A. SCHOOL RESOURCES AND BUDGET:
THE SCHOOL EXECUTIVE ESTABLISHES BUDGET PROCESSES AND SYSTEMS WHICH ARE FOCUSED ON, AND RESULT, IN IMPROVED STUDENT ACHIEVEMENT.
THE SCHOOL EXECUTIVE ESTABLISHES BUDGET PROCESSES AND SYSTEMS WHICH ARE FOCUSED ON, AND RESULT, IN IMPROVED STUDENT ACHIEVEMENT.
TITLE 1 FOCUS PROPOSAL
I had the opportunity to write EES's Title 1 Focus proposal to the district. With the proposal, I secured one full-time tutor to help close the achievement gap between our subgroups. I included relevant data that demonstrated the need of a tutor to serve our students in both math and reading.
I had the opportunity to write EES's Title 1 Focus proposal to the district. With the proposal, I secured one full-time tutor to help close the achievement gap between our subgroups. I included relevant data that demonstrated the need of a tutor to serve our students in both math and reading.
B. CONFLICT MANAGEMENT AND RESOLUTION:
THE SCHOOL EXECUTIVE EFFECTIVELY AND EFFICIENTLY MANAGES THE COMPLEXITY OF HUMAN INTERACTION SO THAT THE FOCUS OF THE SCHOOL CAN BE ON IMPROVED STUDENT ACHIEVEMENT.
THE SCHOOL EXECUTIVE EFFECTIVELY AND EFFICIENTLY MANAGES THE COMPLEXITY OF HUMAN INTERACTION SO THAT THE FOCUS OF THE SCHOOL CAN BE ON IMPROVED STUDENT ACHIEVEMENT.
FORMATIVE ASSESSMENT DAY
During Formative Assessment Day, I was tasked with prioritizing a series of issues that had varying levels of urgency. This exercise mirrors the daily lives of school leaders. The ability to manage time and conflicts that arise are crucial skills of an effective school leader. I am thankful for the opportunity to practice these skills through my internship and class experiences.
During Formative Assessment Day, I was tasked with prioritizing a series of issues that had varying levels of urgency. This exercise mirrors the daily lives of school leaders. The ability to manage time and conflicts that arise are crucial skills of an effective school leader. I am thankful for the opportunity to practice these skills through my internship and class experiences.
C. SYSTEMATIC COMMUNICATION:
THE SCHOOL EXECUTIVE DESIGNS AND UTILIZES VARIOUS FORMS OF FORMAL AND INFORMAL COMMUNICATION SO THAT THE FOCUS OF THE SCHOOL CAN BE ON IMPROVED STUDENT ACHIEVEMENT.
THE SCHOOL EXECUTIVE DESIGNS AND UTILIZES VARIOUS FORMS OF FORMAL AND INFORMAL COMMUNICATION SO THAT THE FOCUS OF THE SCHOOL CAN BE ON IMPROVED STUDENT ACHIEVEMENT.
EES's FACEBOOK PAGE
I created and ran our school's first Facebook page. We used Facebook as a platform to market our school to the community. We advertised upcoming events and publicized new procedures and initiatives. The most popular posts were the ones that showcased the amazing work of our students and teachers.
I created and ran our school's first Facebook page. We used Facebook as a platform to market our school to the community. We advertised upcoming events and publicized new procedures and initiatives. The most popular posts were the ones that showcased the amazing work of our students and teachers.
DISMISSAL PROCEDURES
Our bus dismissal is complicated because we have students coming from multiple locations to load the buses. By the addition of a 2-line system, students now exit the building from two doors. The lines join at an intersection where an adult merges the two groups. The signs make it possible for us to move the students safely and quickly and has made our dismissal procedure more efficient. |
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BUS PBIS LETTER TO DRIVERS I communicated the new PBIS bus initiatives to the drivers by writing a newsletter. Driver buy-in to the new system was crucial, so we were deliberate about including them in the decision-making process and asking for frequent feedback. The bus drivers were enthusiastic about getting involved and advocating for their riders. |
D. SCHOOL EXPECTATION FOR STUDENT AND STAFF:
THE SCHOOL EXECUTIVE DEVELOPS AND ENFORCES EXPECTATIONS, STRUCTURES, RULES AND PROCEDURES FOR STUDENTS AND STAFF.
THE SCHOOL EXECUTIVE DEVELOPS AND ENFORCES EXPECTATIONS, STRUCTURES, RULES AND PROCEDURES FOR STUDENTS AND STAFF.
TEACHER EXPECTATIONS During our opening day presentation, the administrative team set the tone for the year. We outlined expectations and structures that would guide the way we do business. When communicating directives during the year, I always put the expectation in writing and included the action deadline if applicable. |
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EXPECTATIONS FOR STUDENTS The administrative team and the PBIS team implemented many positive behavior incentives for students in order to lower the number of discipline referrals. We identified the bus setting as one of our major targets because bus misbehavior represents the largest percentage of our referrals. We created a revamped PBIS plan for bus riders and I designed a promotional video to unveil the new incentives to students. In this photo, I am explaining the bus rules and expectations to 4th graders before showing them the video. |