STANDARD FIVE: Managerial Leadership
Managerial leadership involves creating processes and procedures for many different outlets in the building including budgeting, communication, problem-solving and expectations.
5A: School Resources and Budget
School budget should be set and utilized based on the needs of the particular school. The school improvement team should identify areas of need for a school, decide upon goals to improve those areas and alongside of the principal and budget manager, decide how funds for the year should be allocated to meet these goals. In this project, our group was given a particular schools data and asked to create a budget for the year to address concerns we saw based on the current SIP plan the school created. |
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5B: Conflict Management and Resolution
During the first few months of school, several teachers at different times brought up concerns they were having with the behavior management procedures of the fourth and fifth grades. In order to avoid conflict escalating, I held a meeting with both grade levels. I created a protocol to have a productive discussion on the topic. The protocol is shown here. Outcomes were decided upon by the teachers and roles for who would be enacting changes were decided upon. I followed up with teachers the following week to see how implementation was going and if the most pressing problems were addressed. |
5C: Systematic Communication
This artifact is an example of systematic communication at Douglas I have created called the "Douglas Dash". It is the same format each week to allow staff members to quickly review important information for the week. It includes information for the staff, highlights what students have been doing with kids corner and puts our social-emotional learning focus into the week. |
5D: School Expectations for Students and Staff
The picture to the right shows an e-mail that was sent following a series of meetings that was held with fourth and fifth grade teachers. During the first semester we, as an administrative team, worked on collaborative creating and enforcing expectations and rewards with the teams for both students and teachers. This e-mail is a following brainstorming sessions on what areas of concern the teachers were seeing. We identified transitions from the building to the modular unit as a problem area due to academic time being wasted. As a team, we created expectations for students as well as a way for teachers to enforce and reward. As an administrative team we participated in the process for the first few weeks of rolling out new procedures and gradually transitioned into a teacher-led initiative.
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