Standard VI: External Development Leadership:
Principals/assistant principals will design structures and processes that result in community engagement, support, and ownership. Acknowledging that schools o 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 A. 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.
Artifact # 1: During my Principal Residency, I worked with the guidance counselors at our school and our feeder high school to design processes that would result in greater community engagement, support, and ownership for our school. Based on the number of office discipline referrals for one month, I chose two third grade classes for a lesson on short and long term goal setting, which was taught by Leadership Students from our feeder high school.
Artifact # 2: In addition to being a Principal Resident at Banks Elementary, I also served as a community member as I represented the Sigma Chapter of Delta Kappa Gamma. As the second Vice President, I oversee our Literacy Project. As you will see in the picture/artifact below, during the month of February, I read to our Pre-K class for the 100th day of school. Our DKG Chapter also donated one book to each child, which was presented to them on that day. This was a monthly project that various DKG sisters from our Banks family and community participated in. Each month I contacted DKG sisters to ensure that students were being read to and that books were being provided by the DKG chapter to each Pre-K student at Banks Elementary.
Element B. Federal, State and District Mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
Artifact # 1: As a principal resident, I had to design processes in order to comply with federal, state and district mandates. Below are three examples of how I worked with my mentor principal, School Improvement Team, and Third Grade teachers to meet the expectations of Read to Achieve and the K-3 class size legislation. The first example is a list of instructional passages that 3rd Grade teachers used for Read to Achieve. In PLCs, I monitored the teacher's progress of teaching the instructional passages and assessing students on the various standards while using the chart seen in Example 1 below. The second example is a class roster I created for a fifth 3rd grade class to address the K-3 class size mandate. I used the current 3rd grade rosters and chose students in order to create an additional class that was both ethnically and academically balanced. The third example shows solutions that were generated in a School Improvement Team meeting to address the overage in Kindergarten and the need to create a fifth Kindergarten class to address the K-3 class size mandate. My mentor principal and I considered these suggestions as we made our decision on how to address the overage in Kindergarten by creating a fifth Kindergarten class. Our final decision was to move our STEM teacher into a Kindergarten position.