STANDARD+6

**A School Executives 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 EXPERIENCE**

 * ====Participated in a fundraising event at the local Chick-Fil-A restaurant ====
 * Attended Parent Teacher Organization (PTO) meetings
 * Participated in Child-Family-Team meetins with students and their support team
 * Accompanied the school's step team on a competative athletic event
 * Served as the administrative representative for a company presentation of STARBASE (science instruction program)
 * Participated in a community day event sponsored by the school
 * Accompanied students to Logan's Restaurant on celebratory trips
 * Wrote invitation letters to parents and community leaders requested their participation in a panel interview
 * Coordinated a Heavenly Hats charity fundraising event
 * Created a community story for the school district I'm assigned to
 * Attended a community forum on equity in rural communities

**COURSEWORK**

 * DLP Training
 * Operation NELA
 * Internship Site Assets Video
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">School District Digital Story
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Community Organization Grant Proposal
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Community Internship
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Problem of Practice (Phase 1-4)

SPECIALIZED TRAININGS

 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Community in Schools - Community Schools Learning Lab, Seattle, WA
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Ruby Payne
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Crucial Conversations
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">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

**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.

ARTIFACTS AND DOCUMENTATION


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**INTERNSHIP EXPERIENCE**

 * <span style="font-family: Georgia,serif; font-size: 120%;">Attended a 3-Day conference in Washington, DC on educational policy
 * <span style="font-family: Georgia,serif; font-size: 120%;">Conducted a professional development session with teachers on liability for student injuries
 * <span style="font-family: Georgia,serif; font-size: 120%;">Participate in and assist with oversight of state mandated drills (fire, tornado, etc.)
 * <span style="font-family: Georgia,serif; font-size: 120%;">Adhere to mandates as it relates to classroom instruction, school improvement, teacher planning, student recreation, etc.

**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)
 * <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
 * <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

SPECIALIZED TRAININGS

 * <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

**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.

ARTIFACTS AND DOCUMENTATION