STANDARD FIVE
Managerial Leadership
Principals 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 principal 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 everyday life is critical for staff to be able to focus its energy on improvement.
Principals 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 principal 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 everyday life is critical for staff to be able to focus its energy on improvement.
Element 5a. School Resources and Budget:
The principal establishes budget processes and systems which are focused on, and result in, improved student achievement.
The principal establishes budget processes and systems which are focused on, and result in, improved student achievement.
During my residency, I completed a budgeting course with Dr. Price. As part of our course work, we were responsible for completing a budget project for Benson Middle School. Dr. Price provided the schools' data so we could analyze and develop a strategic and effective plan of action. Based on the qualitative and quantitative data, we were responsible for setting a budget and allocating funds to areas of need in the school. We decided to focus on math instruction to increase student achievement data, professional development for staff, and restorative practices for student behavior concerns.
Element 5b. Conflict Management and Resolution:
The principal effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement.
The principal effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement.
Riverside High implemented the use of Restorative Practice as a conflict management tool. We have a restorative practice director who conducts mediations with students, staff, and parents to reduce the risk of a conflict progressing to disciplinary actions. As the principal resident, I learned to utilize various conflict management strategies and tools needed to resolve conflicts among students, staff, parents, and other school community members. Teachers started including the practice of restorative circles, which increased the level of trust among the students and teachers as well as reduced the number of office referrals the administrative team received.
I used Educators Handbook to document and process student discipline referrals. This required that I use Crucial Conversation strategies when communicating with staff, parents, and students. Not all conversations were easy and many required me to utilize the host of resources within the building to find a solution. I also collaborated with our schools counselors, social workers, and graduation lias to connect with families and community agencies. By implementing the use of our Restorative Practices, Riverside's suspension rate decreased tremendously, which increased the number of students in school.
I used Educators Handbook to document and process student discipline referrals. This required that I use Crucial Conversation strategies when communicating with staff, parents, and students. Not all conversations were easy and many required me to utilize the host of resources within the building to find a solution. I also collaborated with our schools counselors, social workers, and graduation lias to connect with families and community agencies. By implementing the use of our Restorative Practices, Riverside's suspension rate decreased tremendously, which increased the number of students in school.
Element 5c. Systematic Communication:
The principal designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
The principal designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
Throughout my principal residency, I was responsible for updating the student bulletin each week. The student bulletin is accessible to all members of the Riverside community. The student bulletin informs students of events occurring throughout the week as well as important information for the following week. I learned the importance of communication between the school and the schools' community.
Element 5d. School Expectations for Students and Staff:
The principal develops and enforces expectations, structures, rules and procedures for students and staff.
The principal develops and enforces expectations, structures, rules and procedures for students and staff.
As a leadership team, we noticed an increase in the number of tardies documented and attendance referrals regarding students being tardy. We decided to conduct tardy sweeps each day after each period. We are on a 4 x 4 scheduled block and after each transition we as an administrative team decided we needed to do a reset. The process for conducting the tardy sweep required us to wait 25 seconds after the tardy bell and make an announcement for teachers to close their doors. Teachers with planning should be in the hallway directing students to the cafeteria. I was located in the cafeteria along with one of the assistance principals documenting the students who were tardy and providing them a pass to class. Students received consequences based on the number of tardies they accumulated during the tardy sweeps. Implementing the use of tardy sweeps after the end of each period reduced the amount of tardies reported by teachers and office referrals, the number of students documented on the tardy chart, and increased students academics. Through this process, I learned the importance of accountability for both teachers and students. I also learned how consistency and routines can help establish sustainable change in behavior.
Integrating literacy across all subject areas is one of the three school-wide initiatives this school year. After reviewing data from the previous school year, the School Improvement Team noted the stagnate data in our student’s literacy performance and concluded literacy was being confined mostly to the English department. As an initiative to push the importance of literacy, every staff member is expected to post their “Currently Reading” poster outside of their door with the titles books they are currently reading. Some teachers put the titles and some went as far as putting a visual representation. Students saw how many books their teachers, leaders, counselors, and all school staff were reading in addition to providing quality instruction. We noticed an increase in the number of students who were reporting to the media center during SMART lunch to check out books or read independently. Through this experience, I am reminded of how empowering it is to model the behavior you expect.