School Administration and Supervision Statement

To Whom It May Concern:

This statement addresses my qualifications and commitment 

to join as an assistant principal in the New York City Public Schools.

As per the requirements, I am delighted to share responses for the two questions. It is noteworthy to consider my interest in the selection process for the position as a future collegial relationship for the support of students and their families. Within the context of answering the questions, I intend to inform and enlighten the reviewers of my embarking on the process.

One instructional initiative that I undertook to improve student achievement was for special needs. This required my knowledge and experience leading to my achievements in curriculum development and driving instruction to improve student engagement. This required staff development, sharing school leadership principles and managing resources. For example, providing professional development to field personnel regarding non-public school policy and procedures. This in turn, better prepared me for participation in the impartial hearing process, in cooperation with the various divisions of the NYCPS. As a result, I began to be more passionate about creating inclusive and supportive learning experiences that produce critical thinking and engaging learners.

My achievements in curriculum development have driven instruction to improve student engagement. Since my academic background and my work experience compelled me to be initiatives, I consider capitalizing on strengthening my leadership qualities. My role involves participating in the impartial hearing process, in cooperation with the various divisions of the NYCPS.

I was responsible for reviewing students’ progress reports and making transitions from early intervention to pre-school, the results played a significant leadership role. The endeavor was within the scope from a birth to three years old program. Maintaining close liaison with non-public schools regarding the provision of services to New York City Public Schools (NYCPS) students with disabilities.

The teachers had to focus on academic readiness skills for their students. Mainly herein are some highlights addressed:

The purpose and scale of the initiative was early childhood education and academic readiness.

The steps I took to start and implement the initiative was a chain of commands from the New York State Department of Health and service providers.

The end results of the initiative lead to a quantitative data analysis demonstration of the impact. Using data to set high learning goals enables 

to leverage deeper knowledge of curriculum, instruction, and assessment. 

Perhaps based on the reviews, data analysis and preparation of case files, and searching for appropriate sites for students to recommend for non-public school placement; I would have used a different method. 

I would recommend a mixed method research for future plans and to analyze special education service data for students in non-public school placements.

Furthermore, the recommendations are to support families throughout the placement process; also to create teamwork. It is likely to facilitate the response to inquiries from multiple agencies for information regarding students in the non-public school placement process and students previously placed in non-public schools. Indeed, it is collectively and provisionally for professional development to field personnel regarding non-public school policy and procedures for academic progress and success. I believe it would be an opportunity for me to give back into a viable learning community and grow professionally.

In addition, I will describe what has inspired me to want to become an assistant principal has been mainly drawn from my academic experience and career path. With over a decade of experience in special education, I have developed a strong foundation of individualized instruction, behavioral support, and multidisciplinary team. For example, I have included relevant information on my experience, skills, and vision for student achievement and how this qualifies me to be an excellent school leader. Ideally a school community that offers professional development and supports a creative curriculum for diverse learning needs would align with my background. Thus, by using data to set high learning goals; as a driving tool to 

leverage deep knowledge of curriculum, instruction, and assessment. 

I am motivated to apply for the assistant principal role within the New York City Public Schools. As a special education professional, I am passionate about creating inclusive and supportive learning experiences that produce critical thinking and engaging learners. With more than a decade of experience in school administration, I am certain that I am capable of providing instructional leadership, supporting teacher development, and fostering a positive school culture.

As an educational manager, I have successfully improved student achievement, empowered teachers as professionals, and built strong Colleagiality. My vision for the position I am nominated for will be to create a collaborative and inclusive environment that supports the academic, social, and emotional growth of all students.

I am committed to fostering a learning community for all students to excel. Aspects of the school's mission and values that resonate with academic success. My goal is to offer every student an opportunity for a quality education. I am committed to fostering a learning community that promotes academic, social and emotional growth. I believe that my leadership style and experience align with the school's mandates, and I am excited about the opportunity to contribute to the school's success.

Thank you for considering my application. I would be delighted to discuss my qualifications in alignment with supporting the students, teachers, and the school community.

Sincerely,

Lianie Jean