Standard+5

=Managerial Leadership=

Managerial leadership ensures that there are established series of actions and systems established for budgeting, staffing, problem solving, communicating expectations and scheduling based upon the inclusion of all teachers in budget decisions to meet the evolving needs of every classroom. Effective managerial leadership practices include compliance with legal and ethical practices, valuing different points of views, handling dissent constructively, establishing and sustaining two-way communication system, continuing to monitor and adjust practices, setting clear goals, managing resources, and using technology competently. Effective and efficient management of the school frees the staff to focus upon the individual success of every student.



5A. School Resources and Budget: The principal establishes budget processes and systems which are focused on, and result in, improved student achievement. I. Coursework & Training II. Related Readings III. School Internship IV. Artifacts media type="custom" key="22614658" media type="custom" key="22614644" Grant Proposal Written for Summer 2012 NELA Class, Community Internship & Grant Writing media type="custom" key="22614694" The following are snapshots from the 2013 NCDPI 21st Century Communities Learning Centers grant proposal Tonya Little submitted in March 2013. This was the first federal competitive grant proposal Tonya has written and submitted. The process was a challenging experience that Tonya was able to use knowledge gained from the NELA budgeting course to understand how to read the fiscal codes of accounts, to understand how federal money is used in programming for students and understanding how the most effective grants demonstrate collaboration between schools, families and communities to improve the educational experience for all students, their families and communities. media type="custom" key="22654058"media type="custom" key="22654066"media type="custom" key="22654072" **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. ** I. Coursework & Training
 * Classroom discussion through School Law and Finance course of the federal and state budget, including history, implications, equity, uniform chart of accounts and effects of the Leandro decision
 * IEL Federal Policy Institute training
 * Wrote a grant proposal for Grant Writing Class - Summer 2012, RAISE (Raising Awareness and Interest in STEM Education, a middle school STEM after school and summer hands-on/minds-on, place-based education program.
 * Completed various assignments in the School Budget Course to gain a better understanding of how funds are allocated.
 * LEA School Finance Comparison Study
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Compared District Budgets Across the State Looking at Per Pupil Expenditures
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">District Finance Organization Chart and Budget Process
 * // Aspiring Principal's Primer to School Budgeting //
 * ==== Johnson, V. M. (2011). Grant writing 101: everything you need to start raising funds today. New York, NY: McGraw Hill. ====
 * ==== Karsh, E., & Fox, AS. (2006). The only grant-writing book you'll ever need. (2nd ed.). New York, NY: Basic Books. ====
 * Worked with mentor principal and assistant principal to identify funds to use for purchasing instructional materials.
 * Completed necessary administrative tasks related to planning and paying for Title I programming.
 * Completed necessary administrative tasks related to planning and paying for STEM programming.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: 23px;">Wrote a grant proposal for the middle schools of Martin County LEA and submitted (March 2013) for the NCDPI 21st Century Communities Learning Centers grant proposals.

<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">II. Related Readings
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Practiced strategies from Crucial Conversations, Facilitative Leadership and Dale Carnegie in dealings with students, staff and community
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">DLP Training on coaching
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Social Justice class sessions with Lynda Tredway from Berkeley University of California
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">NELA Operation
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Fullan, M., & Ballew, A.C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Kotter, J.P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Patterson, K. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Whitaker, T. (2012). What great principals do differently: 18 things that matter most. Larchmont, NY: Eye on Education.

<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">III. School Internship
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Regularly met with students and parents about disciplinary issues in our school and on the bus. This required me to find solutions and diffuse emotionally charged situations.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Regularly met with school psychologist about disciplinary issues in our school and on the bus. This often required us to work collaboratively to get to the root causes of student behavior.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Participated in several conflict mediation meetings between parents and teachers, as well as amongst staff members.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Participated in meeting at the district office to determine if students would be placed on OSS home-bound services or placed in an alternative school setting.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Discussed adherence to school and district policy with staff.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">PBIS Tier 2 Interventions Training

<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">IV. Artifacts <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Bullying Brochure created for the Summer 2012 School Law Course. The brochure was also disseminated to the internship school's staff, Fall 2012, to provide definitions, legal historical background and information about bullying. media type="custom" key="22654696"

