The plan below moves in one continuous loop: self-evaluation identifies strengths and areas for growth, goals respond to that evaluation, action steps make the goals concrete, and continued assessment revises both.
Step 1
Educational leadership position
My passion for language education comes from two directions. I was born and raised in Ecuador before moving to the United States as a child and learning English in a new school system. I now teach elementary Spanish, so I have firsthand knowledge of the academic, social, and emotional experience of acquiring a new language. That perspective guides my goal of becoming a curriculum supervisor for world languages and English as a Second Language, where I hope to improve curricula, support the professional development of world language and ESL teachers, and build programs in which students gain confidence, fluency, and intercultural knowledge.
Step 2
The role of technology in language instruction
Technology should make lessons more efficient, widen access to comprehensible input, and give teachers useful data about student performance. It should not replace interpersonal relationships, professional expertise, or meaningful pedagogy. I am building an elementary world language curriculum in which comprehensible input is enhanced by technology, stories, visuals, audio material, culture, communication tasks, and formative assessment.
Step 3
Leadership theory
My leadership theory combines transformational, servant, and adaptive approaches. Transformational leadership helps me build a shared vision and develop teachers as instructional leaders. Servant leadership means listening before deciding and responding to the needs of teachers, students, and families. Adaptive leadership allows me to think, experiment, and revise as standards, technology, and student needs change (Northouse, 2022). I lead through collaboration, clarity, modeling, and feedback.
Step 4
Year one goals: August 2026 to June 2027
Complete coursework while building an elementary Spanish curriculum grounded in comprehensible input and effective technology use. By December 2026 the curriculum will include learning targets, unit topics, instructional procedures, cultural components, assessments, and digital tools. I will collect feedback from at least five world language or ESL teachers, record it, and revise accordingly. I will create and assess at least two curriculum units by June 2027.
Step 5
How progress will be evaluated
Progress is measured through student comprehension checks, student participation, student work samples, performance assessments, and reflection at the end of each activity. Evidence from those measures is what determines whether a goal is met or revised.
Step 6
Professional development and dissemination
I will attend at least two professional development events — workshops, webinars, or conferences — on language acquisition, curriculum leadership, ESL, or educational technology. Before the end of the school year I will share one lesson model, curriculum resource, or technology integration practice with other professionals.
Step 7
Leadership Growth Log
I maintain a Leadership Growth Log to document accomplishments, feedback received, improvements made, and plans for what comes next. The log is the record that keeps this plan honest across the program.
Step 8
Research direction
Several research topics have been identified, but the specific path is still being defined as my experience and career goals develop. In the first years of doctoral study I will explore educational technology, leadership, and language acquisition through literature review, conversations with faculty and field experts, and analysis of practical problems I encounter in my own work. The goal is a research focus grounded in solving real problems.
Step 9
Three-to-five-year plan
Expand the curriculum, present research at conferences, submit an article written for practitioners, and take on leadership responsibilities connected to curriculum and teacher development. After the doctoral degree, the goal is a position as curriculum supervisor for world languages and ESL. Leadership development is the framework that connects personal experience, teaching experience, doctoral coursework, and future service to teachers.
Step 10
Strengths this plan builds on
Bilingual experience, more than a decade of teaching in New Jersey public schools, work with multilingual families, curriculum development, leading a Spanish club, and service on school committees.