As his advisor and professor in Drake’s graduate program, I have observed in Brad a strong dedication and responsiveness, a facility with solving problems, and impressive organizational and planning skills. Upon entering the program, he quickly established himself as a leader among his peers, modeling exemplary work and a high level of discourse concerning complex, challenging issues being faced in the field of education. He is intelligent, thoughtful, and articulate, and as such will be able to readily translate these qualities to future leadership roles." 
​~Dr. Randal Peters, Associate Professor of Educational Leadership at Drake University
Administration Entry Plan
 
Goals:
  1. Minimize disruption from transition in leadership
  2. Build relationships to create a collaborative culture
  3. Assess strengths and weaknesses to create a culture of continuous improvement
  4. Provide clarity via clear expectations and a communication plan
 
Goal #1: Minimize disruption from transition in leadership
Timeline/Goals
June
  • Meet with outgoing administrators
July
  • Complete staffing/hiring process
  • Document review and updating (historical assessment data, personnel records, crisis management plan, master schedule, safety protocols, assessment schedule, calendar of events, student and staff handbook, bullying prevention and intervention plan, etc.)
  • Review finances/operating budget
  • Facilities/maintenance walk-through and review
  • Analyze curriculum mapping, instructional strategies, and assessment tools
August
  • Meet with existing teacher leadership teams
  • Meet with parents/community members to collaborate on any needs 
  • Take part in all traditional school-community activities
 
Goal #2: Build relationships to create a collaborative culture
Timeline/Goals
July
  • Send introductory and welcome back email to staff
  • Meet with other building/district-level administrators to discuss leadership styles, delegation of tasks, and mission/vision
July/August
  • Social/Open House “Meet and Greet” with new leadership, parents, teachers, etc.
August
  • Visit each classroom to introduce myself and do a short read-aloud (text selection and length to vary based on grade level)
August (Thursday and Friday of first week of school)
  • Informal one-on-one meetings with each staff member (semi-structured questions)
August/September
  • Informal meetings with stakeholder groups (Board of Education, PTO, etc.)
  • Begin weekly “Coffee and Conversations” once a week before school with staff and parents
Begin September and ongoing
  • Weekly lunch with small groups of students

Goal #3: Assess strengths and weaknesses to create a culture of continuous improvement
Timeline/Goals
July/August
  • Work with building leadership to create program evaluation plan based on mission, vision, goals, and strategic plan
August
  • Regular presence during before/after school supervision, passing period, and lunchtime (ongoing)
  • Parent “Needs Assessment” survey via email
  • Work with other administrators/teacher leaders to develop professional development calendar
August/September
  • Focus groups of parents and students (5-7 individuals)
  • Collect data based on program evaluation goals
​September
  • Have all staff take DISC personal assessment tool for balanced teams
September
  • Analyze data for program evaluation
  • Form “Parent Advisory Council” (if not already in place) to create a schedule of events for the year that bring parents into the school for educational events (Learning Showcases, etc.)
September
  • Present program analysis report and action steps relating to strategic plan
  
Goal #4: Provide clarity via expectations and a communication plan
Timeline/Goals
July
  • Work with administrators/teacher leaders to create communication plan for staff and parents
  • Plan “Back to School” night with administrators/teacher leaders
  • Create professional blog for casual updates and celebrations of student learning
July/August
  • Create electronic hub for informational resources/materials for teachers (if not already in place)
August (ongoing)
  • Communicate all IEP and 504 needs to stakeholders (teachers and other districts in a sharing program)
  • Communicate evaluation procedures (informal walk-throughs and formal evaluations) to staff
  • Update and communicate student behavior plan to staff, students, and parents and handle any disciplinary concerns
  • Bi-Weekly leadership team meetings with Facilities Manager, Business Manager, Activities Director and administration
  • Implement “Back to School” night
August
  • 360° “Wellness Check” survey to all stakeholders (electronic)
October
  • Regular updates to all stakeholder groups based on communication plan


Questions to Support Building Relationships and Continual Improvement
 
Teacher One-on-Ones:
  1. What is the best thing about our school/what should we be most proud of?
  2. What could we improve at our school in order to grow?
  3. What is something I should know about you as a teacher and as a person?
  4. What can I do to support you, your classroom, and your students?
 
Student Focus Group:
  1. What is the best thing about our school? What should we celebrate?
  2. What does it mean to be a student here?
  3. What do your teachers do in the classroom that helps you learn?
  4. What can we do as a school to help you learn?
 
Parent Focus Groups:
  1. What is the best thing about our school/what should we be the most proud of?
  2. What could we improve at our school in order to grow?
  3. How would you describe communication at our school?
  4. What are some things your child’s teachers do that help them grow or help you understand their progress?
  5. How can the school best support you and your child?
 
 
PTO/Board of Education:
  1. What is the best thing about our school/what should we be the most proud of?
  2. What could we improve at our school in order to grow?
  3. In what ways can administration help support your work?
  4. What should the administration know ahead of time in order to create the best working relationship with this organization and help our students grow?
  5. What do you feel makes a great school community?
 
 
References
  1. Bruner, J., &Lewis, D. (2006). Planning for emergencies. Principal Leadership, 6(8), 65-66.
  2. Buffum, A., Erkens, C, Hinman, C., Huff, S., Jessie, L.G., Martin, T., Mattos, M., Muhammad, A., Noonan, P., Parscale, G., Twadell, E., Westover, J., & Williams, K.C.   (2008). The collaborative administrator:  Working together as a professional learning community. Bloomington, IN:  Solution Tree Press.
  3. Fisher, D., Frey, N., & Pumpian, I. (2012). How to Create a Culture of Achievement in Your School and Classroom. Alexandria, VA: ASCD
  4. Kinley, J. F. (2002). A smooth drive depends on your entry. The School Administrator. http://www.aasa.org/publications/content.cfm?ItemNumber=1873
  5. Neely, R. O.; Berube, W. &Wilson, J. (2002). The entry plan: A systematic transition to a new superintendency. http://www.aasa.org
  6. O’Rourke, A., Provenzano, J., Bellamy, T., &Ballek, K. (2007). Countdown to the principalship. Larchmont, NY: Eye on Education, Inc.
  7. Reason, C. (2009).  Leading a learning organization:  The science of working with others. Bloomington, IN; Solution Tree Press.
  8. Robinson, V. (2011). Student-centered leadership. San Francisco, CA: Jossey-Bass.

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