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__**
 * Organized 8th Grade Parent Registration Night at RRHS
 * Organized Parent Prom Committee at Chaloner Middle School
 * Created Digital Story emphasizing Roanoke Rapids High Schools elective programs[[image:nela1richardson/Parent_Night_2012_RRHS_Orientation.jpg width="160" height="209" align="right"]]
 * Developed Parent email contact resource for the upcoming 9th graders
 * Wrote parent announcement for Parent Information Night at Roanoke Rapids High School
 * Organized 9th Grade college awareness visits to Halifax Community College and East Carolina University

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

__ **Specialized Training** __
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Community in Schools - Community Schools Learning Lab, Seattle, WA
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Ruby Payne
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Crucial Conversations
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Facilitative Leadership
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Llano Grande Digital Storytelling Workshop
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">School Visits: KIPP Gaston, AB Combs, Bertie Middle School
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Social Justice

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__**
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Payne, R. K. (2009). A framework for understanding poverty. Moorabbin, Vic: Hawker Brownlow Education.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 16px; 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; font-family: Georgia,serif; font-size: 16px; 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; font-family: Georgia,serif; font-size: 16px; 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; font-family: Georgia,serif; font-size: 16px; 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; font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 16px; 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; font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Convey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.


 * Artifacts:**



<span style="font-family: Georgia,serif; font-size: 17px;">**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__**
 * <span style="font-family: Georgia,serif;">Wrote and received grant funding for Enfield Parks and Recreation during Summer Community Internship
 * <span style="font-family: Georgia,serif;">Co-wrote grant with a group of NELA fellows for the Boys and Girls Club in Roanoke Rapids and received funding
 * <span style="font-family: Georgia,serif;">Interviewed Roanoke Rapids Graded School Districts Finance Officer
 * <span style="font-family: Georgia,serif;">Gathered 8th Grade Prom refreshment and decoration donations from local business owners

<span style="font-family: Georgia,serif;">**__ Coursework __**
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">DLP 1, 4, 5
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Weekly and monthly logs
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Developmental Projects
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Principal Interview
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Legal Lesson Plan (Development and delivery)
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Special Education Legal Literacy Assignment
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Spring 2011 Assessment Day: Letter Home re: School Safety

<span style="font-family: Georgia,serif;">__ **Specialized Training** __
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Common Core Overview
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Special Education and the Media
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">IEL Federal Policy Institute
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">Teacher Evaluation Instrument
 * <span style="font-family: Georgia,serif; font-size: 16px; vertical-align: baseline;">DPI Special Education Day

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__** Artifacts:
 * <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.