). Other
activities, such as the informal and formal supervision and evaluation of programs and faculty,
REFLECTIVE SELF-ANALYSIS
have also assisted in growing my leadership abilities founded within these standards. Such
activities supported my attainment of standard C2 due to the need to gain the appropriate
knowledge of PK-12 standards in order to communicate and direct needed changes to the various
programs within the school setting in an effort to provide students with supportive and engaging
instructional strategies and techniques also supported my growth as an evaluator and supervisor
of faculty, while additionally providing support for faculty in their growth as professional
activities promoted my growth and attainment of the leadership characteristics and knowledge
embedded within these standards. Such activities included preparing and leading various
meetings such as faculty meetings, new teacher meetings, building safety meetings, principal
advisory meetings, ESAP meetings, IEP meetings, and PBIS meetings. As an administrative
member and leader of such meetings, I had the opportunity to direct and support faculty and staff
members in order to enhance the school environment and promote a strong educational setting
for all leaners (CL3). Such leadership responsibilities provided me the opportunity to
communicate gained knowledge and facilitate the development of teacher leaders (CL1) through
opportunity to communicate with faculty and administrative team members through various
means including through presentation format, written communications, and verbally through
individualized and team meeting settings (CL3). When considering my role as the administrative
team leader in regard to the school PBIS team, SRSS facilitator, and Instructional Technology
Integration Coach administrative team member, I gained the ability to utilize resources to support
REFLECTIVE SELF-ANALYSIS
various school needs (CL2). Such resources included staff time and abilities along with
budgetary components to best integrate programs and various supports to enhance the classroom
and strengthen the school wide expectations and behavioral/social components in support of
various student needs (CL2). As an acting administrative team member, I also participated in
various interviews for an instructional aide position, which was needed to support student
learning. In combination, I worked with the building principal to review and select applicants
for interviews for upcoming teacher positions needed for the 2019/2020 school year. These
and the overall selection process of chosen candidates (CL2). Other leadership activities and
responsibilities promoted the attainment of the other corollary standards CL4, CL5, and CL6.
Supervision of faculty and instruction through classroom walkthroughs and formal classroom
practices and procedures (CL4). Such practices also allowed me to enter into reflective
conversations with staff members and support their growth and development through modeling
Many of the activities associated with the Principal Internship also facilitated meeting with
various members of community organizations, law enforcement personnel, and families. Such
meetings provided multiple opportunities to advocate for students and promote programing to
benefit learners of all abilities and intelligences and support their overall development, safety,
and growth while attending the school and district (CL5). Functioning as the acting LEA
representative in various IEP, GIEP, and as an administrative member of the special education
referral process oversight committee provided leadership growth connected to the Special
REFLECTIVE SELF-ANALYSIS
Education Competencies for School Leaders (SP1; SP2; SP3) and further provided development
as an administrator and overall educational leader. While focusing on the re-design of the MTSS
program, student data was analyzed in order to strengthen the tiered system and further support
student learning through differentiated approaches to instruction (SP1; SP2). In summary, many
opportunities during the Principal Internship provided the chance to gain knowledge, skills and
attributes embedded within the PDE Core and Corollary Standards for Leadership and Special
Education Competencies for School Leaders and provided growth and development in the area
Overall, the Principal Internship and associated activities provided me with a variety of
experiences connected to educational leadership. I had the opportunity to grow in many ways
and support my understanding of what it is to be a directive and supportive leader and grow in
the area of distributive leadership as I provided opportunities for teacher leaders to assert
themselves and assist in strengthening various programs while taking on leadership roles
(Corderio & Cunningham, 2013; Naicker & Mestry, 2011; Naicker & Mestry, 2013). Although I
have grown in many ways through the attainment of leadership abilities associated with the PDE
Core and Corollary Standards, there are many areas where growth is still needed. Such standards
that I must further focus on include C2, CL5, and SP3 with further application related to
standards based systems and alignment, creating connections between the school system and
community and supporting the development of effective instructional strategies for students with
disabilities. Further development in these areas will allow me to grow as an educational leader
and better serve staff, students and the community as a whole in order to provide the strongest
environment possible for learning and development for all who enter the school setting.
REFLECTIVE SELF-ANALYSIS
References
Cordeiro, P., & Cunningham, W. (2013). Educational leadership: A bridge to improved practice
Naicker, S. R., & Mestry, R. (2011). Distributive leadership in public schools: Experiences and
Naicker, S. R., & Mestry, R. (2013). Teachers’ reflections on distributive leadership in public