STANDARD SIX-EXTERNAL DEVELOPMENT LEADERSHIP
A school executive will design structures and processes that result in community engagement, support, and ownership. Acknowledging that schools no longer reflect but in fact build community, the leader proactively creates with staff opportunities for parents, community and business representatives to participate as "stockholders" in the school such that continued investments of resources and good will are not left to chance.
6A. Parent and Community Involvement and Outreach:
The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school.
The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school.
The PTA (Parent Teacher Association) is a school based organization. Both Oberlin Middle and Oakview Elementary have very supportive PTA organizations. The PTA has assisted in purchasing resources for the school as well as appreciation gifts for staff. The PTA holds monthly meetings to discuss budget, events and fundraising efforts. I attended board meetings to familiarize with parents and gain a better understanding of the systems and processes. The PTA at Oakview is currently undergoing voting for next year.
As part of NCSU coursework, I researched community organizations that worked closely with Oberlin Middle School. I gathered information about the organization and discussed with administration the ways in which they have served at Oberlin.
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6B. Federal, State and District Mandates:
The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
As a North Carolina School Administrator, it is imperative that I am trained how to facilitate meetings for students with special needs. This involves knowing the ins and outs of the policy and protocol for meeting the needs of students. The comprehensive training provided me with an explanation of who can serve as LEA (Local Educational Authority) along with the roles and responsibilities. I was also provided guidance surrounding how to facilitate IEP meetings, compliance tips, and special education resources. I completed this training to better understand how to be an LEA and engage in the process of learning and observing during my Internship. From this training I was able to obtain 3.5 CEUs. At both of my residency sites, I attended various IEP meetings throughout the school year, observing the three different case managers and two school administrators facilitate the meetings. I learned how to ask specific questions with student's best interest in mind and obtained practice taking minutes.
As a North Carolina School Administrator, it is imperative that I am trained how to facilitate meetings for students with special needs. This involves knowing the ins and outs of the policy and protocol for meeting the needs of students. The comprehensive training provided me with an explanation of who can serve as LEA (Local Educational Authority) along with the roles and responsibilities. I was also provided guidance surrounding how to facilitate IEP meetings, compliance tips, and special education resources. I completed this training to better understand how to be an LEA and engage in the process of learning and observing during my Internship. From this training I was able to obtain 3.5 CEUs. At both of my residency sites, I attended various IEP meetings throughout the school year, observing the three different case managers and two school administrators facilitate the meetings. I learned how to ask specific questions with student's best interest in mind and obtained practice taking minutes.
As part of NCSU coursework, I learned how school law has changed over time and the impact these changes have made in schools today. I analyzed several cases and determined the impact that the final court decision played in how schools operate.
In Rowley v. Hudson, the ruling proved that leaders have to be actively involved all throughout the IEP process for students, including the pre-planning. Building close relationships with the EC coordinators and other members of the SPED team will help leaders make decisions that are best for the students. As a member of the SPED team, it is important that I make sure that recreational services for the handicapped aligns with state educational standards and are spelled out in a child’s IEP. The Hazelwood v. Kuhlmeier decision made me realize how beneficial having systems in place can be. As an administrator when dealing with student publications, the first thing that needs to be determined is if the publication has been deemed a public forum. Publications that do not classify as public forums have to be printed with all students in mind.The key is to make sure that all articles are appropriate for the intended audience and that other students’ rights are not being violated. |
I am in the process of being fully CPI trained. I took part 1 virtually during Fall 2020. Due to COVID, the in person training was postponed. I will be attending this training May 11th to become fully CPI trained. As a school administrator, it was imperative to be trained in processes to de-escalate students, parents and staff. This training involves holds to de-escalate students physically, as well as non-physical techniques to ensure safe conversations and environment for all students and staff.