School Profile

Randolph Elementary School is a Public, Title-1 school in Livonia, Michigan within

Livonia Public School system. Livonia has a population of 94,567 individuals, with a median age

of 45.4 years old. The poverty rate in Livonia is 5.54%. The median household income is

$76,819, the homeownership rate is 85.5%, and the median property value is $180,300. 88.8% of

the population is White, 4.38% of the population is Black or African American (Non-Hispanic),

3.06% of the population is Asian (Non-Hispanic), 1.85% of the population is White (Hispanic),

and 1.42% of the population is Two+ (Non-Hispanic). 97.5% of the population in Livonia are

U.S. Citizens (“Livonia, MI census place,” n.d.). According to data from ACS 2010-2014,

English is the language most often spoken in Livonia - 88.39% of the population speaks English

as a primary language. 2.15% speak Spanish, 5.97% speak another Indo-European Language,

1.63% speak an Asian or Pacific Islander language, and 1.85% speak another language not listed

here (“Livonia, MI Historical Language Spoken at Home Data”, n.d.).

Randolph currently services 485 students from Kindergarten to fourth grade. 62.6% of

students at Randolph are Caucasian, 23.6% are African American, 5.2% are Hispanic, 5.2% are
two or more races, and 3.4% are of Asian descent. 45.2% of our school population is eligible for

free or reduced lunch. There are 28 teachers employed at Randolph Elementary School (others

who are not employed solely by Randolph). The majority of teachers are white females.

Vision
My vision for student learning includes the following three core values:

All students should feel seen, All students should have All students should have
heard, understood and access to a culturally diverse access to equitable learning
supported at school. and relevant education. opportunities.

In order to create a community where students feel this, teachers and administration need to be

on the same page with the following core beliefs and values:

1. Education is a field encompassed by lifelong learning. Teachers and administrators never

stop learning, just like they never stop teaching. Create equitable learning opportunities

for all students, and create opportunities for staff to learn how to create these equitable

opportunities.

2. Two heads are better than one – collaboration with colleagues is an integral part of

ensuring student success in all areas, and administration that promotes collaboration

among all is crucial.

3. Students come first, and all of our students are all of our students. In every decision

administrators and teachers make, students should be at the forefront.

 4. Relationships, relationships, relationships. Building relationships with students, staff,

colleagues, community members, parents. All relationships are important, and all

relationships need to be built on trust.

Education is a field encompassed by lifelong learning. Teachers and administrators never stop
learning, just like they never stop teaching. Create equitable learning opportunities for all
students, and create opportunities for staff to learn how to create these equitable opportunities.
Professional Development Opportunities
Action Rationale Timeline
Survey teachers, • In order to understand what teachers, August
community members and need and what they want in regard to
students about what ongoing learning. In order to
professional understand what the school
development community needs in this area, as I am
opportunities might be coming into a new school/new
important in this school position.
through google forms • Build trust and collaboration among
staff, community, parents, students.
• Use survey data to create important and
effective professional development
opportunities that teachers desire to learn
more about
Review of resources • Talk to teachers about what they need August,
and what they want. September
• Find out – what do they need in their
classrooms in order to meet all needs
of all students?
• Build trust and allow teachers to
understand that you are there to help
them
• Apply for grants, understand money
allocated to resources, ensure that the
resources teachers are getting is being
used (if not, change the resources)
Culturally Relevant • Teach and show teachers the November
Professional importance of being inclusive and
Development culturally relevant and teaching about
Opportunities about intersectionality
intersectionality • You cannot assume that teachers and
(Annamma, Connor, & staff are all educated on this, so giving
Ferri, 2013) literature and opportunities to discuss
(Appendix D) this information in a PD setting is
important
Incorporate high • Involve the parents and community Ongoing (once or
leverage processes – members in having a voice and twice/month)
have outside community sharing their culture and experiences
members/parents come • These high leverage processes are
in to share their important in systems that want to
experiences cultivate culturally responsive
(DuFour & Marzano, teaching and change within their
2009) current practices.
• Help students initiate big
conversations in the classroom about
different cultures and culturally
responsive lifestyles
Sustainability and • Send surveys to teachers, parents, and Ongoing
systems in place to check students to see their thoughts about the
for equitable practices new curriculum, activities, and
(Green, 2017) instruction opportunities available for
their students
• Asking for their thoughts and feelings
in order to build trust and relationships
and allow parents, teachers and
community members to know you will
follow through on equitable
educational opportunities
Familiarize myself with • If this is a district wide system to use, July
current model for I will familiarize myself with it, so I
observations and teacher am prepared to use it. If there is not a
evaluations district wide preferred system, I will
research and find a system that I
believe will help effective teaching
processes. Have discussions with staff
about the observation and evaluation
tool for transparency.
• Example: Observation Tool Template
(Appendix)
• Ensure to schedule post conferences
with each teacher after observations
Collaboration
Action Rationale Timeline
Collaboration time built • Instead of all staff meetings, ensure Ongoing
in time for staff to meet with grade level
(Friend & Cook, 2007) teams, collaboration teams
• Collaboration time 1x/month
• When staff is meeting during
collaboration time, go around to all
teams to show support and ask if they
 need anything in particular from
you/ways you can help
PLC’s • Initiate PLC groups to use documents October,
to help create goals for each group and Monthly
working agreements
• Use a document/protocols to help
ensure group is staying on topic and
making progress towards their goals
Gather Data (Gullo, • Use and create a data profile Ongoing
2018). (appendix A) in order to make
instructional decisions Ongoing
• Discuss data with staff to ensure open
communication about how to improve October, January,
• Data Dives – time to look at data with March (Ongoing)
grade levels and discuss RTI
interventions needed for students
Review Behavior and • Ensure PBIS is being implemented October
Discipline Data (PBIS) using refresher PD opportunities,
(PBIS Cultural surveys, ensuring it is the focus at
Responsiveness Field PLC meetings and staff meetings, etc.
Guide: Resources for • Find important trends, patterns and
Trainers and Coaches, information regarding the data
2019). • Discuss with staff at staff meeting to
show clarity and openness with data
• Determine next steps if needed in
order to make more effective PBIS
based decisions
Create or meet with • I will create this team of parents, August
school improvement teachers, other staff members and
team (Henry, 2019). myself to focus on the school culture
and climate of our school.
• I believe this is an important team to
create in order to have meaningful
opportunities in school for students to
participate in, but also a good way to
communicate with multiple parties
involved in the school community
about relevant topics
Create or meet with • I will create this team of August
student achievement interventionists, support teachers,
team behavior specialists, special education
providers, etc. who are not classroom
teachers, but support staff who support
students succeed

