Standard Five: Managerial Leadership
Element Va - School Resources and Budget
The principal/assistant principal establishes budget processes and systems which are focused on, and result in, improved student achievement.
The principal/assistant principal establishes budget processes and systems which are focused on, and result in, improved student achievement.
As residents, I had very little direct control over budgetary decisions. During our school budget course, we were "given the keys" to a building so to speak and told what our budget was in each program reporting code (PRC). After reviewing the school's data and improvement plans, we were asked to make recommendations for how we would spend this money. We were then tasked with giving a presentation that summed up our spending with us being responsible for defending what we decided to spend money on and back it up with data. The presentation below outlines my spending and the spreadsheet below is the actual "Xs and Os" of the budgeting process.
Element Vb - Conflict Management and Resolution
The principal/assistant principal effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement.
The principal/assistant principal effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement.
There was a student at school who was constantly roaming the halls without the permission of their teachers. I was being called down to find the student on a regular basis. I also was getting numerous referrals for the student. In order to solve the problem that was presented, I worked with the child's teachers and mother to create the behavior contract below. The contract placed responsibility for regulating behavior on the student and gave specific steps for being successful from the teachers. After the contract was signed, there was a drastic decrease in the number of referrals and incidents for the student.
Element Vc - Systematic Communication
The principal/assistant principal designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
The principal/assistant principal designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
As part of our WorkKeys preparation for our students, I worked with the testing coordinator, district CTE department, and the school's instructional technology facilitator to publicize "WorkKeys questions of the week." Each week, we would get an email from district office, such as the one below, with a set of questions. Questions were placed on televisions in the cafeteria and commons area at the school. Students could submit their answers to the front office by the end of the week and winners were announced on Monday mornings with a prize. Students were engaged in the process and the results on the WorkKeys assessment (80% of students proficient) at the end of the year point to the fact that the process was beneficial. This is a chain of emails where I got information about the week's questions to all those involved.
Prior to the administration of the WorkKeys assessment, I spent the week identifying each student's teachers and then went to see each of them to review previously shared information about the test such as when they would take it (it was spread across three different days) and what time to be in their testing location. I also reminded them that they were prepared and what resources to review in order to prepare for the test. When our data came back from the WorkKeys, we got our goal of 80% and I believe that these one on one meetings with the students had an impact.
Element Vd - School Expectations for Students and Staff
The principal/assistant principal develops and enforces expectations, structures, rules and procedures for students and staff.
The principal/assistant principal develops and enforces expectations, structures, rules and procedures for students and staff.
I drafted this contract for a student who had issues staying out of trouble. We sat down together with his mother during a conference and wrote up this contract with his input. I allowed him to determine what his steps for success would be. For my part, I presented him with what the consequences would be for breaching the contract - potential recommendation from the principal for placement at the district's alternative learning program. After the meeting we both signed the contract and I kept a copy and gave him one as well. Whenever there were minor hiccups, I would remind him of his pledge to himself and his mother. He remained at the school throughout the remainder of the year.
I had a teacher email me (below) discussing issues that she was having with a couple of her students. She was asking administration for suggestions to help her with managing behaviors in her classroom. I replied on behalf of the team to suggest a three step process for dealing with difficult students. She began using this process and we had very few issues out of this classroom for the remainder of the semester. The teacher used this advice and it was a step in building a positive relationship between us.