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.
5A. School Resources & Budget
The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
School-Based Budget Project
During the 2020 Spring Semester, we were given the 2016-2017 demographics, School Improvement Plan, and budget break down for Benson Middle School in Johnston County. Our group used the nominal grouping technique protocol to determine areas of the school improvement plan to prioritize where to allocate funding. We then worked together to determine what initiatives and opportunities to spend funds on and identified which funding sources to use based on specific PRCs. |
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5B. Conflict Management & 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.
Restorative Circles
During my time at Centennial Campus MS (Year 1 of MSA program), I was trained on Restorative Circles along with the entire staff. We used Circles as a way for students, staff, parents, and any other stakeholders to be able to talk freely within a safe and gracious space. Circles were frequently used as a proactive measure during advisory time were students learned and heard from one another. At times, circles were used to mitigate issues after harm has been done within the classroom or school. At Conn, I used circle as a way to discuss equity issues so teachers could talk in a way that everyone could be valued. |
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Crucial Conversation Reflection
Early on in the MSA program, all fellows were trained in Crucial Conversations. This process as proven to be essential as a leader as many interactions involve coming to shared meaning and understanding through crucial conversations and unpacking. The reflection details a conversation I had with a student where I helped her see the perception of her actions within a classroom. Similar conversations took place throughout my internship where I had conversations with teachers about the way students perceive their actions and choices within the classroom and how that often leads to student misbehavior and misunderstanding. |
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.
Ligon Weekly Update
Each Sunday, a link to a Weekly document is sent to the entire staff. This is a practice that was used at both Ligon and Conn. The update includes dates and times for events throughout the week and an area for administrators and leaders from each department to make announcements about things that are going on throughout the building. At Ligon, an email is sent each morning with names of staff members who are out of the building as well as the names of their substitutes. These practices are meant to keep everyone in the loop in a consistent way and eliminate multiple emails being sent to full staff throughout the week. |
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5D. School Expectations for Students & Staff
The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
Ligon Staff Expectations Level Set
Each week, in January, admin staff led Ligon staff through a level setting of all staff expectations from operational, instructional, and PLT expectations. This was to ensure that with the principal change, staff were under the same understanding of what was expected of all staff members, each day. This way, when staff members were not following expectations with fidelity, the policy could be referenced in conversations. |
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CONN PBIS Matrix
At Conn, students had extremely clear expectations through their PBIS matrix which outlined expectations for various areas throughout the school building and also outlined how teachers should be expected to behave. The PBIS system was extremely successful and encouraged students to do their best, each day. Individual, class, grade, and schoolwide rewards were distributed based on positive student behavior. |