Standard V: 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 everyday life is critical for staff to be able to focus its energy on improvement.
Element Va. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement.
During a kindergarten PLC one of the teachers asked if they would be able to provide tutoring over the summer as they had the summer before. Using the kindergarten screener teachers identified students that would benefit from a summer tutoring session to better prepare them for kindergarten. Working with the school's bookkeeper we were able to identify available funds to pay for two of the kindergarten teachers to work with the identified students to provide tutoring. This required requesting funds be moved from one account to another through our district office.
As well, I worked on securing funds from our school budget to pay for the school's EOG celebration for all students that show growth on their EOG or end of year assessment. This activity proved to be beneficial last year and the teachers wanted to continue the celebration to encourage students to work hard as we move into the final weeks of school and closer to testing.
As a part of ELP 554- Organizational Management II: Resource Support I had to submit my final project. The scope of the project was to evaluate academic data, AdvancED recommendations, teacher working conditions survey, school improvement plan, budget, and master schedule in order to address concerns. After reviewing all of the data I made the list of concerns and recommendations for the mock school. I then took the budget I was given to allocate funding for my recommendations. I recorded my suggestions for the implementation of the recommendations and funding sources using FlipGrid.
During a kindergarten PLC one of the teachers asked if they would be able to provide tutoring over the summer as they had the summer before. Using the kindergarten screener teachers identified students that would benefit from a summer tutoring session to better prepare them for kindergarten. Working with the school's bookkeeper we were able to identify available funds to pay for two of the kindergarten teachers to work with the identified students to provide tutoring. This required requesting funds be moved from one account to another through our district office.
As well, I worked on securing funds from our school budget to pay for the school's EOG celebration for all students that show growth on their EOG or end of year assessment. This activity proved to be beneficial last year and the teachers wanted to continue the celebration to encourage students to work hard as we move into the final weeks of school and closer to testing.
As a part of ELP 554- Organizational Management II: Resource Support I had to submit my final project. The scope of the project was to evaluate academic data, AdvancED recommendations, teacher working conditions survey, school improvement plan, budget, and master schedule in order to address concerns. After reviewing all of the data I made the list of concerns and recommendations for the mock school. I then took the budget I was given to allocate funding for my recommendations. I recorded my suggestions for the implementation of the recommendations and funding sources using FlipGrid.
Element Vb. 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.
As a school administrator managing difficult conversations is a required skill. Whether the conversations are with staff or students it is important to focus on the issue at hand and how it can be resolved. During my residency there have been several occasions where myself and my mentor principal conducted meetings with staff that were not meeting expectations. These conversations are essential in seeing the staff member grow which will in turn help students.
When managing student discipline I follow the district's student code of conduct to facilitate discussions and potential consequences for infractions. It is always my goal to make sure students understand what behavior they are being reprimanded for and how we can not have the same behavior in the future. It is not just about discipling the student but building a relationship so students know what is expected of them and that adults really do want the best for them.
I facilitated a conversation between two students, their parents, and the teacher using restorative justice practices. These two students were constantly picking on each other and causing a disruption everywhere they went. After a few occurrences I asked the parents to come in and participate in a conversation to establish the problem and potential solutions. The session went well with the students explaining what was happening with them and the parents were involved in finding solutions for their issues. After the session the boys showed improvement in their behaviors towards each other and their classmates.
Below are entries to a parent log I keep to make sure parents are communicated with when their child is sent to me for a discipline infraction or general school policy clarification.
As a school administrator managing difficult conversations is a required skill. Whether the conversations are with staff or students it is important to focus on the issue at hand and how it can be resolved. During my residency there have been several occasions where myself and my mentor principal conducted meetings with staff that were not meeting expectations. These conversations are essential in seeing the staff member grow which will in turn help students.
When managing student discipline I follow the district's student code of conduct to facilitate discussions and potential consequences for infractions. It is always my goal to make sure students understand what behavior they are being reprimanded for and how we can not have the same behavior in the future. It is not just about discipling the student but building a relationship so students know what is expected of them and that adults really do want the best for them.
I facilitated a conversation between two students, their parents, and the teacher using restorative justice practices. These two students were constantly picking on each other and causing a disruption everywhere they went. After a few occurrences I asked the parents to come in and participate in a conversation to establish the problem and potential solutions. The session went well with the students explaining what was happening with them and the parents were involved in finding solutions for their issues. After the session the boys showed improvement in their behaviors towards each other and their classmates.
Below are entries to a parent log I keep to make sure parents are communicated with when their child is sent to me for a discipline infraction or general school policy clarification.
As a class assignment I worked with my team to work through the Decision Making Analysis protocol. We were given information about a mock school and had to determine what the best decision would be based on the district/school's goals (green column). We then listed what we wanted the SIT to focus on. Using the rating scale we assigned a numerical value to each of the potential focuses. In the end it was determined that the SIT's number one focus would be student proficiency.
I can foresee using this protocol as an administer to help focus the school's goals and strategies when many options are available.
I can foresee using this protocol as an administer to help focus the school's goals and strategies when many options are available.
Element Vc. 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.
