This document outlines an educational leadership portfolio containing assessments, action plans, and self-reflective questions. It includes a personal leadership action plan with goals, timelines, and measures of success. It also discusses leading in a culture of change and building relationships. Finally, it defines a professional learning community as a team that collaborates, focuses on learning, and holds itself accountable for student results by asking critical questions.

1. Educational Leadership Portfolio
• Multiple Intellegencies (Gardner)
• Life Styles Inventory
• Teacher Leadership Self Assessment
• Personal Leadership Action Plan
Vision/Mission
Describe the project you plan to work on
What are the goals?
Planning Calendar
What’s the time frame?
Results
How will you measure success?
Leadership Practices
Identification of areas of strength and areas of growth as a leader for positive
change
Why is this project important to you?
Leading in a Culture of Change (Self-Reflective Questions)
Moral Purpose
What are my convictions or beliefs?
How do I act on those beliefs?
Do others know what my beliefs are?
Understanding Change
What do I know about the change process?
How do I deal with different adopter types?
What about the implementation dip?

2. Relationship Building
How do I show I care?
When do I show that I care?
Do others know that I care?
Knowledge Creation and Sharing
In what ways do I allow information to become knowledge?
How does knowledge (not just information) get shared within the school?
Coherence Making
How do I bring coherence to the organization?
How does knowledge (not just information) get shared within the school?
Professional Learning Community
What is a “Professional Learning Community”
A team that focuses on:
• Learning rather than teaching
• Working collaboratively
• Holding themselves accountable for results
Four Critical Questions for a Professional Learning Community (PLC):
• What do we want each student to learn?
• How will we know when each student has learned it?
• How will we respond when a student experiences difficulty in learning?
• How can we extend and enrich the learning for students who have clearly achieved the
intended outcomes?