Standard+6

**__External Development Leadership__ ** //A school executive will design structures and processes that result in community engagement, support, and ownership. Acknowledging that schools no longer reflect but, in fact, build community, the leader proactively creates with staff, opportunities for parents/guardians, community, and business representatives to participate as “stockholders” in the school such that continued investment of resources and good will are not left to chance.//



**6a. Parent and Community Involvement and Outreach** The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school.

__**Experiences**__
 * **Change Course (Problem of Practice):** Community asset map for internship project, fall 2011.
 * **Internship:** Crafted letter to caretakers about schedule changes, fall 2011.
 * **Internship:** Worked with the Mayor of Benson to develop a technology grant, fall 2011.
 * **Change Course (Problem of Practice):** Internship project included extended interviews with parents and community stakeholders, fall 2011.
 * **Summer Internship:** Created 18-page grant proposal, including asset map of the community, summer, 2011.
 * **Summer Internship:** Full-time, 4-week internship at Families Supporting Families, a non-profit organization in Roanoke Rapids, NC. Summer, 2011.
 * **Specialized Training:** Community Schools Learning Lab provided specific strategies for engaging parents and community stakeholders, March 2011.
 * **Specialized Training:** Site visit to an emerging community school: Chinook Middle School, Seattle, Wa., March, 2011.

__**Related Readings** __
 * Articles in //Education Leadership//, including //Making the Most of Family Compacts//, //Connecting with Parents at Home// and //Involvement or Engagement//, May 2011
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Ruby Payne training gave tools for assessing the assets of individual students, as well as community stakeholders. March, 2011

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%;">__**Example Artifacts**__ <span style="font-family: Georgia,serif;">//Asset Map Digital Story made for internship school community// <span style="font-family: Georgia,serif;">media type="custom" key="12742456" <span style="font-family: Georgia,serif;">//Pay it forward made for Community Schools Learning Lab specialized training// <span style="font-family: Georgia,serif;">media type="custom" key="15410608" <span style="font-family: Georgia,serif;">//Logic model made for Community Internship Grant// <span style="font-family: Georgia,serif;">media type="custom" key="15410462" <span style="font-family: Georgia,serif;">//Prezi presentation created at the end of summer internship, 2011// <span style="font-family: Georgia,serif;">media type="custom" key="15415954"

<span style="font-family: Georgia,serif;">//Final grant written with Cecilya Williams for Roanoke Rapids non-profit Families Supporting Families// <span style="font-family: Georgia,serif;">

<span style="background-color: #ffffff; color: #800000; font-family: 'Courier New',Courier,monospace; font-size: 16px;">**6b. Federal, State and District Mandates** <span style="font-family: Georgia,serif;"> The school executive designs protocols and processes in order to comply with federal, state, and district mandates.

Experiences
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Specialized Training:** 3-day trip to Washington DC involved meeting over 30 leading figures in education policy. Panelists included lobbyists, education experts, union representatives and congressional aids, fall 2011.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Specialized Training:** Reflection on Washington experience included 3 lessons learned from and 2 questions I had for each presenter, fall 2011.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> **DLP:** 1, 4, 5
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> **Internship**: Weekly and monthly logs
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%; line-height: 21px;">**Leadership Course:** Early Childhood Education Developmental Project, Halifax County Schools
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">** Law Course: ** Principal Interview, Mr. Phillip Rountree **—** Northwest Halifax County High School
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> **Law Course**: Legal Lesson Plan (Development and delivery)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Law Course:** Special Education Legal Literacy Assignment
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Spring 2011 Assessment Day**: Letter Home re: School Safety
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Specialized Training:** Education Law Association Conference attendance and presentation

__**Related Readings**__
 * Payne, R. K. (2009). A framework for understanding poverty. Moorabbin, Vic: Hawker Brownlow Education.
 * Steele, C. (2010). Whistling Vivaldi: And other clues to how stereotypes affect us. New York: W. W. Norton & Company.
 * Wood, C. 92007). Yardsticks: Children in the classroom, ages 4-14. Turners Falls, MA: Northeast Foundation for Children.
 * Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New Yrork: Teachers College Press.
 * Daniels, D. H., Beaumont, L. J., & Doolin, C.A. (2008). Understanding children: An interview and observation guide for educators. Boston: McGraw-Hill Higher Education.
 * Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
 * Meece, J. L., & Daniels, D. H. (2008). Child and adolescent development for educators. Boston: McGraw-Hill Higher Education.
 * Convey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.
 * Common Core Overview
 * Special Education and the Media
 * IEL Federal Policy Institute
 * Teacher Evaluation Instrument
 * DPI Special Education Day

<span style="font-family: Georgia,serif;">Example Artifacts: <span style="font-family: Georgia,serif;">//1 of 3 evaluations made after Washington Policy retreat.// <span style="font-family: Georgia,serif;">media type="custom" key="15416052"

//School Law Legal Lesson Plan designed specifically for Northwest Halifax High from Principal Interview and Teacher Feedback.//

<span style="color: #800000; font-family: Georgia,serif; font-size: 130%; line-height: normal;">**Gap Analysis of Growth over Time** <span style="font-family: Georgia,serif; font-size: 90%;">**6a:** Community engagement went from being something “nice-to-have” to being my absolute, primary concern. Experiences at the Community Schools Learning Lab, community internship over the summer and current partnerships at South have helped me to understand that it truly takes a village to raise a child.

<span style="font-family: Georgia,serif; font-size: 90%;">**6b:** The trip to Washington, D.C. was a wholly immersive and eye-opening experience. Over the course of 3 days (with an NC class period as a primer), my knowledge of Federal and State policy went from misinformed to well informed. My previous reluctance to discuss policy with teachers has evaporated and been replaced with consistent research into the latest happenings on the hill.