Create or meet with
leadership team (Green,
2017).
Develop a community
leadership team (Green,
2017).
Create master schedule
with intervention times
and specials schedules
Ensure Culturally Relevant Teaching
Action Rationale
Review textbooks and
curriculum currently
being used
Textbook and curriculum
audits (Appendix B)
(Coomer, Skelton, et. al.,
2017).
• This team will meet weekly to discuss
student’s progress, meet with teachers
and parents, explore ways to better
support student’s success, etc.
• This team is important for teachers in
the building to have a team to come to
with concerns, and to support them in
what they need help with regarding
their students
• I will create this team of leaders within August
the school who will help develop
educational policies for our school.
We will also ensure there are the
resources we need available to us, and
figure out ways to get more resources
to teachers
• This team will help create Professional
development opportunities,
informational parent nights,
information for teachers, etc. in order
to help the school community
• In order to bridge gaps between the September
school and the community and
maintain open and meaningful
relationships
• In order to give opportunities for
community members to be involved in
the school community
• In order for all teachers, August
interventionists, and support staff to
know when the intervention times and
specials time are when scheduling
time to support student’s
Timeline
• In order to understand what the August
students are currently getting and what
the teachers are currently teaching
• Make decisions and follow up with a
textbook and curriculum audit based
on what I find when I review
• In order to make sure all voices are August
heard; curriculum includes all
narratives and does not only portray
the white dominant perspective.
Use the feedback and • Changing the curriculum based on
information learned in specific and detailed feedback about
the audits to make the lack of culturally responsive
meaningful changes to instruction, monitoring new
the curriculum and curriculum and instructional
learning materials techniques teachers are using to teach
these topics, and also promote
reflection among our staff about how
they are doing with culturally
responsive teaching, what supports
they need, what things they would like
to share with colleagues, etc.
• Keep parents, students and families up
to date with the findings and allow
them to be a part of the process of
creating and finding equitable learning
opportunities for the students
School library audit • Ensure there are texts in school and November
(Coomer, Skelton, et. al., classroom libraries that enhance all
2017). cultures and narratives
• Ensure that resources are given to
families and teachers about how to
choose culturally relevant texts
(Appendix C)
Community Based • Start by surveying the community and September,
Equity Audit (Green, collect and analyze the data shown October
2017). from the survey in order to find
patterns and issues to focus on.
• This would be important in order to
ensure that there are equitable
opportunities available, and I will be
able to take more actionable steps
toward equitable solutions when I
have more information from the
community
Culturally relevant • Use the culturally relevant mission July
mission statements and statement created above throughout
visuals prominent within the school and within the community
the school and in communication with families in
(Mutegi, 2011). order to make visible my goals and
aspirations of the school culture
Review school websites, • Reviewing the current communication July
accounts, newsletters pieces will give me insight into how
and other the previous principal communicated
communication pieces within the community and how I can
from the previous year. change that to be more effective
Create or change in order
to reflect the changes I
want to make
Meet with ELL, Special
Education,
interventionists, and
other support staff
members at the school
(Friend & Cook, 2007).
Review Assessment
Procedures and Common
Assessments used (Davis
& Martin, 2007).
Action Rationale
Communication to staff,
parents, and students
Set up meetings with all
staff members before the
start of the school year
(teachers,
paraprofessionals,
kitchen staff, support
staff, custodians, etc.)
• I can use information from that, or use
the same website and accounts but
change them to reflect the things I
want to portray importance to, and
ensure they are built around our
school’s central message
• In order to discuss their positions, find August
out what supports they may need, have
discussions about co-teaching and
other strategies to benefit students in
these populations, etc.
• In order to understand the assessment September
procedures based on the curriculum
that teachers are using
• Ensure that the assessments are
culturally relevant and meaningful for
student learning
Relationship Building
Timeline
• Letter to staff to introduce myself, July
discuss my goals, hopes and
aspirations for the upcoming school
year. Also include information about
meetings to be held with staff
members
• Letter to parents/guardians of the
students at my school to formally
introduce myself and explain
relationship building opportunities and
pertinent information
• Letter and video introducing myself to
students. This will help get my face in
their heads and introduce myself to
them and tell them a bit about myself.
This will also help build a foundation
for my relationships with students.
• Introduce myself and build August,
relationships September
• Build rapport with staff
• To learn about staff members needs
and wants beyond the survey data
from the survey sent out
• Find out what they perceive are the
strengths and weaknesses of the
school
 • Discuss traditions and policies that are
important to them
Collaborate with staff • Some events at night, some in the September,
and PTA to hold parent, mornings (coffee and curriculum), November
curriculum, virtual events recorded for parents
informational events. who cannot attend at the moment
• Send survey about what time,
platform, topics are of the most
concern to parents to ensure relevance
and attainability
Update school website • In order to ensure that those who look August
with pertinent at the website as a resource to find Ongoing
information (and relevant information are able to do so
continue to update) • Gives a place for community
(Green, 2015). members, parents, students, families to
go to find out information they are
looking for regarding school topics
and events
• Include Community Asset Map
Create partnerships with • This will benefit students who need to October
local organizations, have positive influences and role
universities, high schools models in their life, who may need
in our district, etc. for academic support, etc.
mentorship and tutoring • Partnerships within the community
experiences for students can help foster and maintain
(Theoharis, et al., 2020) meaningful and open relationships

