ABSTRACT
With the support of professional development and continuous encouragement by Ms. Martin, the initial reluctance led to acceptance, which ultimately led to the embracement of this new process. Teachers, who grasped this concept quickly, began supporting other teachers, including holding after-school classes on how to use Excel, Google Docs, and how to write and use pre-assessment data to monitor student progress. By knowing when and how to lead in this situation, Ms. Martin’s
staff grew in their abilities, and students benefi ted from this growth. In situations where staff morale is low or indecision is undermining the vision and mission of the school, a genuine leader steps forward and makes the diffi cult decisions to keep the educational process moving in a positive direction.
