Standard+5

**Managerial Le****adership** 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.

INSERT GRAPH OF GROWTH OVER TIME!

**5a. __School Resources and Budget__** :  The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement.

__** Experiences & Selected Artifacts **__


 * Experience ||  Description  ||  Artifact  ||
 * District Budgeting || I reflected on a staff meeting where the staff needed to prioritize a district list of funding expenditures. || Funding Expenditures Reflection ||
 * School Grant || I worked with the principal on writing a grant for "Yes I Can Academy", a tutoring initiative. || Grant Budget ||
 * Payroll Issues || I worked with the principal to make modifications to the tutoring instructors due to the financial concern of teacher assistants working over time. || Solution Reflection ||

__** Coursework **__
 * Phase I
 * School Finance (Dr. Brady's Lesson)

__**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 & Selected Artifacts **__


 * Experience ||  Description  ||  Artifact  ||
 * Counselor Concerns || With the use of Crucial Conversations training I was able to respond to the concerns of the guidance counselor. || Counselor Email & Response ||
 * Counselor Plan of Action || When the guidance counselor did not perform as required during two benchmark-testing sessions, I worked with her to implement a plan of action. || Plan of Action ||
 * Parent Conflict || This is my reflection of how I best deal with parent conflict and keeping the best interest of the child in mind. || Conflict Reflection ||

__** Coursework **__
 * <span style="font-family: Georgia,serif; font-size: 15px;">Monthly Internship Reports (discipline data)
 * <span style="font-family: Georgia,serif; font-size: 15px;">Spring 2011 Assessment Day (letter home re: safety incident at school)

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">**__ Specialized Trainings, __**
 * <span style="font-family: Georgia,serif; font-size: 15px;">Social Justice
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 16px;">Facilitative
 * <span style="font-family: Georgia,serif; font-size: 15px;">Data Day: EVAAS, ACRE, Metametrics. NCWise
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 15px; vertical-align: baseline;">Crucial Conversations

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">__** Related Readings **__
 * <span style="font-family: Georgia,serif; font-size: 15px;">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: 15px;">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;">Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Kotter, J.P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">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: 15px;">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: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">**__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

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">__** Experiences & Selected Artifacts **__


 * Experience ||  Description  ||  Artifact  ||
 * Monthly Newsletter || I used a monthly newsletter to communicate with the community and parents. || Monthly Newsletter ||
 * Weekly Keynotes || I added input the weekly newsletter to communicate with faculty & staff || Sample Weekly Keynotes ||
 * Morning News || I participated in the morning news on a weekly basis to communicate with students of the school. || Reflection of News Performance ||

__**<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; text-decoration: none; vertical-align: baseline;">Coursework **__
 * <span style="font-family: Georgia,serif; font-size: 15px;">Spring 2011 Assessment Day (letter home re: safety incident at school)

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">__** Specialized Trainings **__
 * <span style="font-family: Georgia,serif; font-size: 15px;">Crucial Conversations

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">__** Related Readings **__
 * <span style="font-family: Georgia,serif; font-size: 15px;">Covey, S.R. (2004) The 7 Habits of highly effective people: Restoring the character ethic. New York: Free Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Patterson, K. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press.

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">**5d. School Expectations for Students and Staff** <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">__** Experiences & Selected Artifacts **__


 * Experience ||  Description  ||  Artifact  ||
 * Child Bus Safety || In response to district and school concern with child safety, I implemented a new bus procedure. || Bus Driver Notice ||
 * Class Monitoring || I contributed to the weekly keynotes to remind teachers of the importance of monitoring students in the bathroom and the hallway as means to deter inappropriate behavior. || Keynote ||

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">__** Coursework **__
 * Education Law
 * 2011 Assessment Day

__**<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; text-decoration: none; vertical-align: baseline;">Specialized Trainings **__ <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Facilitative Leadership <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Educational Law

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">__** Readings **__
 * <span style="font-family: Georgia,serif; font-size: 15px;">Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.