Evidence-Based Leadership
Leadership Portfolio
This portfolio documents selected leadership work from my time as Vice
Principal at Colegio Panamericano in Colombia. It is not meant to be a
collection of polished claims. It is evidence of practical school
leadership: supporting teachers, building systems, improving academic
alignment, contributing to responsible AI policy, and reflecting
honestly on my growth as a leader.
Instructional Leadership and Teacher Support
A major part of my role involved supporting teachers through
observations, feedback, coaching, and summative evaluations. My work
focused on practical classroom improvement: classroom management,
lesson structure, pacing, student engagement, active teaching,
visible objectives, routines, and organization.
One important lesson from this year was that coaching cannot be saved
for the final evaluation conversation. It needs to be ongoing,
collaborative, and supported by multiple points of evidence.
AP Alignment and Academic Systems
I worked on strengthening AP alignment by helping the school look
more carefully at the relationship between classroom grades and
external AP exam results.
One major artifact from this work was an AP Grades vs. AP Exam
Results tracker. This tracker compared classroom performance with AP
exam performance by subject and helped identify possible gaps between
internal grading and external outcomes.
Responsible AI Leadership
I helped lead the school’s AI Committee during a year when schools
were still figuring out how to respond to AI responsibly. The
committee included representatives from English, math, science,
Spanish, technology, and administration.
The most concrete result was approved AI language added to the Manual
de Convivencia for the following school year, including language for
student responsibilities, teacher responsibilities, the Acceptable
Use Policy, and the Academic Integrity Policy.
New Teacher Onboarding and Retention
My PhD research focused on teacher retention, so new teacher
onboarding is an area where my academic work connects directly to my
school leadership.
I worked with HR to improve the experience of new teachers,
especially foreign teachers arriving in Colombia. This included
gathering feedback, identifying practical problems, and helping
create clearer systems for arrival, housing, apartment readiness,
teacher cheat sheets, and transition support.
Organizational Systems
A recurring part of my leadership work was helping turn loose
processes into clearer systems. This included work on the course
catalog, HoD meeting structures, exam procedures, proctoring
expectations, unit planners, syllabi, AP Fair organization, student
surveys, and the Grade 6 to Grade 7 transition and preview day.
My performance evaluation rated me Exemplary in Organization, and my
supervisor noted that when I am asked to do something, I get it done.
That matters because organization in school leadership means
follow-through, clarity, dependability, and making the work easier
for others to understand and act on.
Faculty Feedback and Professional Growth
Faculty feedback from the year showed strengths in approachability,
support, genuine interest, positive energy, and willingness to help.
It also showed clear areas for growth. I need to continue improving
my visibility during the school day, communication in advance of
deadlines and special events, consistency of follow-up, and visible
support with students and parents. I also need to continue building
trust through discretion and steady professional judgment.
