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 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.

**__Experiences__**
 * **Internship:** Facilitated SIT conversation to put fiscal priority on technology, spring 2012
 * **Internship:** Co-presentation on school reform included discussion of reallocation of budgets, creatively using various budget codes, spring 2012.
 * **Internship:** Collected and assessed trends in South Johnston’s budget from previous two school years, fall 2011.
 * **Internship:** In-depth explanation and analysis of South Johnston budgets with Mr. Price. Included clarification of various accounts, required contributions, working with SIT to identify needs, collaboratively deciding on interventions and updating budget, fall 2011.

**__Course Work__**
 * **Change Course:** Work with Dr. Corn on how data can be used to assess the success of funding and program decisions, fall 2011.
 * **Law Course:** Attended two sessions on laws governing budgets at Education Law Association conference, fall 2011.
 * **Law Course:** Classroom discussion through School Law and Finance course of the federal and state budget, including history, implications, equity, uniform chart of accounts and the effects of the Leandro decision, February-May, 2011
 * **Law Course:** Reading and discussing //How and Where the Education Dollar is Spent// (Pijanowski & Hussain, 1997) in School Law and Finance, February 2011
 * ** Law Course: **Training on the North Carolina school finance report by Kendall Jordan, May 2011

__**Example Artifacts**__ //Budget analysis created after a Mr. Price walked me through the budgeting process. We met with other members of the admin team and faculty, as well as the chief financial secretary, each of whom gave an added perspective on creating a school budget.// media type="custom" key="15430930"

[|A survey was used to gauge the preparedness and interest in SMARTBoards. This was agreed upon with the SIT to be an equitable method to distribute the technology that had become a budgetary priority.]

**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.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">**__Experiences__**
 * **Internship:** Weekly internship logs included reflection on processes Mr. Price uses to resolve conflict in a democratic way and allow teachers express contrary opinions, fall 2011-spring 2012.
 * **Internship:** Monthly internship logs included the identification of change and conflict management as competencies for growth. Insight from Dr. Johnson was used to create an action plan to grow in these areas, fall 2011-spring 2012.
 * **Internship:** Weekly internship logs included reflection on attempts to resolve areas of conflict, fall 2011-2012.
 * **Internship:** Formal and informal meetings with Mr. Price (mentor) and Dr. Johnson (coach), included discussion on dealing with complex situations. Strategies were suggested, implemented and reflected on. Fall 2011-spring 2012.
 * **Internship:** Worked with Dr. Johnson to develop competencies for open, clear and effective communication with all staff, fall 2011-spring 2012.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">**__Course Work__**
 * **Specialized Training:** Certified training in //Conflict Resolution// provided information about and practice with resolving claims in an equitable manner. January, 2011
 * **Specialized Training:** Certified completion of //Crucial Conversation// training provided processes for framing conversations so that positive outcomes can occur, February 2011
 * **Teacher Evaluation Course:** 360 Reflection on teacher evaluation and practicing Crucial Conversation skills.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">**__Related Readings__**
 * Reading and discussion of //Working with and Evaluating Difficult School Employees// had protocols, strategies and even particular verbiage to use when monitoring and resolving sensitive situations (Eller and Eller, 2009), January 2011
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reading (Lane, 2008) and lecture on legal rights of teachers when being evaluated. February, 2011.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">__**Example Artifacts**__ //Role play of meeting with a parent about a complex situation.// media type="custom" key="16082806"

<span style="color: #800000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: center;"><span style="background-color: #ffffff; color: #800000; font-family: 'Courier New',Courier,monospace; font-size: 130%;">**5c. Systematic Communication** <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 16px;">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.

