This paper examines five artifacts from SEEALL Academy in Brooklyn, New York, to illustrate five core leadership program outcomes: Visionary Leadership (Teacher Monthly Data Reports), Instructional Leadership (Test Handbook), Administrative and Ethical Leadership (Campus Safety Procedures), School and Community Leadership (bussing supervision), and Social, Political, and Legal Leadership (discipline referral processes). Each artifact demonstrates how specific school practices and documentation systems enable educational leaders to monitor performance, maintain fair and ethical standards, engage communities, and navigate legal complexities while advancing the school's mission and student success.
The program outcome "Visionary Leadership" addresses the development of visions of learning that directly promote the social successes of all students and give purpose and meaning to the school's strategic overview. This program outcome helps address the major ideas behind organizational leadership and emphasizes the building of teams and learning from mistakes through individual self-reflection and assessment.
The artifact associated with this program outcome is the Teacher Monthly Data Report used at SEEALL Academy in Brooklyn, New York, where I serve as a teacher. This report is used by the school to identify progress and problems within the organization. As a leadership tool, it provides the principal with a means to both quantify and qualify teacher performance through assessments and classroom data. This supports the idea of visionary leadership by explicitly identifying with the ability to "monitor through periodic evaluation the effective operations of the vision and mission" of the school itself. The reports are simple and yet very effective in their ability to measure, monitor, and provide a leadership lens into each classroom.
The program outcome "Instructional Leadership" is included in this course of study because it assists in solving potential problems in instructional deficiencies. Instructional leadership is designed as a program outcome to deliver and enhance the ability of teachers and faculty within a school environment and to engage them in strategies that will impact the overall performance of a school organization. Instructional leadership is important because it sets boundaries and models to determine acceptable and unacceptable programs and principles to be included within a curriculum.
The artifact "Test Handbook" applies to this program outcome in many ways that help demonstrate the importance and significance of the outcome itself and how it can be best applied in a continuing educational program. The handbook serves as a model for conducting important and highly regulated events that will assess the performance of the schools themselves. The handbook offers explicit instruction on how to conduct such testing events and provides a fair playing field for all students. This is a method of demonstrating instructional leadership in a more subtle way that is not practiced every day in this method. Since testing does not occur daily, this form of leadership should be practiced at a very high level to demonstrate its best and most important qualities.
The program outcome "Administrative and Ethical Leadership" is used in this course to help students implement skills and practices in an ethical, fair, and balanced manner. This program outcome addresses the need to promote the use of tools and strategies to help deliver the school's message and mission in a fair manner that addresses the needs of stakeholders in the surrounding communities. A key component of this program outcome suggests that school leaders "serve as an advocate for all children and promote their continuous development and practice and model ethical behavior at all times."
The artifact that represents this program outcome is the Campus Safety Procedures from our school. The plan itself is certified and endorsed by the New York City Police Department (NYPD) and provides solutions to the unique and complex issues of ensuring safety for our school in a large urban area. The plan is divided into twelve chapters and addresses many concerns and requirements inherent in any such plan. This plan demonstrates administrative and ethical leadership because it represents the care and effort required to be successful at this level of leadership. Such plans must be developed with important issues in mind that transcend the problems of individual students and teachers. Real leadership is demonstrated by the strength of such safety plans.
"Bussing supervision bridges school and parent community relations"
"Discipline referral processes navigate legal and equity demands"
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