Standard+5

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 **
 * 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:

 6. Rural Matters at the National Level  7. Federal Legislative Update ** Specialized Trainings ** IEL Federal Policy Institute ** Related Readings **
 * 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
 * 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
 * <span style="font-family: Georgia,serif; font-size: 18px;">Guthrie, J.W. (2007) Modern education finance and policy. Boston: Pearson/Allyn and Bacon.

<span style="background-color: #b92f2f; color: #ffffff; font-family: Georgia,serif; font-size: 18px;">**5b. Conflict Management and Resolution** <span style="background-color: #b92f2f; color: #ffffff; font-family: Georgia,serif; font-size: 18px;">: 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. <span style="background-color: #aa2525; color: #ffffff; font-family: Georgia,serif; font-size: 18px;">**5c. Systematic Communication** <span style="background-color: #aa2525; color: #ffffff; font-family: Georgia,serif; font-size: 18px;">: 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="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 17px; text-decoration: none; vertical-align: baseline;">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 <span style="font-family: Georgia,serif; font-size: 18px;">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.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Presented during the 2011 Education Law Conference in Chicago
 * <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 17px; text-decoration: none; vertical-align: baseline;">Coursework **
 * <span style="font-family: Georgia,serif; font-size: 18px;">Monthly Internship Reports (discipline data)
 * <span style="font-family: Georgia,serif; font-size: 18px;">Spring 2011 Assessment Day (letter home re: safety incident at school)
 * <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Specialized Trainings **
 * <span style="font-family: Georgia,serif; font-size: 18px;">Social Justice
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 18px;">Facilitative
 * <span style="font-family: Georgia,serif; font-size: 18px;">Data Day: EVAAS, ACRE, Metametrics. NCWise
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 18px; vertical-align: baseline;">Crucial Conversations.
 * <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Related Readings **
 * <span style="font-family: Georgia,serif; font-size: 18px;">Fullan, M., & Ballew, A.C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Fullan, M., & Ballew, A.C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Kotter, J.P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Patterson, K. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
 * <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 17px; text-decoration: none; vertical-align: baseline;">Experiences **
 * <span style="font-family: Georgia,serif; font-size: 18px;">Collaborate with the principal and other school members to create the Monday Monitor.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Used email and Google documents, face to face conversation in sharing information and resources to the teachers
 * <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 18px;"> “Sharing Kiosk”
 * <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 17px; text-decoration: none; vertical-align: baseline;">C<span style="font-family: Georgia,serif; font-size: 18px;">oursework, Specialized Training, Related Readings **


 * <span style="font-family: Georgia,serif; font-size: 18px; line-height: 27px;">Spring 2011 Assessment Day (letter home re: safety incident at school)
 * <span style="font-family: Georgia,serif; font-size: 18px; line-height: 27px;">Crucial Conversations
 * <span style="font-family: Georgia,serif; font-size: 18px;">Covey, S.R. (2004) The 7 Habits of highly effective people: Restoring the character ethic. New York: Free Press.Patterson, K. (2002).
 * <span style="font-family: Georgia,serif; font-size: 18px;">Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press.

<span style="font-family: Georgia,serif; font-size: 18px;"><span style="background-color: #992121; color: #ffffff; font-family: Georgia,serif; font-size: 18px;">**5d. School Expectations for Students and Staff**: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff. <span style="font-family: Georgia,serif; font-size: 18px;"> Cafeteria expectations. Anti-bullying posters. <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Specialized Trainings <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Related Readings
 * <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Experiences **
 * <span style="font-family: Georgia,serif; font-size: 18px;">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.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Supported the administrative team in communicating and enforcing clear expectations, rules, and procedures for students and staff; implementing district rules and procedures
 * <span style="font-family: Georgia,serif; font-size: 18px;">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.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Uses staff input to resolve issues in the implementation of co-teaching model.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Worked with teachers to evaluate some school programs like the AIG, ESL and EC programs to gather data needed to implement change.
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Facilitative Leadership
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.

<span style="font-family: Georgia,serif; font-size: 18px;">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.
 * Artifacts and Documentation **

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<span style="color: #000000; font-family: Georgia,serif; font-size: 18px; line-height: 27px;">Cafeteria Expectations I created and posted in our cafeteria. <span style="color: #000000; font-family: Georgia,serif; font-size: 18px; line-height: 27px;">media type="custom" key="16407002"

<span style="font-family: Georgia,serif; font-size: 18px;">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. media type="custom" key="16407454" <span style="font-family: Georgia,serif; font-size: 18px;">In revising the Student Handbook, I gave emphasis on the four Belmont Characteristics. <span style="font-family: Georgia,serif; font-size: 18px;">media type="custom" key="16408952"

<span style="font-family: Georgia,serif; font-size: 18px;">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. media type="custom" key="16408258" <span style="font-family: Georgia,serif; font-size: 18px;">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. media type="custom" key="16408814"

media type="custom" key="16411344" media type="custom" key="16412018" <span style="font-family: Georgia,serif; font-size: 18px;">Utilized various forms of communication so that the focus of the school can be on improved student achievement.

media type="custom" key="16414080" <span style="font-family: Georgia,serif; font-size: 18px;">This Powerpoint presentation gives you a glimpse on how we were trained to become skilled in managerial leadership. media type="custom" key="16416032" <span style="font-family: Georgia,serif; font-size: 18px;">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. media type="custom" key="16417192" media type="custom" key="16417954" <span style="font-family: Georgia,serif; font-size: 18px;">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.

media type="custom" key="16418944" <span style="font-family: Georgia,serif; font-size: 18px;">Presented together with three authors and one NELA fellow and one NCSU professor during the 2011 Education Law Conference in Chicago <span style="font-family: Georgia,serif; font-size: 18px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">media type="custom" key="16419620" <span style="font-family: Georgia,serif; font-size: 18px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">This is the copy of the Powerpoint we presented in the <span style="font-family: Georgia,serif; font-size: 18px;">2011 Education Law Conference in Chicago

<span style="font-family: Georgia,serif; font-size: 18px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">media type="custom" key="16420402"

<span style="font-family: Georgia,serif; font-size: 18px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">media type="custom" key="16422240" <span style="font-family: Georgia,serif; font-size: 18px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">media type="custom" key="17962638"