Standard V: Managerial Leadership
The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
5A: School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
The school budget was already completed prior to the beginning of my residency, so I did not have an opportunity to discuss or make decisions for the school. However, I had an opportunity to work with a school budget through a class with Dr. Eddie Price, Deputy Superintendent of Johnston County Schools. For this project, I was given data about the school and different fund sources. After analyzing the data, I made recommendations for ways to use each fund source for school improvement. To the right is a copy of the budget presentation I created which shows my expenditures and analysis of a middle school budget.
School Based Budget Plan
|
Recommendations for School Based Budget Project
|
5B: 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.
The administrative team was frequently called by parents and bus drivers to address behavior concerns which caused students to be removed from instruction or suspended from the bus. I worked with the PBIS chair to tailor a behavior matrix to the needs of our bus. The matrix outlined the difference between bus -managed behaviors and office-managed behaviors. With the new system, bus drivers were encouraged to document on a minor incident form the negative behaviors and any interventions they tried before writing an office referral. The goal was to keep students in class as much as possible and to actually change the behavior. I also presented the expectations and purpose of the minor incident form at a staff meeting. Below is a copy of the bus driver letter to be sent home as well as the minor incident form I revised. With the new policy implemented, students were written up less often for minor incidents and drivers interacted more with parents concerning behavior.
Administration Warning Letter
|
Bus Driver Warning Letter
|
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 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.
As evidence below, I helped to generate ConnectEd messages that would be sent to parents of Northeast students. I was able to keep them informed of upcoming events throughout the year. In addtion, I was able to give them more information as I saw them throughout the community. In addition, almost daily, parents contact the school to express concerns or with inquiries about various topics. I met with parents or talked to them within 24 hours on the phone to address concerns they may have had about the classroom, instruction, behavior, bus, safety etc. I also contacted parents to discuss discipline concerns or to acknowledge positive behavior. Our discussions centered around the impact these concerns had on student achievement and strategies we could use to work together to help students. Below is one of the parent contact logs I used to document these interactions. While there were still some difficult conversations, most parents worked with me to help find solutions for supporting their student.
5D: School Expectations for Student and Staff
The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
As a proactive measure, the PBIS committee and I created a powerpoint for students and staff to explain behavior expectations for each area of the school (recess, classroom, hallway, cafeteria, assembly, bathroom, bus). At our opening assembly, the PBIS team reviewed the expectations and showed videos that modeled appropriate behavior. Over the course of the following week, I visited individual classrooms, along with the administrative team, to review our PBIS conduct expectations. Teachers in grades kindergarten-fifth signed up for a time for us to visit their classes, speak with students, and set the tone for the year. Below is the powerpoint that was used
Northeast PBIS Expectations