New School Leader Entry Plan

Jordan Stoyek

Transitioning into an administrative role in a new district or building can be challenging given the
demands of the role. It’s important that new leaders set goals and priorities to focus on and
serve as a guide for the first year in their new role.​ ​I believe that the one of the most important
aspects of transitioning into a leadership role is to first focus on building positive relationships
with the stakeholders. Below are two goals that I have developed to focus on in the first few
months of entering an Assistant Principal role, specifically in the areas of building relationships
and learning about the school culture and instructional program.

Goal: To build positive relationships with school stakeholders including staff, students,
parents, and community members.

Timeline Action

Before school Send introductory email to all staff outlining my educational background,
begins philosophy, and inviting them to informally meet before school begins.

Weeks 1-4 Schedule brief individual meetings with teachers to get to know them on a
personal basis and learn about their teaching style, goals, and answer any
questions or concerns they may have.

On-going Get to know student body informally by:

● Being visible and present in the hallway before school starts, after
school, and during passing time.
● Sitting and talking with students during lunch to get to know them
and learn about their personal experiences at school.

On-going Attend after school events including sporting events, music, etc. to build
relationships with parents and community members and learn about their
perception of the school community and suggestions for improvement.

Goal: Learn about the school’s culture, instructional strengths, and assess areas that require
improvement/growth.

Timeline Action

July - August Study and review school wide plans and systems including School
Improvement Plan, School Code of Conduct, Student Handbook, and
Emergency Procedures.
Weeks 1-8 Schedule observations for teachers that I am assigned to observe and set
follow-up meetings in advance.

(on-going) After formal observation, set time for frequent mini-observations to

continue to get a full understanding of the teacher’s curriculum, teaching
practices, and to maintain visibility in the classroom.

After 3 months Assess staff professional learning needs through survey and individual
meetings with teachers and administrative team.

6 months and Form a Professional Learning team (or work with the School Improvement
after Team) to develop job-embedded professional learning tailored to meet the
needs of the teaching staff and school improvement goals.