North Carolina State UniversityThe Friday InstituteNCSU College of EducationNCSU NELA Project Hompage


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.

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5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement.
Experiences
  • The proposed Belmont SIP that I developed would incorporate the input of the School Improvement Team in budget and resource decisions. It would also use data to assess the success of funding and program decisions.
  • In our School Law and Finance course we learned about the federal and state budget, including history,implications, equity, uniform chart of accounts and effects of the Leandro decision.
  • My participation to the 2011 Federal Education Policy Institute on September 19-21, 2011 provided me opportunities to learn the following issues from the experts:

  1. Historical and Contemporary Issues in American Education Policy/ New Wine in Old Bottles: Past and Present Issues in American Education Policy -
  2. Federal Education Policy Strategies to Educate All Students and Close the Achievement Gap.
  3. Federal Education Policymaking: A View on Behalf of and in Support of Rural School Districts
  4. Education Policymaking and the Work of Think Tanks
  5. Supporting Rural Education Reform: The U.S. Department of Education Perspective with the following topics:
  • Student Achievement and School Accountability
  • Special Education and Rehabilitative Services
  • Innovation and Improvement-Investing in Innovation (i3)
  • College Access
  • Financial Aid for Postsecondary Education
6. Rural Matters at the National Level
7. Federal Legislative Update
Coursework
  • Phase I
  • Dr. Brady's Lesson
  • 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
Specialized Trainings
IEL Federal Policy Institute
Related Readings
  • Guthrie, J.W. (2007) Modern education finance and policy. Boston: Pearson/Allyn and Bacon.

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
  • Provided several opportunities for teachers to express their opinion in relation to issues that affect student achievement. In response to teachers concern about students being pulled out, I conducted a survey so that teachers can express their opinion in relation to issues affecting students achievement.
  • Provided resources to teachers and staff on how to work with defiant students
  • Participated in Crucial Conversation Training
  • Learned several protocols from our NELA classes and Trainings. I have experienced that the use of protocols and activities could result in meaningful and efficient communication, problem solving and learning. I have learned that success is best achieved through applying protocols, structured ways to work and communicate that promote adult growth and are directly linked to student learning.
  • Presented during the 2011 Education Law Conference in Chicago
Coursework
  • Monthly Internship Reports (discipline data)
  • Spring 2011 Assessment Day (letter home re: safety incident at school)
Specialized Trainings
  • Social Justice
  • Facilitative
  • Data Day: EVAAS, ACRE, Metametrics. NCWise
  • Crucial Conversations.
Related Readings
  • 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.
  • Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
  • Kotter, J.P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
  • 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.
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.
Experiences
  • Collaborate with the principal and other school members to create the Monday Monitor.
  • Used email and Google documents, face to face conversation in sharing information and resources to the teachers
  • “Sharing Kiosk”
Coursework, Specialized Training, Related Readings

  • Spring 2011 Assessment Day (letter home re: safety incident at school)
  • Crucial Conversations
  • 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.

5d. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.
Experiences
  • See student handbook Uploaded the Student and Parent Handbook to Google document to provide opportunities for teachers and staff to collaboratively develop clear expectations, structures, rules and procedures for students and staff.
  • Supported the administrative team in communicating and enforcing clear expectations, rules, and procedures for students and staff; implementing district rules and procedures
Cafeteria expectations. Anti-bullying posters.
  • Work with teachers especially the special educators to monitor issues around compliance especially EC compliance issues in delivering special services to students with special needs.
  • Uses staff input to resolve issues in the implementation of co-teaching model.
  • Worked with teachers to evaluate some school programs like the AIG, ESL and EC programs to gather data needed to implement change.
Specialized Trainings
  • Facilitative Leadership
Related Readings
  • Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.

Artifacts and Documentation
The following assignments in our School Law Class helped me establish processes and systems which are focused on, and result in, improved student achievement and managed the complexity of human interactions so that the focus of the school can be on improved student achievement.





Cafeteria Expectations I created and posted in our cafeteria.


This proposed Belmont SIP that I developed would incorporate the input of the School Improvement Team in budget and resource decisions. It would also use data to assess the success of funding and program decisions.

In revising the Student Handbook, I gave emphasis on the four Belmont Characteristics.


This video is a part of our activities during our Assessment Day. In this role play I was able to apply the lessons I've learned from our Crucial Conversation Training and reading Dale Carnegie's Book and from the various trainings and coursework provided to us.

Using Social Media we can design and utilize various forms of formal and informal communication so that the focus of the school can be on improved student achievement. This is one example how NELA use social media.




Utilized various forms of communication so that the focus of the school can be on improved student achievement.


This Powerpoint presentation gives you a glimpse on how we were trained to become skilled in managerial leadership.

The use of protocols and activities could result in meaningful and efficient communication, problem solving and learning. I have learned that success is best achieved through applying protocols, structured ways to work and communicate that promote adult growth and are directly linked to student learning. Here are samples of protocols that could be used for conflict management and resolution.


Reading the Book Working with Difficult Employees gives me powerful tools not only to understand them but to help them succeed and to terminate their contract if they were found doing more harm than help to the school.



Presented together with three authors and one NELA fellow and one NCSU professor during the 2011 Education Law Conference in Chicago

This is the copy of the Powerpoint we presented in the 2011 Education Law Conference in Chicago