<span style="color: #800000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"><span style="font-family: Georgia,serif; font-size: 130%;">__**Experience**__
 * <span style="font-family: Georgia,serif;">**Internship:** Helped design Google Doc for continued discussion about Faculty Meetings, spring 2012.
 * <span style="font-family: Georgia,serif;">**Internship:** Weekly internship logs included reflection on systems Mr. Price has established to communicate with staff, fall 2011.
 * <span style="font-family: Georgia,serif;">**Internship:** Sent bi-weekly updates to Freshman Academy during the first month of school, fall 2011.
 * <span style="font-family: Georgia,serif;">**Internship:** Used surveys, e-mail, school-wide announcements and alert-now announcements to develop and communicate laptop protocols with school stakeholders, fall 2011.
 * <span style="font-family: Georgia,serif;">**Internship:** Created Google Doc for open communication between teachers, media coordinator and myself about 1:1 laptop challenges, fall 2011.
 * <span style="font-family: Georgia,serif;">**Internship:** Utilized multiple e-mails, staff announcements, weekly Trojan Talk and face-to-face reminders for important meetings or professional development, fall 2011.
 * <span style="font-family: Georgia,serif;">**Internship:** Weekly internship logs included reflection on the importance of providing information multiple times in a number of different formats ensure information is conveyed, fall 2011.
 * <span style="font-family: Georgia,serif;">**Internship:** Monthly internship logs and final internship reflection included multiple methods of communication as a major takeaway for fall 2011.
 * <span style="font-family: Georgia,serif;">**Internship:** Adapted district PLC spreadsheet for Google Docs and collaboratively developed systems for teachers to use PLC Google Doc to ask questions or concerns, which could then be responded by administrative staff, fall 2011.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">**__Course Work__**
 * <span style="font-family: Georgia,serif;">Research compiled for the Elementary Developmental project included formal and informal communication tools our district uses. October-May, 2011
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Worked with the district’s Closing Gaps Task Force to develop, market and compile a parental survey. October-March, 2011

<span style="color: #800000; font-family: Georgia,serif; font-size: 120%; line-height: 20px;">**__Related Readings:__**
 * <span style="color: black; font-family: Georgia,serif; font-size: 90%;">Fullan, M., & Ballew, A.C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 90%;"> Fullan, M., & Ballew, A.C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 90%;"> Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
 * <span style="font-family: Georgia,serif; font-size: 90%;"> Kotter, J.P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Georgia,serif; font-size: 90%;"> Patterson, K. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press.
 * <span style="font-family: Georgia,serif; font-size: 90%;"> Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">**__Example Artifacts:__** <span style="font-family: Georgia,serif;">//Operation NELA prompt// <span style="font-family: Georgia,serif;">media type="custom" key="15429382" <span style="font-family: Georgia,serif;">//Memo to Staff Regarding Immediate Action// <span style="font-family: Georgia,serif;">media type="custom" key="15429422" <span style="font-family: Georgia,serif;">//One of many letters written to the stakeholders of 9th grade academy. Often, announcements were also issued through ConnectED calls, e-mail blasts and PTSO meetings.// <span style="font-family: Georgia,serif;">media type="custom" key="15431088"

<span style="color: #0000ff; font-family: Georgia,serif;">[|Mid Year Student Survey]

<span style="background-color: #ffffff; color: #800000; font-family: 'Courier New',Courier,monospace; font-size: 18px;">**5d. School Expectations for Students and Staff** <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 16px;">The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.

<span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 16px;">__**Experiences:**__
 * **Internship:** <span style="font-family: Georgia,serif;">Created Just Do It and Tardy Google Spreadsheets to clarify expectations, rules and procedures for infringing rules, as well as tracking student trends, spring 2012
 * **Internship:** <span style="font-family: Georgia,serif;">Collaboratively designed Just Do It intervention with SIT for students not achieving in class, spring 2012.
 * **Internship:** <span style="font-family: Georgia,serif;">Weekly internship logs included reflection on Mr. Price’s work with School Improvement Team to establish, communicate and enforce school level expectations, rules and procedures. Fall 2011.
 * **Internship:** <span style="font-family: Georgia,serif;">Work with Freshman Academy teachers to establish clear expectations for the 9th grade. Discussed expectations throughout the school year in FA PLC meetings, fall 2011—spring2012.
 * **Internship:** <span style="font-family: Georgia,serif;">Used surveys, e-mail, school-wide announcements and alert-now announcements to develop and communicate laptop protocols with school stakeholders, fall 2011.
 * **Internship:** <span style="font-family: Georgia,serif;">Facilitated School Improvement Team meeting on creating tiered structure for student POWER attendance, fall 2011—spring 2012.
 * **Internship:** <span style="font-family: Georgia,serif;">Created and communicated to teachers the expectations for using Google Spreadsheet for collecting POWER attendance, fall 2011—spring 2012.
 * **Internship:** <span style="font-family: Georgia,serif;">Analysis and communication to staff about POWER attendance, fall 2011—spring 2012
 * **Internship:** <span style="font-family: Georgia,serif;">Worked with individual teachers in the Freshman Academy to develop rules, procedures and expectations in their classroom aligning with school-level vision, fall 2011.
 * **Internship:** <span style="font-family: Georgia,serif;">Weekly logs included reflection on the effectiveness of Freshman Academy expectations and procedures, fall 2011.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">__**Course Work:**__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Law Course:** Legal training on the rights of student and teacher, including free expression, search and seizure, disciplinary procedures, religion and discrimination.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Specialized Training:** PBIS training with focus on rules and procedures that have proven effective. April, 2011.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%; line-height: 21px;">**Leadership Course:** Monthly Internship Reports (discipline data)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%; line-height: 21px;">**Leadership Course:** Spring 2011 Assessment Day (letter home re: safety incident at school)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%; line-height: 21px;">**Specialized Training:** Crucial Conversation Training
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%; line-height: 21px;">**Specialized Training:** Social Justice Seminars
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%; line-height: 21px;">**Specialized Training:** Facilitative Leadership Training and Assessment
 * <span style="font-family: 'Times New Roman',Times,serif;">** Specialized Training: ** Data Day: EVAAS, ACRE, Metametrics. NCWise
 * <span style="font-family: 'Times New Roman',Times,serif;">** Specialized Training: ** Facilitative Leadership training

