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 the at 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 and Budget:
The school executive established budget processes and systems which are focused on, and result, in improved student achievement.
The school executive established budget processes and systems which are focused on, and result, in improved student achievement.
In my spring 2020 Coursework we learned about the different budget codes and how those funds can be used by school leaders. It is essential the school leader is knowledgeable of school budget guidelines in order to make appropriate monetary decision to supports students and staff.
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During my coursework in Spring 2020, we completed a budget course that allowed me to analyze a school's data and make budget determinations for Benson Middle School. Working with my peers, I analyzed the data and the budget to make appropriate recommendations for specific budget codes that was within the parameters of the given allotments. Through collaboration I understood the importance of feedback and open communication when it comes to making budgetary decisions.
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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 school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved student achievement.
At Oakview Elementary we are a Positivity Project school. The Positivity Project teachers character education in just 15-20 minutes a day. The program empowers students to build positive relationships through self-awareness and empathy. Teachers at Oakview incorporate daily lessons from the Positivity Project during the morning meeting block. Each week is a different character trait focus. The weekly character trait is highlighted in all internal and external communications. Specials teachers have done a great job this year incorporating the weekly theme/trait into their lessons. Recent feedback from teachers is as follows:
- 86% of all respondents are accessing slides at least 2/3x a week
- 64% of all respondents accessing slides 4/5x week.
- 86% of all are finding materials to be user friendly.
- 93% of all report positive impact on functioning of his/her classroom.
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During 2019 Summer Intensive, I participated in a crucial conversations training where I learned effective strategies needed to have difficult conversations with others. Over the course of the 2 year program, I have role played in numerous scenarios where I used crucial conversation strategies in the process. I enjoyed the crucial conversation book and class so much, I made time to read crucial confrontations and gained valuable insights on how to truly deal with conflicts in a productive way.
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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.
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During my short tenure at Oberlin Middle school, the school went through a name change. Along with the name change came changes to documents, signage, etc. I redesigned and organized the staff handbook and special program handbook to include new symbol. The updated handbooks included changes in policies and practices and links to district resources and information.
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At Oakview elementary various forms of formal and informal communication are used to keep teachers, students, and parents abreast of academic updates. Every Sunday, the principal sends a weekly memo, titled "More Owlsome News" to parents and families via email. This message is also posted on the school's website. The principal also sends out the Wise Weekly to staff that every Sunday. Other staff members have an opportunity to share important updates. The literacy coach, math coach, school counselor, instructional facilitator all share information with staff using this document.
Upon arrival at Oakview Elementary in late September, my mentor wanted a system where staff can quickly go to see changes happening for the day. I created a Daily Bulletin that includes reminders, duty changes, duty schedules, lunch form and inspirational quote/pictures. Every day the lead receptionist makes the necessary changes and sends out to staff each morning. |
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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.
When K-3 students returned to the building in October, the district voted to keep weekly asynchronous days. Teachers expressed concerns about what activities were suppose to be completed on Asynchronous days. Teams and teachers were all doing different things on these days. In order to provide consistency, I created an Asynchronous Day Expectation document that outlined what it meant and the type of activities teachers could provide for students to complete. With the help of teachers and support staff we created a folder where teachers could go for resources and activities. Teachers were also encouraged to add resources to the folder. Resources were divided into the following categories: K-2, 3-5, ESL and AIG.
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At Oakview Elementary we are WISE owls.
While at Oakview, we will be
Working collaboratively as
Innovative,
Successful,
Engaged Learners
WISE expectations are displayed throughout the building, in hallways and classrooms reminding students of appropriate behaviors.
While at Oakview, we will be
Working collaboratively as
Innovative,
Successful,
Engaged Learners
WISE expectations are displayed throughout the building, in hallways and classrooms reminding students of appropriate behaviors.
COVID brought about changes to how special education and special programs would function during the 2020-21 school year. While at Oberlin Middle, I created a SPED One Pager that highlighted key requirements and changes for teachers and staff to access. I also had the opportunity to work with the PBIS committee in developing and redesigning the new Behavior Matrix for students at Oberlin. The Matrix while all students were participating in virtual learning. Administration and teachers wanted a document that they could share with students outlining behavioral expectations in a virtual learning environment.
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