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 decisions 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.
A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
Standard 5A Reflection: When looking at our School Improvement Plan, the school developed several goals and areas in which to improve in this year. Plans were created with processes, procedures, and resources we would use to reach our goals. We created a school intervention plan as well as a tutoring program in which meet these goals. This included paying teachers for afterschool turtoring and any professional development that was needed for new initatives. I helped to organize the afterschool tutoring by identifying students, teachers who could volunteer their time afterschool, and parent contact.
|
To understand school budget better I sought assistance from my school bookkeeper in which to have a better understanding. We sat together and looked over various documents and examples. At the beginning of the year a Financial Analyst of the Budget Administrator sends the budget of what they believe each school needs. This depends on a lot of factors some may include at risk students, Title I and Ec classrooms and area etc. The actual budget is put into each budget code made by the Principal and Bookkeeper.
|
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.
Standard 5B Reflection: My Problem of Practice is focused on decreasing the number of office referrals of African American males. Student Conduct has also been a large focus in our school this year as idenified on our TWC and Holt Staff Survey. I attended the All Things Discipline Training provided by the district for Principals. This training helped me to identify various resources needed for our students as well as training for staff to support our students with their social and emotional needs. I was also made aware of the processes and procedures in which to discipline a student based on the behavior exhibited.
|
I also received training in Restorative Practices to go back and share with the School Improvement Team. The team agreed that each representative on the team needed to attend the training themselves and then come back and share strategies to use within their grade levels.
I also started Boy Scouts in which to come and meet with selected students of color, as identified of their classroom teachers and Educators Handbook Data. The group met weekly or bi-weekly with Mr. Clark and Mr. Miller to discuss character traits as well as be active engaging role models of color. |
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.
Smore WeeklyWebpage
July 29 - August 2 https://www.smore.com/tfwna
September/October News 2019 https://www.smore.com/1kw7h
November/December/January https://www.smore.com/hm2f9
February https://www.smore.com/c78pt
July 29 - August 2 https://www.smore.com/tfwna
September/October News 2019 https://www.smore.com/1kw7h
November/December/January https://www.smore.com/hm2f9
February https://www.smore.com/c78pt
Standard 5C Reflection: Every Friday before leaving for the day, Friday Updates were emailed to staff letting them know what was going on the following week and for the month. It was my job to get the document updated and ready based on the schoolwide calendar, updates from district, and the routine expectations. Each proposed email was then saved in Google Docs and sent to Principal Mentor before she sent it out to staff. Monthly Webpages were also sent out and I stored them on Google Docs with the Friday updates. A read reciept was suggested to Principal Mentor to document who had read the document.
D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
Standard 5D Reflection: The weekly Friday Updates reinforced school and staff expectations at the beginning of each update. During each post-conference the teacher was asked were they reading the Friday Updates. The beginning reminders were always the same, at the beginning of each Friday update, to constantly reinforce the most important expectations as a school. The first 10 days of school were spent going over the Code of Conduct with families and students in depth. Once explained and reviewed the students and parents then signed their Code of Conduct Contract to be stored in student cummulative folders and class portfolios. This made the students aware of the expectations as well as their parents. I assisted in making sure all classes had the handbooks in English and Spanish to provide to their students and their families.