Standard+6

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/guardians, community, and business representatives to participate as “stockholders” in the school such that continued investment of resources and good will are not left to chance.

INSERT GRAPH OF GROWTH OVER TIME!

**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.

**__Experiences__** PPAC Team Sign-In Sheet || Conference Picture of Parent Attendees ||
 * Experience ||  Description  ||  Artifact  ||
 * Parent Survey || I used this document to collect information from parents concerning their perception of the school and the education their child is receiving. || Sample Survey ||
 * PPAC (Parent Principal Advisory Committee) || These parents meet with the administrative team on a regular basis. || PPAC Team Agenda
 * NC Collaborative Conference || I worked with a group of parents in coordinating their attendance to this conference. They would then bring this information back to the community and school. || Conference Agenda
 * Career Day || I organized Career Day for the school. Community members and professionals came to the school to share their professions with the students. || Career Day Master Schedule

Career Day Invite ||
 * School Volunteers || In collaboration with a community agency and the local high schools, I organized the implementation of graduating seniors as elementary tutors. || Volunteer Schedule ||
 * Monthly Newsletter || Implemented a Monthly Newsletter to inform the parents and community of the upcoming events and celebrations of the school. || Monthly Newsletter ||
 * Parent Involvement || At the beginning of the year I implemented a "Walking the Talk of Excellence" Initiative, where we took the teachers and staff on a bus ride through our local communities to promote the opening of the school year. This event was followed by free hair cuts and hair do's for county students who came to the school. On that same day we also did open house, and PTA. We were able to invite a wealth of parents, family members and students to the school. || Flyer ||

**__ Coursework __**
 * DLP Training
 * Operation NELA
 * Internship Site Assets Video
 * School District Digital Story
 * Community Organization Grant Proposal
 * Community Internship
 * Problem of Practice (Phase 1-4)

__ **Specialized Training** __
 * Community in Schools - Community Schools Learning Lab, Seattle, WA
 * Ruby Payne
 * Crucial Conversations
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Facilitative Leadership
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Llano Grande Digital Storytelling Workshop
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">School Visits: KIPP Gaston, AB Combs, Bertie Middle School
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Social Justice

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__**
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Payne, R. K. (2009). A framework for understanding poverty. Moorabbin, Vic: Hawker Brownlow Education.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Steele, C. (2010). Whistling Vivaldi: And other clues to how stereotypes affect us. New York: W. W. Norton & Company.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Wood, C. 92007). Yardsticks: Children in the classroom, ages 4-14. Turners Falls, MA: Northeast Foundation for Children.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New Yrork: Teachers College Press.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Daniels, D. H., Beaumont, L. J., & Doolin, C.A. (2008). Understanding children: An interview and observation guide for educators. Boston: McGraw-Hill Higher Education.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Meece, J. L., & Daniels, D. H. (2008). Child and adolescent development for educators. Boston: McGraw-Hill Higher Education.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Convey, 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: 17.5px;">**6b. Federal, State and District Mandates**: The school executive designs protocols and processes in order to comply with federal, state, and district mandates.

<span style="font-family: Georgia,serif; font-size: 17px;">**__Experiences__**


 * Experience ||  Description  ||  Artifact  ||
 * District Mandates || Completed Technology Observations to ensure that teachers are complying with the district technology initiative. || Sample Technology Observation ||
 * School Assist. Testing Coordinator || In this position I was able to implement all the district and state mandates for End of Grade Testing. ||  ||

<span style="font-family: Georgia,serif;">**__ Coursework __**
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">DLP 1, 4, 5
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Weekly and monthly logs
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Developmental Projects
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Principal Interview
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Legal Lesson Plan (Development and delivery)
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Special Education Legal Literacy Assignment
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Spring 2011 Assessment Day: Letter Home re: School Safety

<span style="font-family: Georgia,serif;">__ **Specialized Training** __
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Common Core Overview
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Special Education and the Media
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">IEL Federal Policy Institute
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Teacher Evaluation Instrument
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">DPI Special Education Day

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__**
 * <span style="font-family: Georgia,serif; font-size: 16px;">Lane, K. E. (2005). The Principal's legal handbook. Dayton, Ohio: Education Law Association.
 * <span style="font-family: Georgia,serif; font-size: 16px;">Schimmel, D., Militello, M., & Eckes, S. (2010). Principals teaching the law: 10 legal lessons your teachers must know. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Georgia,serif; font-size: 16px;">Huefner, D. S. (2006). Getting comfortable with special education law: A framework for working with children with disabilities. Norwood, Mass: Christopher-Gordon Publishers.
 * <span style="font-family: Georgia,serif; font-size: 16px;">Guthrie, J. W. (2007). Modern education finance and policy. Boston: Pearson/Allyn and Bacon.