STANDARD SIX
External Development Leadership
A principal 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.
A principal 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.
Element 6a. Parent and Community Involvement and Outreach:
The principal designs structures and processes which result in parent and community engagement, support and ownership for the school.
The principal designs structures and processes which result in parent and community engagement, support and ownership for the school.
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In an effort to increase parent engagement and establish consistent communication, we implemented the use of a weekly digital newsletter. The weekly Pirate edition contained information from the PTA committee, booster clubs, academics, athletic events, testing announcements, and other school-related information from members of the school community. Additional information that any stakeholder feels is essential for the school community to know can be sent in through the schools' website by Saturday evening to be added in the weekly edition. The parents, students, and staff expressed great appreciation for the system of communication and their ability to add additional information to the document before the newsletter is made public to the school community.
As a new member of the schools' community, I created a visual to present to my school’s community as an introduction of who I am and how my education experiences contribute to my leadership skills. This artifact gives the intended audience insight into my vision, commitment, and dedication to our students’ success.
As a new member of the schools' community, I created a visual to present to my school’s community as an introduction of who I am and how my education experiences contribute to my leadership skills. This artifact gives the intended audience insight into my vision, commitment, and dedication to our students’ success.
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I collaborated with the administrative team to prepare for Family Fest. This event allowed our students, families, and community members to tour our schools and gather information regarding scheduling, transportation, meet the principal, and welcome our Freshman to the school. The purpose of referring to it as Family Fest oppose to Open House was to encourage community partnerships and increase parent participation while providing interactive activities for the families to enjoy. I learned the importance of making connections with the school's community and encouraging family and school members taking part in fun that does not only focus on academics. This is a great way to invite not only the students and families we currently serve, but perspective families and community mmebers as well. |
Element 6b. Federal, State and District Mandates:
The principal designs protocols and processes in order to comply with federal, state, and district mandates.
The principal designs protocols and processes in order to comply with federal, state, and district mandates.
This year, I was tasked with serving on the testing committee alongside the testing coordinator, administration, and teachers from various departments. During this time I assisted with sorting rosters, training proctors, and being a runner on testing days. Organizing and collecting the accommodations for each student was a large part of solidifying testing locations, administrators, proctors, and testing day. I met with the testing team, counselors, and support staff throughout the day to review accommodations and make the needed adjustments to students testing plans. We completed this process for every tested department. Students’ accommodations change from year to year and are created during yearly IEP meetings by their case manager, teacher, parents/guardians, and often times the student. The artifact used for federal, state, and district mandates is a copy of Math I testing accommodations. Throughout this process, I learned the importance of having a reliable testing team to support, review, and assist with communication systems to ensure students receive their appropriate accommodations. As a leader, it is important to ensure proper protocols and procedures are followed and implemented that are dictated by the state.