I use many forms of communication to share information with staff, parents and other stakeholders.
Email: I use emails to share or receive information from small groups or individuals within the staff.
Newsletter: I work with my mentor principal to create the weekly newsletter where the bulk of information is shared with teachers.
Staff Meetings: These meetings are used to share information on bigger school initiatives and expectations.
PLC Meetings: Data, instructional strategies, and MTSS weekly meetings.
Grade Level Meetings: These meetings are led by the grade chairs and used to discuss logistics for the grade level. The minutes of these meetings are shared with me and I am able to comment and ask questions to teachers.
In Person Conversations: There are times that a face-to-face conversation is the best way to handle certain topics. These conversations can be planned or can be very informal where I see a teacher in the hall or they stop by my office.
Monthly Parent Calendar: Each month I create a calendar parents receive that has important dates and curriculum focuses. This is sent home in English and Spanish.
Facebook Live: A group of 3-5 teachers and myself produced a Facebook Live for parents and community members on EOG topics. Click here to view.
Thank You Notes: I believe taking time to thank people is important. The gesture goes a long way as people often feel unappreciated but can easily be reminded that they do make a difference.
Remind 101: I created a Remind 101 account that parents can sign up to get updates about bus routes.
I use many forms of communication to share information with staff, parents and other stakeholders.
Email: I use emails to share or receive information from small groups or individuals within the staff.
Newsletter: I work with my mentor principal to create the weekly newsletter where the bulk of information is shared with teachers.
Staff Meetings: These meetings are used to share information on bigger school initiatives and expectations.
PLC Meetings: Data, instructional strategies, and MTSS weekly meetings.
Grade Level Meetings: These meetings are led by the grade chairs and used to discuss logistics for the grade level. The minutes of these meetings are shared with me and I am able to comment and ask questions to teachers.
In Person Conversations: There are times that a face-to-face conversation is the best way to handle certain topics. These conversations can be planned or can be very informal where I see a teacher in the hall or they stop by my office.
Monthly Parent Calendar: Each month I create a calendar parents receive that has important dates and curriculum focuses. This is sent home in English and Spanish.
Facebook Live: A group of 3-5 teachers and myself produced a Facebook Live for parents and community members on EOG topics. Click here to view.
Thank You Notes: I believe taking time to thank people is important. The gesture goes a long way as people often feel unappreciated but can easily be reminded that they do make a difference.
Remind 101: I created a Remind 101 account that parents can sign up to get updates about bus routes.
Below is one of the staff meeting agendas that I shared with teachers the day before the meeting so they would know what to expect in information and time requirement.
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At the start of school my mentor principal was on extended sick leave. In her absence I was responsible for creating the Weekly Staff Newsletter that goes to the school staff as well as district officials and other principals in the district. I decided a website where all newsletters would be accessible was how I would share the newsletters. The link to the website is here.
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Below are examples of the parent calendars that go home monthly in English and Spanish. I am responsible for creating the template, having teachers complete the weekly focus and at home tips and then having our ESL coordinator translate to Spanish.
Below is an example of an email shared with staff responsible for monitoring students in the cafeteria each morning. I rely on emails to share messages with multiple staff members at once. It is an easy way to make sure everyone receives the same information versus individual conversations with large groups of staff.
I use Remind 101 to send parents updates about bus routes and car rider pick-up. The app has been a great tool for letting parents know when a bus is running late or will have a double route. It is important for the school to communicate pick up and drop off times to ensure the safety of students.
Element Vd. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
Developing the best teacher leaders possible is a part of an administrator's role. One way to build staff is to provide the resources for staff to excel. I believe having clear expectations and processes is just as important for adults as students. Below are a few ways I have worked to enforce expectations for students and staff throughout my principal residency.
Developing the best teacher leaders possible is a part of an administrator's role. One way to build staff is to provide the resources for staff to excel. I believe having clear expectations and processes is just as important for adults as students. Below are a few ways I have worked to enforce expectations for students and staff throughout my principal residency.
Using information provided by my mentor principal I updated the Staff Handbook. The handbook was shared with staff at the beginning of school and key elements were shared verbally during the first staff meeting.
When walking down halls, in classrooms, and in the cafeteria I work to consistently provide positive feedback to students and teachers based on our PBIS ROAR expectations. As well, on the morning announcements I will often give a shout out to classes or buses that have exhibited the PBIS ideals. It is possible to change student behavior when you conclude what their motivation is and work towards changing behavior with positive reinforcement.
Below is an excerpt on meeting minutes from a PLC where we reviewed the schedule for a remediation session. It is important that timelines are communicated to all staff so that everyone knows what is expected of them so execution of initiatives will be as smooth as possible.
As an administrator it is important to provide resources to staff so that they have the tools to meet the expectations that have been set for them. One important piece of student achievement is student engagement. We measure student engagement through the walkthroughs we complete weekly in classrooms. Below is an article I shared with my mentor principal that I felt would help teachers strengthen student engagement in their classrooms. My mentor principal used the article in a weekly staff newsletter. As an administrator I would follow-up on these articles with staff in PLC meetings to see how they can use the information they learned to improve their practice.