Standard+6

**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.**
 * External Development Leadership**

Graph based on self assessment.

**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.

**__Experiences__**
 * **Assisted** with Grade Level Parent Nights
 * **Assisted** in preparing and running the EOG Rally Night for Parents and Community
 * **Collaboratively** supplied Backpacks to needy BMS students
 * **Collaboratively** planned a school Brunch for the Business Leaders of the Community
 * **Attended and presented** at the Bertie County Board of Commissioners
 * **Attended** Bertie County Board Meetings
 * **Participated** in PTSO meetings
 * **Participation** in School Assembly programs & monitored students
 * **Assisted with planning** of school/community events (Operation We Care, Support Our Troops, Black History Month Activities)
 * **Community Internship** in Bertie County at Place of Possibilities, Aulander, NC (Link to Place of Possibilities)

**__ Coursework __**
 * DLP Training
 * Operation NELA
 * Internship Site Assets Video
 * School District Digital Story
 * Community Organization Grant Proposal
 * Community Internship
 * Problem of Practice (Phase 1-4)

__ **Specialized Training** __
 * Community in Schools - Community Schools Learning Lab, Seattle, WA
 * Ruby Payne
 * Crucial Conversations
 * Facilitative Leadership
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Llano Grande Digital Storytelling Workshop
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">School Visits: KIPP Gaston, AB Combs, Bertie Middle School
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Social Justice

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__**
 * <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.

<span style="font-family: Georgia,serif; font-size: 17px;">__**Selective Artifacts**__

Parent Night and EOG Rally Night
 * Participated and worked with parents in understanding levels
 * Monitored and was visible
 * Picked up all the food for the parents’ dinner / prepared to serve / Served parents & students



School Assembly and Special Program

Attended the Bertie County Board of Commissioners Meeting and presented the Bertie County Video (HOPE- Heritage Of People and Ecology) (Link to Bertie County Video)

<span style="font-family: Georgia,serif; font-size: 17px;">

Participated and helped staff complete (Support Our Troops)- Sponsored by Social Worker Collaboratively supplied Backpacks for needy students at BMS (Letter to Staff about Backpacks and supplies) Participated, judged, supplied, supported students and staff in (Operation We Care)





<span style="font-family: Georgia,serif; font-size: 17px;">Participated and Supported (Backpacks for the Needy)& (Support Our Troops)--in Collaboration with Social Worker, Teachers and Community <span style="font-family: Georgia,serif; font-size: 17px;"><span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">

Participated, Supported, and attended PTSO at BMS

<span style="font-family: Georgia,serif; font-size: 17.5px;">**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="font-family: Georgia,serif; font-size: 17px;">**__Experiences__**
 * **Attended** and Participated in district-level Principal Meetings
 * **Trained** as an EVAAS data user (access a variety of reports on data)
 * **Trained** as an Classscape data user (access a variety of reports on data)
 * **Researched and Prepared** Professional Development for Legal Lesson (Bullying)

<span style="font-family: Georgia,serif;">**__ Coursework __**
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">DLP 1, 4, 5
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Weekly and monthly logs
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Developmental Projects
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Principal Interview
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Legal Lesson Plan (Development and delivery)(Bullying)
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Attended (EC) training (Restraint of a student)
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Special Education Legal Literacy Assignment (IEP Question- Least Restrictive Environment for current EC student)
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Spring 2011 Assessment Day: Letter Home re: School Safety

<span style="font-family: Georgia,serif;">__ **Specialized Training** __
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Common Core Overview
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Special Education and the Media
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">IEL Federal Policy Institute
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Teacher Evaluation Instrument
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">DPI Special Education Day

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__**
 * <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="font-family: Georgia,serif; font-size: 17px;">__**Selective Artifacts**__

Law Case assignment (Summer 2011)-Response to an IEP Question (Least Restrictive Environment for EC student)

Co-presented, with NELA Cohort Fellow (Ebony Spivey Jason), Professional Development Lesson on Legalities surrounding Bullying (Student, Teacher, and Parents)--Presented to 6th-8th Grade teachers---(Assignment for School Law class)