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Monthly reports were shared with the administrative staff about the number of office discipline referrals (ODRs) from individual teachers. Staff PBIS Team members have received Tier 1 and Tier 2 PBIS training. Purposeful implementation of PBIS and staff dialogue about best practices will address classroom management procedures with the attempt to reduce the number of ODRs. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 0px; overflow: hidden;">media type="custom" key="22654746" <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Monthly reports were shared about grade-level referrals. PBIS incentives were given to the grade level with the least referrals (i.e. pizza party and ice cream social). Middle school students begin to develop more advanced interpersonal relationships and peer approval and acceptance become more important. It is anticipated that by rewarding good behavior peers will begin to model and hold each other to a higher standard in hopes of a deserving reward. Graphs of behavior data have been posted throughout the building. The administrative staff has overheard students discussing the outcomes and hoping to be the grade level that receives the PBIS party. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Presentation for course ELP-651 Internship. Having been assigned Chapter 18, "Deal WIth Negative or Ineffective Staff Members", of Todd Whitaker's **//What Great Principals Do Differently//**, Tonya developed the following video to share with her NELA Cohort II members. media type="custom" key="22729562"

<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">I. Coursework & Training
 * 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. **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Spring 2013 Assessment Day (letter home re: safety incident at school)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Crucial Conversations
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">NELA Operation: Principal's Letter of Introduction to Staff

<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">II. Related Readings
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Fullan, M., & Ballew, A.C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Kotter, J.P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Patterson, K. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.

<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">III. School Internship
 * Assisted principal and assistant principal with e-mails and letters sent to staff, parents/guardians and students.
 * Created an online newsletter for internship school's staff, Sharpen the Sword.
 * Daily interactions with parents/guardians.
 * Use of surveys, e-mails, school-wide announcements, face-to-face meetings to communicate with staff, parents/guardians, students and community stakeholders.

<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">IV. Artifacts <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Letter of Introduction to Staff media type="custom" key="22656528" <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Letter of Introduction to Parents/Guardians <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">media type="custom" key="22656520" <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Digital story created and shared at a staff meeting to show evidences and artifacts of the NC Teacher Evaluation Standard 2. Brief digital stories of all the standards were shared at different staff meetings. media type="youtube" key="77MCzZzLHhU" height="315" width="560" <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Staff Online Newsletter //[|Sharpen the Sword]// created by Tonya Little as an informal format for communicating with RMS staff. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 0px; overflow: hidden;"> The following email communication was to inform staff of how we were organizing the dissemination of the STEM Kickoff Community event. It was recognized that only a few students were receiving information about the opportunity to join the Riverside Middle School 4-H Club and the information regarding the after school STEM Kickoff Event. As a result, Tonya created a digital story to "advertise" 4-H Club recruitment and an "all call" invitation to the STEM Kickoff event.

Communication to RMS Staff about the 2013 Golden Leaf Summer STEM Academy at North Carolina A&T State University.

media type="custom" key="23342674" <span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">I. Coursework & Training
 * 5D. School Expectations for Students and Staff: The principal develops and enforces expectations, structures, rules and procedures for students and staff. **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">School Law course that included training on the rights of students and teachers.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">PBIS training with focus on rules and procedures that have proven effective.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Monthly Internship Reports (discipline data)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Crucial Conversation Training
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Social Justice Seminars
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Facilitative Leadership Training and Assessment
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Data Day: EVAAS, ACRE, Metametrics. NCWise
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Facilitative Leadership training
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Facilitative Leadership training

<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">II. Related Readings
 * Eller, John. (2010). Working with and evaluating difficult school employees. Thousand Oaks, CA: Corwin.
 * Tschannen-Moran, Megan. (2004). Trust matters. San Francisco, CA: Jossey-Bass.

<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">III. School Internship
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Collaborated closely with the administrative team to communicate and enforce clear expectations for rules and procedures, both with students and staff.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Monitored student behavior daily - bus, breakfast, carpool, and lunch duties.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Supervised arrival and dismissal of students.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Addressed issues or concerns with staff in person, phone or via email.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Handled daily discipline issues.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Collaborated with teachers, administrative team and counselor on individual concerns.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Reflected daily and weekly with principal on handling of procedures.

<span style="background-color: #c0c0c0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">IV. Artifacts <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">Letter Sent Home to Students, Parents, and Guardians Prior to Spring Break Addressing the School Dress Code Policy media type="custom" key="22615026"