Standard Six - External Development Leadership
Element 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.
Parents and community volunteers are vital to our schools. School leaders must work diligently to build partnerships with families and communities and encourage them to participate in school activities and initiatives. This will help these essential stakeholders develop a sense of ownership in our schools and better understand our school's vision and mission.
During my residency, I played an active role in the planning, organizing, and hosting family and community events at West Millbrook such as our first Open House of the year, both Magnet Open House functions, and Rising 6th Grade Orientation. Participating in these events gave me the opportunity to meet current and perspective students and parents, promote our magnet, CTE, Arts, and World Languages programs, as well as increase parent engagement at these events.
Element 6B: Federal, State and District Mandates
The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
At the beginning of my residency, I attended the district's required Student Due Process training with my administrative team. During this training I learned about current policies regarding student discipline and the need for WCPSS principals and assistant principals to implement more equitable discipline practices. This training was extremely beneficial to me as a school leader, because it helped me better understand the different levels of the Code of Student Conduct, as well as remain in compliance with district mandates when handling behavior concerns and assigning consequences.
This school year, I've participated in 3 district professional learning opportunities through Special Education Services to prepare me for leading and facilitating IEP meetings as an LEA. As an intern, I was not able to lead or conduct IEP meetings, but I did attend many as an observer. During some of our administrative meetings, we discussed ways to improve the accuracy of our I.E.P. paper work, complying with district, state, and federal guidelines, and ways to streamline district information for our team and teachers. Due to COVID 19, IEP meetings are being conducted virtually now. After our administrative team attended WCPSS Virtual IEP Orientation, we debriefed and Mr. Patterson, our 7th grade assistant principal created the attached document that outlines the action steps an LEA needs to take during virtual IEPS. This document will serve as a guide for me when I am able to facilitate virtual and face-to-face IEP meetings.
The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
At the beginning of my residency, I attended the district's required Student Due Process training with my administrative team. During this training I learned about current policies regarding student discipline and the need for WCPSS principals and assistant principals to implement more equitable discipline practices. This training was extremely beneficial to me as a school leader, because it helped me better understand the different levels of the Code of Student Conduct, as well as remain in compliance with district mandates when handling behavior concerns and assigning consequences.
This school year, I've participated in 3 district professional learning opportunities through Special Education Services to prepare me for leading and facilitating IEP meetings as an LEA. As an intern, I was not able to lead or conduct IEP meetings, but I did attend many as an observer. During some of our administrative meetings, we discussed ways to improve the accuracy of our I.E.P. paper work, complying with district, state, and federal guidelines, and ways to streamline district information for our team and teachers. Due to COVID 19, IEP meetings are being conducted virtually now. After our administrative team attended WCPSS Virtual IEP Orientation, we debriefed and Mr. Patterson, our 7th grade assistant principal created the attached document that outlines the action steps an LEA needs to take during virtual IEPS. This document will serve as a guide for me when I am able to facilitate virtual and face-to-face IEP meetings.
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As the administrative team prepared for the opening of school, we reviewed the updates to Policy 3400(Evaluation of Student Progress) also known as the grading policy. On the first teacher workday, I shared the district's and West Millbrook's expectations for grading. I created the attached document on grading as a resource for the administrative team, certified staff, and instructional assistants.. Becoming familiar with the district's grading policy has helped me support and advise teachers on how to improve their current grading practices.
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