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 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.
Element 5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and results in, improved student achievement.
Artifact 1: Assessing the 2017-2018 Budget at Kenansville Elementary
KES Planning Budget 2017-2018 |
With the merging of two completely different schools, and additional grades added, it was imperative that I throughly assessed the budget. During the middle of August, I worked alongside my mentor principal to address our new budget. I also worked with my data manager to conduct an audit of last year's budget so we had a starting point to gauge the amount of supplies we needed to order. With the addition of 6th-8th graders, our resource allocations had to stretch a lot farther. |
Artifact 2: Budget Analysis through Decision-Making Protocol
Presentation of Budget Expenditures
Through my coursework, I was able to manage and create a budget using different program report codes (PRC). Using various data sources, I went through a decision making protocol with my School Improvement Team to focus in on how we were going to spend our money. After the decision making process, I created a budget spreadsheet to balance the budget while ensuring I using permitted fund sources.
Artifact 3: Requesting Quotes for Supplemental Resources to Support School Improvement Goal
At the beginning of the school year I discussed with the school improvement team what supplemental programs we wanted to have. After our major fall fundraiser, I worked alongside my mentor principal to re-asses our budget. I also reached out to various companies to obtain quotes from programs that would best fit our needs as both an elementary and middle school. |
Study Island Quote |
Artifact 4: Strategically Planning with the "tentative" 2018-2019 Teacher Allocations
April Principals' Meeting Agenda |
Over the course of this school year I have attending and participated in both the Principal and Assistant Principals' meetings. With many upcoming budget changes and class sizes updates, I worked closely with my mentor principal to begin to discuss the budget for next year. At the April meeting, I received the teacher allocation plan for the upcoming school year. I used the proposed data to map out where we currently were, our allocations for next year, and any gaps with our projected ADM. |
Element 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.
Artifact 1: Student Interventions for Behavioral Support
Examples of the Aftermath of Student Episodes
This school year Kenansville had an elementary student with sever behavior problems. I followed our county's MTSS process for so he could receive the services that he needed. Being that this was an intense and long process, I had to find a solution that would keep everyone involved in the situation safe.
The student was a danger to themselves as well as their peers. I worked with the district MTSS coordinator to write a Behavior Intervention Plan (BIP). I also worked closely with the students teacher and my mentor principal to come up with tangible solutions that the student could still remain in the academic environment so learning could still take place.
As a team (myself, my mentor principal, and the teacher) worked together to create a modified schedule for this student. First the first three weeks the student would come to school for two hours in the morning and then go home since most of the incidents happened early afternoon. We had planned to re-evaluate the student every three weeks and would increase their time if anecdotal supported that the student could handle increasing their time around others.
The structure I worked to put into place greatly helped the student be successful in the classroom, without having to frequently suspend the student.
The student was a danger to themselves as well as their peers. I worked with the district MTSS coordinator to write a Behavior Intervention Plan (BIP). I also worked closely with the students teacher and my mentor principal to come up with tangible solutions that the student could still remain in the academic environment so learning could still take place.
As a team (myself, my mentor principal, and the teacher) worked together to create a modified schedule for this student. First the first three weeks the student would come to school for two hours in the morning and then go home since most of the incidents happened early afternoon. We had planned to re-evaluate the student every three weeks and would increase their time if anecdotal supported that the student could handle increasing their time around others.
The structure I worked to put into place greatly helped the student be successful in the classroom, without having to frequently suspend the student.
Element 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.
Artifact 1: ConnectEd Call for Stakeholder Communication
Awards Day ConnectEd Call |
I sent home ConnectEd calls to ensure every student, parent/guardian, and teacher knew what was going on during the week. These calls would be scheduled to be sent to phones at 6:00pm. Understanding that parents have different work schedules, the calls were linked to our app that allowed parents to re-visit all the ConnectEd calls. |
Element 5d. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.
Artifact 1: Creation of Schoolwide PBIS Matrix
It was imperative that as a school we set clear expectations this school year since we merged to a K-8.
This PBIS matrix set clear expectations for but students and staff.
I worked to develop this matrix with the PBIS team as well students who were exposed to PBIS at their former middle school.
I strategically use the same acronym that the middle school students used at their old school. The PBIS team and I worked to clearly define each component of the matrix.
Artifact 2: 2017-2018 Staff Handbook
2017-2018 Staff Handbook |
Reflection About Handbook |
At the beginning of the school year I worked with my mentor principal to create a faculty handbook. The handbook that we created encompasses everything you would need to know as a new or returning teacher at Kenansville Elementary. This year we had a numerous amount of new teachers join the KES family. The handbook provided new teachers with an extra layer of support during their on-boarding process.