Send introduction • Introduce myself in my new position August

letter/newsletter to • Give background information on
community members and myself
families • Share my core values and beliefs
• Build relationships and rapport with
community
Be visible and accessible • In order to build relationships with Ongoing
to students and teachers. students and build rapport. Allow
Go around to classrooms students and teachers to trust you and
daily, involve yourself in your purpose and role as the principal.
student rewards, etc. • Students to see you in a positive light,
not just the discipline personality
Continue or create BEST • In order to continue to reinforce Monthly
awards – for 2 students positive behaviors, for students to be
in each class per month rewarded, to give something for
to receive an award for students to work toward each month
doing their best
 • To allow students to be acknowledged
for their word each month by their
peers, teachers, principals, parents
• Invite parents in to attend (if virtual or
if pre-recorded, send home to all
parents to ensure all are getting
access)
Host staff breakfast • To build relationships with and among September
staff members
• To show appreciation of staff
members and their hard work and
dedication
Survey community, • Understand and hear the parent voice, September,
parents, teachers about community voice and teacher voice in October
equitable systems in regard to the things that are already in
place and what they want place in order to create and sustain
to see in the future equitable opportunities, and find out
(Miranda & Jaffe- things that they would like to see or
Waletr, 2018). change
Create and distribute a • This will benefit the parents, children, July, August
Community Asset Map and community members in my school
(Green, 2015). district by allowing them to
understand the resources available to
them. Many individuals are not aware
of the amount of resources and types
of resources available in their area.
• This will be helpful to the parents and
students in the school system, and to
all individuals who are members of the
community.
With the help of the PTA • There are many benefits to community September
and community teams, gardens. They can help students learn
have students build a valuable skills and leadership skills.
community garden They can help create food for those in
(Theoharis, et al., 2020) need. The food can be donated to local
communities, food banks, shelters, and
families in need.
Plan for first day of • To start to school year off with August,
school assembly educational, fun and culturally September
activities (Henry, 2019). relevant and appropriate activities
• Build relationships with students,
staff, and cohesion within the school
community
Communicate first day • In order to communicate about what August
of school and welcome we are doing in school (maintain open
back activities for the and meaningful relationships and
community and discuss communication)
opportunities for • To communicate with parents and
community and parental other community volunteers what
involvement (Henry, opportunities are out there for them
2019).
Develop, understand and • In order to be a culturally responsive Ongoing
maintain cultural leader and use culturally relevant
competence leading practices, I need to ensure I
(Theoharis, et al., 2020) am culturally competent and growing
as a leader
 References

Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit):

Theorizing at the intersections of race and dis/ability. Race Ethnicity and

Education, 16(1), 1-31.

