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 **__
 * Reviewed the school budget with the school executive
 * Participated in discussions about use of funding from various budgets for the upcoming school year
 * Assisted the School Improvement Team in the allocation of funds
 * Classroom discussion through School Law and Finance course of the federal and state budget, including history, implications, equity, uniform chart of accounts and effects of the Leandro decision

__** Coursework **__ Phase I School Finance (Dr. Brady's Lesson)

__**Specialized Trainings **__ IEL Federal Policy Institute

Guthrie, J.W. (2007) Modern education finance and policy. Boston: Pearson/Allyn and Bacon.
 * __Related Readings __**

**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.//

__** Experiences **__ <span style="display: block; font-family: Georgia,serif; font-size: 12px; line-height: 20px; text-align: left;"> __** Coursework **__ <span style="display: block; font-family: Georgia,serif; line-height: 15px; text-align: left;"> Monthly Internship Reports (discipline data) Spring 2011 Assessment Day (letter home re: safety incident at school)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Led crucial conversations with staff members
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Practiced strategies from Crucial Conversations, Facilitative Leadership and Dale Carnegie in dealings with students, staff and community
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">DLP Training on coaching
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Led conferences with students/teachers/parents in regards to discipline
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Participated/Facilitated meetings with principal concerning arising problems/issues with parents and student
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Social Justice class sessions with Dr. Lynda Tredway from Berkeley University of California

<span style="display: block; font-family: Georgia,serif; font-size: 12px; line-height: 20px; text-align: left;"> **__ Specialized Trainings, __** <span style="display: block; font-family: Georgia,serif; line-height: 15px; text-align: left;"> Social Justice <span style="display: block; font-family: Georgia,serif; line-height: 16px; text-align: left;"> Facilitative Leadership <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left;"> Data Day: EVAAS, ACRE, Metametrics. NCWise <span style="display: block; font-family: Georgia,serif; line-height: 15px; text-align: left;"> Crucial Conversations

<span style="display: block; font-family: Georgia,serif; font-size: 12px; line-height: 20px; text-align: left;"> __** Related Readings **__ <span style="display: block; font-family: Georgia,serif; line-height: 15px; text-align: left;"> Fullan, M., & Ballew, A.C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass. Fullan, M., & Ballew, A.C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass. <span style="display: block; font-family: Georgia,serif; font-size: 10px; line-height: 16px; text-align: left;"> Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster. <span style="display: block; font-family: Georgia,serif; font-size: 15px; text-align: left;"> Kotter, J.P. (1996). Leading change. Boston, Mass: Harvard Business School Press. <span style="display: block; font-family: Georgia,serif; line-height: 15px; text-align: left;"> Patterson, K. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press. Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.

__Selected Artifacts__Below is a letter I created during an operation NELA focusing on a suspected gang fight at the end of the day.

<span style="display: block; font-family: Georgia,serif; line-height: 20px; text-align: left;"> **__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//

<span style="display: block; font-family: Georgia,serif; font-size: 12px; line-height: 20px; text-align: left;"> __** Experiences **__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Conference with staff about positive and negative behaviors; follow-up through written documentation
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;"> Communications with parents
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Use of surveys, e-mails, school-wide announcements, face-to-face meetings to communicate with staff, parents and students

__**<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; text-decoration: none; vertical-align: baseline;">Coursework **__ <span style="display: block; font-family: Georgia,serif; line-height: 15px; text-align: left;"> Spring 2011 Assessment Day (letter home re: safety incident at school)

<span style="display: block; font-family: Georgia,serif; font-size: 12px; line-height: 20px; text-align: left;"> __** Specialized Trainings **__ <span style="display: block; font-family: Georgia,serif; line-height: 15px; text-align: left;"> Crucial Conversations

<span style="display: block; font-family: Georgia,serif; font-size: 12px; line-height: 20px; text-align: left;"> __** Related Readings **__ <span style="display: block; font-family: Georgia,serif; line-height: 15px; text-align: left;"> Covey, S.R. (2004) The 7 Habits of highly effective people: Restoring the character ethic. New York: Free Press. Patterson, K. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press. __**Specific Artifacts**__



<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">**5d. School Expectations for Students and Staff** <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">: //The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.//

<span style="font-family: Georgia,serif; font-size: 12px; line-height: 20px;">__** Experiences **__ <span style="font-family: Georgia,serif; font-size: 12px; line-height: 20px;">__** Coursework **__ School Law course that included training on the rights of students and teachers
 * <span style="font-family: Georgia,serif; font-size: 17px;">Communicated with staff via e-mail and personal contact concerning lessons, student behavior and other concerns or requests in a timely fashion
 * <span style="font-family: Georgia,serif; font-size: 17px;">Monitored student behavior in cafeteria and hallway
 * <span style="font-family: Georgia,serif; font-size: 17px;">Breakfast Duty
 * <span style="font-family: Georgia,serif; font-size: 17px;">Helped with discipline referrals to the office
 * <span style="font-family: Georgia,serif; font-size: 17px;">Handled numerous discipline issues
 * <span style="font-family: Georgia,serif; font-size: 17px;">Supervision of afternoon dismissal of students

__**<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; text-decoration: none; vertical-align: baseline;">Specialized Trainings **__ <span style="font-family: Georgia,serif; line-height: 18px;">Facilitative Leadership

<span style="font-family: Georgia,serif; font-size: 12px; line-height: 20px;">__** Readings **__ <span style="font-family: Georgia,serif; line-height: 15px;">Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press. __**Specific Artifacts**__