Standard+6

Standard 6 External Leadership

A school executive 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.

**6a. 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. INTERNSHIP EXPERIENCES & COURSEWORK RELATED READINGS SELECTED ARTIFACTS media type="custom" key="14319120" align="center"
 * Participated in Parent Team Meetings (PTA)
 * Developed a reading activity that would emphasize to students the importance of their learning to read. 80 community leaders to come read to students on Read Across America Day
 * Particpated in Angel Tree Project at Christmas
 * Assisted with the Mobile Dentist
 * Served as a school representative for meeting with Chowan University Teacher Education Department
 * Attended athletic events at Ahoskie Recreation Department
 * Developed Monthly newsletter to keep parents abreast of upcoming events and activities at school
 * Updated School Webpage weekly in order to showcase what is happening at our school
 * Participated in NCASA Conference session entitled, "Building School & Community Partnerships" conducted by Martha Vick from Wilson Education Partnership
 * Participated and presented in a Community Forum at Mt. Sanai on Financial Aid and Common Core
 * Participated in North Carolina Association of School Administrator's 2012 Candidate's Forum
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Attended ACC Barnstorming Tour at Hertford County High School to support the Bearfield students and parents who attended this event
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Participated in Distinguished Leadership in Practice: Component 5: Creating a Strong Internal and External Stakeholder Focus
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Payne, R. K. (2009). A framework for understanding poverty. Moorabbin, Vic: Hawker Brownlow Education.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Steele, C. (2010). Whistling Vivaldi: And other clues to how stereotypes affect us. New York: W. W. Norton & Company.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Wood, C. 92007). Yardsticks: Children in the classroom, ages 4-14. Turners Falls, MA: Northeast Foundation for Children.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New Yrork: Teachers College Press.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Daniels, D. H., Beaumont, L. J., & Doolin, C.A. (2008). Understanding children: An interview and observation guide for educators. Boston: McGraw-Hill Higher Education.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Meece, J. L., & Daniels, D. H. (2008). Child and adolescent development for educators. Boston: McGraw-Hill Higher Education.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Convey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**6b. Federal, State and District Mandates**: The school executive designs protocols and processes in order to comply with federal, state, and district mandates. <span style="background-color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">INTERNSHIP EXPERIENCES & COURSEWORK <span style="background-color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">RELATED READINGS
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Attended district-level principal meetings
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Visited central offices
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Attended IEL conference in Washington DC
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Participated in Data Boot Camp with NELA (EVAAS, DPI, Metametrics, NC Falcon)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Participated in Common Core Training
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Served as facilitator for Common Core Training
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Participated in District and School-wide Data Team Meetings
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Facilitated SSST and 504 meetings with teachers and parents
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Monitored Intervention Plans for students who were identified through SSST
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Monitored Intervention Plans for students who were identified under section 504
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Participated in IEP Meetings with Exceptional Children's staff and Parents
 * <span style="font-family: Georgia,serif; font-size: 16px;">Lane, K. E. (2005). The Principal's legal handbook. Dayton, Ohio: Education Law Association.
 * <span style="font-family: Georgia,serif; font-size: 16px;">Schimmel, D., Militello, M., & Eckes, S. (2010). Principals teaching the law: 10 legal lessons your teachers must know. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Georgia,serif; font-size: 16px;">Huefner, D. S. (2006). Getting comfortable with special education law: A framework for working with children with disabilities. Norwood, Mass: Christopher-Gordon Publishers.
 * <span style="font-family: Georgia,serif; font-size: 16px;">Guthrie, J. W. (2007). Modern education finance and policy. Boston: Pearson/Allyn and Bacon.

<span style="background-color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">SELECTED ARTIFACTS

<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Sample of a Meeting Agenda