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.



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

__** Experiences **__
 * ** Interviewed district Finance Officer **
 * ** Developed parent letters asking for donations for field trips **

__** 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.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">__** Experiences **__
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">** Meet with assistant principals to review Behavior Matrix and develop consistent student consequences **
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">** Meet with students to discuss Disipline Referrals and consequences **
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">** Discussed with parents consequences of behavioral options **
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">** Monitored school buildings daily including participated in monthly fire drill evacuation of students in staff **
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">** Developed Dress Code Pass tickets to monitor Dress Policy attire options **

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

<span style="background-color: #ffffff; 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; font-size: 17px;">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="font-family: Georgia,serif; font-size: 16px; 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; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">__** Experiences **__
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">** Maintained a parent contact log also, communicated with parents in email format **

__**<span style="background-color: #ffffff; 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; 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; 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; font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">**5d. School Expectations for Students and Staff** <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">__** Experiences **__
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">** Provided parents support in scheduling teacher conferences to discuss student achievement **
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px; vertical-align: baseline;">** Developed Transition Academy Norms with middle and high school staff **

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

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

<span style="background-color: #ffffff; 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.
 * __<span style="font-family: Georgia,serif; font-size: 15px;">Artifacts __**