Standard+V

Standard 5: M anagerial L eadership School executives will ensure that the school has processes and systems in place for budgeting, staffing, problem-solving, communicating expectations, and scheduling that result in organizing the work routines in the building. The school executive must be responsible for the monitoring of the school budget and the inclusion of all teachers in the budget decision so as to meet the 21st century needs of every classroom. Effectively and efficiently managing the complexity of every day life is critical for staff to be able to focus its energy on improvement.



 **5a. School Resources and Budget**: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement.

**Experiences ** **Coursework and Trainings ** **Related Reading **
 * I worked with mentor principal to identify funds to use for purchasing instructional materials.
 * I attended management team meetings where county allotments were distributed and discussed.
 * I completed necessary administrative tasks related to planning and paying for field trips.
 * I assessed the use of various subscription purchases made by our school and district. As a result, some products or programs used infrequently were discontinued.
 * School Law and Finance Course: participated in classroom discussion and activities related to the federal and state budget, the implications of reform, equity, uniform chart of accounts and the effects of the Leandro decision
 * School Finance and Law Course
 * IEL Federal Policy Institute
 * North Carolina Finance: Facilitated by Kendall Jordan of the Public School Forum of NC
 * <span style="font-family: Georgia,serif; font-size: 130%;">Guthrie, J.W. (2007) Modern education finance and policy. Boston: Pearson/Allyn and Bacon.
 * <span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Selected Artifacts **
 * <span style="font-family: Georgia,serif; font-size: 130%;">Budgeting and Grant Writing
 * <span style="font-family: Georgia,serif; font-size: 130%;">Technology Assessment
 * <span style="font-family: Georgia,serif; font-size: 130%;">Bus Monitor Schedule
 * <span style="font-family: Georgia,serif; font-size: 130%;">Picture Day Schedule
 * <span style="font-family: Georgia,serif; font-size: 130%;">School Law and Finance

 <span style="font-family: Georgia,serif; font-size: 20.8px;">**5b. Conflict Management and Resolution**: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement.

**<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Experiences ** **<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Coursework and Trainings ** **<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Related Readings **
 * <span style="font-family: Georgia,serif; font-size: 130%;">I met regularly with students and parents about disciplinary issues in our school and on the bus. This required me to find solutions and diffuse emotionally charged situations.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I had the opportunity to participate in several conflict mediation meetings between parents and teachers, as well as amongst staff members.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I met with staff members to discuss adherence to school and district policy.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I assisted in setting up for an EVAAS training for teachers, and facilitated a discussion about the data following the training.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Monthly Internship Reports (discipline data)
 * <span style="font-family: Georgia,serif; font-size: 130%;">Spring 2011 Assessment Day (letter home re: safety incident at school)
 * <span style="font-family: Georgia,serif; font-size: 130%;">Social Justice with Lynda Treadway
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 130%;">Facilitative
 * <span style="font-family: Georgia,serif; font-size: 130%;">Data Day: EVAAS, ACRE, Metametrics. NCWise
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 130%; vertical-align: baseline;">Crucial Conversations
 * <span style="font-family: Georgia,serif; font-size: 130%;">Fullan, M., & Ballew, A.C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Kotter, J.P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Patterson, K. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
 * <span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Selected Artifacts **
 * <span style="font-family: Georgia,serif; font-size: 130%;">Weekly Internship Logs
 * <span style="font-family: Georgia,serif; font-size: 130%;">Bus Monitor Schedule
 * <span style="font-family: Georgia,serif; font-size: 130%;">Crucial Conversations and Facilitative Leadership in Practice
 * <span style="font-family: Georgia,serif; font-size: 130%;">Clinical Supervision / Teacher Evaluations

 <span style="font-family: Georgia,serif; font-size: 20.8px;">**5c. Systematic Communication**: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.

**<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Experiences ** **<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Coursework and Trainings ** **<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Related Readings ** >
 * <span style="font-family: Georgia,serif; font-size: 130%;">To encourage regular collaboration and coordination amongst teachers, I created a website with all our the materials provided during professional development sessions.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I created a brochure for parents on year-round schools.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Through trials using automated calling, emails, and paper flyers I learned that no one form of communication is sufficient, but that all in combination contribute the most to reaching our desired outcome of reaching all families.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I encouraged and directed our Guidance Counselor to write our local paper to have information about our school published regularly.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I regularly used email to distribute essential information to our staff.
 * <span style="font-family: Georgia,serif; font-size: 130%;">There are still many of our staff members who struggle with trouble shooting technological issues. So, I used screen-casting software to distribute brief instructional materials to guide them through various processes.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Spring 2011 Assessment Day (letter home re: safety incident at school)
 * <span style="font-family: Georgia,serif; font-size: 130%;">Crucial Conversations
 * <span style="font-family: Georgia,serif; font-size: 130%;">Covey, S.R. (2004) The 7 Habits of highly effective people: Restoring the character ethic. New York: Free Press.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Patterson, K. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press.
 * <span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Selected Artifacts **
 * <span style="font-family: Georgia,serif; font-size: 130%;">Awards, Celebrations and Recognitions
 * <span style="font-family: Georgia,serif; font-size: 130%;">Year-Round Schools Information
 * <span style="font-family: Georgia,serif; font-size: 130%;">Revising Office Referral and Discipline Procedures
 * <span style="font-family: Georgia,serif; font-size: 130%;">Modeling and Encouraging the Use of Instructional Technology

 <span style="font-family: Georgia,serif; font-size: 20.8px;">**5d. School Expectations for Students and Staff**: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.

**<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Experiences ** **<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Coursework and Trainings ** **<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Related Readings ** **<span style="color: #b34747; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: x-large;">Selected Artifacts ** >
 * <span style="font-family: Georgia,serif; font-size: 130%;">I regularly observed classrooms for instruction related concerns but also with a focus on our school and districts policies and procedures.
 * <span style="font-family: Georgia,serif; font-size: 130%;">As required by our Bord of Education and superintendent, I have staunchly upheld our dress code policy for students and staff. This information was recorded and tracked using Teach Scpae, a classroom observation tool.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I have worked closely with my mentor principal and our PBIS committee to unite our discpline procedures and our PBIS strategies.
 * <span style="font-family: Georgia,serif; font-size: 130%;">I have worked to review and update our classroom and bus referral forms.
 * <span style="font-family: Georgia,serif; font-size: 130%;">Crucial Conversations
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 130%; text-decoration: none; vertical-align: baseline;">Facilitative Leadership
 * <span style="font-family: Georgia,serif; font-size: 130%;">Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
 * <span style="display: block; font-family: Georgia,serif; font-size: 130%; text-align: left;">Bus Monitor Schedule
 * <span style="display: block; font-family: Georgia,serif; font-size: 130%; text-align: left;">Revising Office Referral and Discipline Procedures