Standard 5: Managerial Leadership
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 principal 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.
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 principal 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.
Element 5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement.
The artifact below addresses the concerns and recommendations that were made based on our analysis of school data in our strategic budgeting scenario. This further shows my ability to analyze school data and determine how best to positively impact our students' academic needs. The artifact below is my strategic budgeting activity, defining how I thought monies should be allocated.
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The artifact below outlines our budgeting decision analysis. From an administrative standpoint, expenditures should be allocated to communication since it was the area with the highest score. In order to ensure that the focus of the school can be on improved student achievement, we will:
The artifact below is a FlipGrid created for Strategic Budgeting, during which I communicated my thinking about how to allocate funds based on monies available and students' academic needs.
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Element 5b. Conflict Management and Resolution: The school executive effectively manages the complexity of human interactions so that the focus of the school can be on improved student achievement.
The artifact below shows an email that was sent to our school counselor and school social worker about a concern that was communicated to me by the school librarian. So that the teacher can focus on classroom instruction, the student is pulled and conferences with the appropriate individual. It is my preference to always contact parents/caregivers when I have to talk to a student in my office or send them to talk with any other adult team member at West Greene.
The artifact to the right illustrates detailed notes that I took during a meeting after school with a parent who came in with their child to express concerns about bullying. My mentor principal was in a SLT meeting, so I took these notes and shared them with her so that she could follow-up with both students the next day. Ordinarily, I would address the issue myself, but I was scheduled to be in class the next day. I took care in hearing the parent's concerns, letting the parent know that I took the concerns seriously and assured the parent that it would be addressed. I also utilized the meeting as a time to remind the student about what they should do in a similar situation and to assure the child that it is important that school is a positive experience where the focus can be on learning.
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Element 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.
The artifact below details a message that I sent to the Director of School Nutrition for GCS to communicate a concern about the potential for spoiled milk to be served to the student(s). She, in turn, communicated their processes to me that could potentially contribute to such a scenario. In addition, she assured me that she would look into it.
The artifact below details a "Power Announcement" that I wrote and read to announce a raffle fundraiser by West Greene's Parents for Progress group. The announcement is recorded in both English (by me) and Spanish (by our interpreter), and is sent out to all parents whose phone numbers are stored in PowerSchool. This serves as an opportunity to engage the community in a school event while raising funds for the school.
Element 5d. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
The artifact below pictures a poster in our hallway which outlines "RAM Expectations" while in the hallway. This is a single example of how we implement changes in order to foster the vision we have of shaping our students both academically and and as productive citizens who will positively impact our community. I take opportunities throughout the day to remind students of our expectations and how their actions should imitate these ideals.
When addressing behavior issues, I always consider the student's previous offenses and the previous consequences that were upheld. Those details are key in informing the steps that I to address any present disciplinary actions. |
The artifact below displays minutes from the SLT meeting during which we decided upon RAMS Expectations. What started as an initiative by our encore teachers expanded to a school-wide initiative. There was immediate buy-in by both students and staff. I utilize RAM Expectations to formulate questions when discussing student behavior. For example:
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