Coomer, Skelton, Kyser, Thorius, & Warren (Feb, 2017). Assessing Bias In Standards

and Curricular Materials. Midwest and Plains (MAP) Equity Assistance

Center. https://greatlakesequity.org/resource/assessing-bias-standards-and-curricular-

materials

Davis, J., & Martin, D. B. (2008). Racism, assessment, and instructional practices:

Implications for mathematics teachers of African American students. Journal of Urban

Mathematics Education, 1(1), 10-34.

DuFour, R., & Marzano, R. J. (2009). High-leverage strategies for principal leadership.

Educational Leadership, 66(5), 62-68.

Friend, M., & Cook, L. (2007) Co-teaching. Interactions: collaboration skills for professionals

(5th ed.). Boston MA: Pearson.

Green, T. L. (2017). Community-based equity audits: A practical approach for educational

leaders to support equitable community-school improvements. Educational

Administration Quarterly, 53(1), 3-39.’

Green, T. L. (2015). Places of inequality, places of possibility: Mapping “opportunity in

geography” across urban school-communities. The Urban Review, 47(4), 717-741.’

Gullo, G. L. (2018). Using Data for School Change: The Discipline Equity Audit and School
 Climate Survey. Journal of Cases in Educational Leadership, 21(2), 28–

51. https://doi.org/10.1177/1555458917728758.

Henry, W. (2019). Centering Students in the Community: Building Capacity for School

Improvement Efforts through Community Connections. School Leadership

Review, 14(2), 1.

Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school

leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272-

1311.

MI School Data. (2021). https://www.mischooldata.org/.

Miranda, C. P., & Jaffe-Walter, R. (2018). When Data Use Devolves Into Deficit Talk: Creating

the Conditions for Productive Teacher Collaboration Using Data. Journal of Cases in

Educational Leadership, 21(4), 3–11. https://doi.org/10.1177/1555458917751567.

Mutegi, J. W. (2011). The inadequacies of “Science for All” and the necessity and nature of a

socially transformative curriculum approach for African American science

education. Journal of Research in Science Teaching, 48(3), 301-316.

PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches (May 2019)

Stratton, S. (2021). Supporting Students as the Intersections Panel. Michigan State University

EAD Program.

Theoharis, G., & Scanlan, M. (Eds.). (2020). Leadership for increasingly diverse schools.

Routledge http://catalog.lib.msu.edu/record=b13522051~S39a
 Appendices
Appendix A:
Data Profile Example
Appendix A shows an example of a Data Profile Excel document to use when inputting school
wide data. This excel document is split into grade level tabs at the bottom and allows for teachers
to input information from the district assessments, reading level assessments, and any other
assessments that may be relevant. This is especially helpful for data dive meetings and when
looking at students who may need interventions.

Appendix B:
Equity Tool for textbook/curriculum audit
Appendix B is a tool to use when conducting textbook and curriculum audits. This tool allows
you to go through multiple areas and use rubrics to rate and show evidence of the curriculum or
textbook tools your school is currently using.
Appendix C:
Checklist for inclusive and high-quality books and media for children
Appendix C is a checklist resource for anyone to use when selecting books and media for
children. This checklist allows you to think critically about the things you are reading and letting
your children watch and allows you to make meaningful decisions in this area. This could be a
tool for teachers and administration to use when considering instructional materials, and also a
tool to share with parents.
Appendix D:
Intersectionality resource
Appendix D is a resource for understanding intersectionality. I would want to share this with
teachers in order to show more educational opportunities to learn about intersectionality and the
importance of it.

Appendix E:
Community Asset Map
Appendix E is a Community Asset Map that I have created for the Livonia Public School system.
This Community Asset Map will benefit the parents, children, and community members in
Livonia, Michigan by allowing them to understand the resources available to them. Many
individuals are not aware of the amount of resources and types of resources available in Livonia.
I believe this Community Asset Map will be helpful to the parents and students in the Livonia
Public School system, and to all individuals who are members of the Livonia community.
Appendix F:
Observation Tool Template
Appendix F is a template of an observation tool that I would like to use when doing evaluations
and observations of teachers. This tool allows you to focus in on particular domains and gives an
organized way to view the lesson and give feedback.