Standard Six: External Development Leadership
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, community and business representatives to participate as “stockholders” in the school such that continued investments of resources and good will are not left to chance.
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.
By utilizing School Wellness Reports, School Improvement Plans, and teacher Working condition Surveys, I can set processes in place to garner together external stakeholders who also wish to improve the conditions and capacities of our schools and districts.
The artifact above is a screen clip of the Parent Meeting Opening Agenda as required when a school is designated Title I. I was co-chair for the Title I initiatives at my residency site. During this meeting, we designated parent liaisons, nominated parents for the school improvement team and laid out the year's activities for parent and student involvement.
2017_school_wellreport_lgms.docx |
abridged_analysis_of_sip.docx |
6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates
B. Federal, State and District Mandates : this is the Standard where my commitment to stay abreast of educational policies - and be a "Cage-Buster" - is important. Learn how policy affects my local building practice, and how I can take policy and use it to my advantage...
One of my most meaningful experiences which occurred early in my Master's program took place in Washington, DC, where our cohort learned of policies which affect our educational practice: 1. Local/District 2. State 3. Federal. AEI,m or the American Enterprise Institute, is a D.C. think-tank where education policy are created, discussed and proposed for implementation on all levels of government, and communicated to building level administrators like myself for ground-roots implementation.
As a building administrator, data, like the Teacher Working Conditions Survey (bellow), help me determine the perceptions of policy implementation; what I have the power to improve, how I might better communicate policy at the building level.
nc_twc_2016_school_detailed_results_lowes_grove_middle.pdf |