Standard Five - 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 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.
Included in thecoursework for DPLA, I had the opportunity to make decisions regarding how the budgetary funds should be spent. This was done in a SIT format after first examining the quantitative and qualitative data for a school.
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.
To support our efforts in implementing Restorative Justice, we utilized the book Circle Forward with students as well as with staff members.
I co-led a training for the staff on True Colors to deepen everyone's understanding of personalities and strengthen relationships. Our school also adopted Restorative Justice Practices this year. It is the goal of this practice to create a more positive community at the school.
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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 administrative team communicates through ConnectEd messages every Sunday. Additionally, we send out a Dragon Den newsletter.
5d. School Expectations for Students and Staff
The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.
A strategy I implemented to hold students to a high standards was a Check-In/Check-Out sheet. I had a select group of students who received one of these sheets from me and the morning and met up with me during dismissal. I found that many of them would find me throughout the day to share their progress. This strategy allowed students to monitor their behavior and helped them reach the high expectations of Brogden.
During my time as Principal Resident at Brogden, I was primarily responsible for student discipline in the 7th grade. Below is screenshot of the homepage for Educators Handbook, the reporting system for discipline at Brogden. This data was discussed each semester with the PBIS team. Also included are tables that show data on just the 7th grade. This includes the offence, the action taken, as well as a list of the offenders.
Coursework
Distinguished Leadership in Practice with NCPAPA
Problem of Practice
School Budgeting Class ProjectSchool Law
Professional Development and Specialized Trainings
Crucial Conversations
Crucial Accountability
BB&T Leadership
Readings
How to Win Friends and Influence People (Carnegie)
The Law and Special Education (Yell)
Seven Habits of Highly Effective People (Covey)
The Principal's Guide to School Budgeting (Sorenson & Goldsmith)
The Strategic School: Making the Most of People, Time, and Money (Miles & Frank)
Distinguished Leadership in Practice with NCPAPA
Problem of Practice
School Budgeting Class ProjectSchool Law
Professional Development and Specialized Trainings
Crucial Conversations
Crucial Accountability
BB&T Leadership
Readings
How to Win Friends and Influence People (Carnegie)
The Law and Special Education (Yell)
Seven Habits of Highly Effective People (Covey)
The Principal's Guide to School Budgeting (Sorenson & Goldsmith)
The Strategic School: Making the Most of People, Time, and Money (Miles & Frank)