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">__**Related Readings:**__
 * Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%; line-height: 17px;">__**Example Artifacts**__ <span style="font-family: Georgia,serif;">// Document created prior to my coming; however, it drove many conversations and trainings. It was also discussed during evaluations, as well as referenced in e-mails. // <span style="font-family: Georgia,serif; font-size: 12px; line-height: 17px;">media type="custom" key="15431452"

<span style="font-family: Georgia,serif;">// A system for sweeping was continually monitored and modified throughout the school year. Multiple times, teachers and students were reminded that doors would close at the sound of the bell and tardy slips automatically given by hall sweepers. // <span style="font-family: Georgia,serif;">

<span style="font-family: Georgia,serif;">//Documents created to hold teachers and students accountable for attendance expectations during POWER (teacher during fall, school during spring). Every three weeks admin team would look at this to celebrate attendance numbers, but also recognize areas for growth and assign added duties. Trends were also told to students, as numerous freshman initially weren't reporting to POWER. This changed after teachers could show tracking and discuss how many times they had attended the tutorial.// <span style="color: #800000; font-family: Georgia,serif;">//School POWER Spreadsheets// <span style="font-family: Georgia,serif;">media type="custom" key="15431610" <span style="color: #800000; font-family: Georgia,serif;">//Teacher POWER Spreadsheets// <span style="font-family: Georgia,serif;">media type="custom" key="15431724"

<span style="color: #800000; font-family: 'Courier New',Courier,monospace; font-size: 130%;">__**Gap Analysis of Growth over Time**__ <span style="font-family: Georgia,serif; font-size: 90%;">**5a:** After a brief introduction in the Spring with Dr. Brady, Mr. Price brought things down to the micro-level by explaining the collaborative processes needed to develop a strong budget. In a meeting with the financial officer, they walked me through both the practical and legal considerations that must be made when crafting and updating school budgets, using South’s budget as a case study. Over time, Mr. Price has involved me in discussions with the SIT about budget an allocation. I also facilitated meetings and created surveys to ensure finances were allocated in a fair and transparent manner.

<span style="font-family: Georgia,serif; font-size: 90%;">**5b:** Mr. Price, Dr. Johnson and I worked specifically on this standard throughout the course of the semester. With all the changes noted above, they counseled me on ways to motivate staff without overwhelming them. With crucial conversations, they coached me in the real sense of the word: conversations were discussed, rehearsed and debriefed. The advice they gave me then informed future conversations I had.

<span style="font-family: Georgia,serif; font-size: 90%;">**5c:** Another major takeaway from the semester: Communicate often, in as many different modes as possible. During the fall semester, I went from using one method of communication (e-mail, which was problematic from the get-go) to using no less than three. As a result, I get more input, buy-in and involvement.

<span style="font-family: Georgia,serif; font-size: 90%;">**5d:** Working with a newly instituted wing like the Freshman Academy has merited multiple conversations around student and staff expectations. I have facilitated many of the discussions and contributed in them when teacher leaders were facilitating. During the Spring, I plan to operationalize our discussion with the help of teachers and students. Ultimately, my experience at KIPP challenged me to bring that kind of focus and dedication to my school.