STANDARD FIVE:
Managerial Leadership
A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
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Creating a School BudgetManaging the school budget is a huge undertaking for a school leader. The budget is complex, and there are so many needs that must be met. If schools are Title 1 and receive additional funding, tough decisions must be made as to how that money can best serve students. In the Budget and Finance class, we learn about the best way to make those decisions. The single most important question a leader has to ask, is "How does this purchase connect to our school improvement goals, TWC data, or student achievement data?" Taking an inventory of a school budget should be a mandatory practice for the leader in the building. Every purchase should be justified for school improvement. If a line item does not support school improvement, then it should be replaced with one that does. This artifact is an example of our final budget project. We looked at a school budget and compared line items to the school improvement goals, TWC data, and student achievement data. We found some discrepancies needing attention. We slashed those items and created a new budget that allowed for some creative solutions that would support school improvement. This project taught me that a school budget is flexible and should be reviewed annually to meet student needs.
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Vendor QuotesOne decision that can be difficult for a leader is what products to purchase when looking at the supplementary testing curriculum. The 3-5 teachers at RES all agreed upon a single company and product, however, a new policy at our district requires every purchase to have three vender quotes before submitting. A rationale as to the purchase must also be included. I was given this task, and I had to research vendors who supplied a similar product. I think this is when it is important to pay attention to the vendor catalogs that are sent in the mail. I tried to use the internet to search, but I struggled to find a similar product. I asked my cohort members for some help and was able to get one company name. I happened upon the last company when I tried again to search using the internet. This experience taught me that it is important to have a collection of vendors for a variety of school needs. This artifact is an example of the three vendors I reached out to for quotes for 3rd-5th grade EOG test practice workbooks.
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B. Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved student achievement.
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Establishing NormsProfessional Learning Communities are critical for the achievement of all students. Teachers who plan collaboratively as a group can use group thinking to create lessons that are high in rigor and differentiated for all learners. Sometimes, these groups may face conflict and knowing how to work through those differences is the key to a healthy organization. Each of our grade level PLCs created norms for their group. These norms help to keep the group moving forward in a positive direction. When our grade level PLCs met for the first time, my residency was just beginning at RES, and so I was an observer only. Many of our teachers were placed in different grade levels this year, and so for the first PLC, it was important for them to establish the norms they would follow all year. Norms are the first layer of trust that teams must create. As the year has progressed, the teams have respected their norms and their PLCs are healthy. I have learned when working with adults, establishing norms is a direct reflection of how well the group is going to work together. Norms are also reflective of the values that each group prioritizes.
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DisciplineIDuring my residency, I spent the majority of my time in school, working on discipline issues. Students cannot learn when they are faced with conflict in their environment or in their head. When something is bothering a student, it takes a lot of energy for the child to compartmentalize that worry and stay focused on the learning in front of them. Often, that student, unable to set aside their problem, will misbehave in the classroom resulting in a trip to the office to see me. Through conversation with the child, the root of the problem sometimes is revealed. This takes time to uncover. I have learned a great deal about the stress children bear and the ways it impacts learning. I have several students who I feel invested in due to the amount of time they have spent with me in the office. I know their parents, and I understand why they struggle. The feeling I wasn't prepared for, was the helplessness to really make a change for the student. I could help move the child forward in that moment, or for that day, but I knew that I would be seeing them again. Regardless, I have found great satisfaction in being able to help resolve issues for children so they can get back to learning. I have experienced, that somedays, this is my biggest success.
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C. 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.
ConnectEd
ConnectEd is RES's primary source of information. My principal chooses to use ConnectEd because it can be distributed in a number of ways through voice, email and translated for our parents who don't speak English. When she decides that the information is important enough to share with parents, she creates a ConnectEd message immediately. Our PTA also posts her ConnectEd messages on their Facebook page. This communication is successful in keeping our parents informed and engaged in school activities. This artifact is a ConnectEd message I penned for my principal with the information pertaining to the event I was planning. The final ConnectEd also included additional information that my principal needed our community to know.
Social Media CommunicationSocial media is a popular way for schools to stay connected to their community. RES uses its Facebook page to reach the parents of the students. Posts are made often and are one way that the school can spread information immediately even before a ConnectEd statement can be prepared. The Facebook site is mostly used to celebrate the great things happening at the school such as special events. It is most often used to celebrate students and staff for the wonderful work that they do. Ramtastic Kudos for both staff and students are posted daily and are part of the process for this recognition. Our Golden Platter Award recipients are also celebrated for their accomplishments. As a leader, communication is key when you are the heart of the community. Using a social media platform that works with the demographics of your stakeholders is viable to the effectiveness of the tool. Although there are so many other options for social media, Facebook is the one the majority of our parents use daily. Knowing your community is important when considering how to communicate with them. RES does not have an Instagram account or Twitter because those platforms are not as effective due to the unpopularity with our parents and staff. Being intentional and systematic with a communication plan is the best way to use social media. RES also has one identified person in charge of posting. This makes the process streamlined and uniform in the image sent to the community.
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D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
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Handbook AnalysisMuch can be determined from the way a school communicates its expectations for both students and staff. Handbooks are the way that most schools are able to house all the procedures and processes for staff and students. Much can be said about this publication. I have worked in many schools, and I can get a good idea about the school's primary focus if the handbook is long and arduous. RES surprised me with their updated digital version of a handbook. It was a simple two-page google document that included hyperlinks. The organization of this handbook was simple and the design was inviting. I found myself wanting to familiarize myself with the school. This updated version had me excited to work in a school that clearly had ordered, but it was not overwhelming. This artifact is my analysis of the handbooks that RES publishes. The student/parent handbook, which is located on the school website and also printed on every student's agenda, is not as inviting. They could use some updating on the student/parent handbook at least for the website. Handbooks are one way a leader can clearly communicate expectations for the community and should be as accessible as possible, including multiple languages.
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Walker ProceduresRES has an interesting dismissal process, with over 300 walkers per day walking into the subdivision behind the school. The other students are dismissed by either carpool, bus, vans or YMCA. The procedure for this process must be organized or a student could be left behind. The walker process is very complex and takes a team of teachers to pull off successfully each day. I was responsible for overseeing this process. After a month, we began to notice, that the process known to the teachers for years, was no longer running as smoothly as it should. With the help of some expert teachers, we revised the procedure to adapt to some of the problems. In order to communicate our new procedure, we had to re-train teachers, inform parents, and monitor for success. I rewrote the school procedures for the staff handbook. I learned that as a leader in a new school, it is important to use those in your building who have the knowledge and the experience to improve a process. Listening and keeping an open mind, often will lead to effective results.
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