a. School Resources and Budget: The principal establishes budget processes and systems which are focused on, and result in, improved student achievement.
Title I Funds Proposal: In order to obtain authorization to use funds for the Read180 program, myself and my principal worked on this proposal to demonstrate the intended outcomes of the implementation of the program and its alignment with our School Improvement Plan. |
|
|
School Budget Simulation & Presentation: In my budgeting class taught by Dr. Eddie Price, I had the opportunity to analyze and research the needs of Benson Middle School, a 6-8 middle school in Johnson County. The project afforded myself and my group members with the opportunity to analyze the financial climate and redistribute funds based on the demonstrated needs of the Benson Middle School community. We utilized the TregoEd process to work towards consensus decision making, which will be a valuable tool to access going forward. We also aligned the budgeting process with the School Improvement Process to ensure funds were utilized appropriately based on the school's needs and goals.
|
b. 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.
|
Bullying Investigations: In accordance with the district's policy on bullying, I have participated in the investigation and conduction of several bullying investigations this year. I gather data by interviewing most or all of the students in the class to corroborate allegations and gain information from all sides of the story. Once a bullying investigation has begun, the school has 15 days to submit the full report to the district. A letter also goes to the parents summarizing the findings of the investigation. If bullying is confirmed to be present during the investigation, I assign appropriate consequences. I included the district bullying policy rather than a report or investigative documents to protect student confidentiality.
|
Student Discipline & Teacher Communication: I am responsible for student discipline and communicating with teachers if consequences are given. In order to be fair and objective, I always interview student and teacher witnesses to corroborate events. The photo to the right is an example of how I communicate with teachers and staff to ensure students have work to complete if they are assigned In School Suspension. Within the same email thread, you can see an example of an instance that I reduced a student's consequence due to exemplar behavior. Finally, I keep all written statements and other documentation filed in my office chronologically and by student to ensure I have access should I need my documentation in the future.
|
"REFOCUS" for Redirection of Minor Conflicts/Incidents: When conflicts or incidents do not require an office referral, students are sent to "REFOCUS" to redirect their behavior. If a teacher sends a student to REFOCUS, he or she is responsible for calling the parent to inform them of the incident. You can see the parent contact log below. I am responsible for holding teachers accountable for making and logging their phone calls onto the spreadsheet. Alongside the REFOCUS log, you can see an email I sent to a teacher reminding her to call a student's parent after he was sent to REFOCUS.
c. 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.
Parent Contact Log: I list the student's information, the adult with whom I spoke, and the context of the call. This log provides a reference when I have future incidents with students that require parent contact--usually for discipline and good news. It also provides documentation that I have followed protocols for reaching parents for various reasons.
|
Walkthrough Praise/Feedback: This is an example of a note I left in a teacher's classroom following a walkthrough I performed. I use the school's walkthrough form to provide more structured feedback, but sometimes I find a handwritten note is more meaningful and genuine to provide praise to teachers. |
Follow-Up Email: This screenshot shows an example of a follow-up email I sent to a teacher. Prior to sending this email, I spoke to the teacher in person regarding the matter. By communicating both in person and in writing, I have can easily remind a staff member of a conversation and also keep a record for myself.
d. School Expectations for Students and Staff: The principal develops and enforces expectations, structures, rules and procedures for students and staff.
Staff Accountability With Lesson Plan Submission: Both the emails below are examples of how I hold staff accountable for lesson plan submission. I am responsible for reviewing the math department's plans each week. When teachers do not have plans submitted on time, I email them on Sunday asking them to submit their plans.
Updating Staff & Student Handbooks: Before school started for the 2017-2018 year, I was responsible for updating both the Staff Handbook and Student Handbook. Since documents such as handbooks are typically created during the summer months, this task gave me experience with the structure and contents of both staff and student handbooks. I updated procedures for items that had changed over the summer, for example, I changed the procedure for submitting Field Trip Proposal forms to match the updated protocol for the district. These documents, pictured below, serve as the basis of expectations for student and staff procedures and behaviors.
|
|