Week Three: Standard 5: Managerial Leadership
The week of August 14th was very enlightening. As an administrative intern, I spent my time identifying data for rising 9th-grade students, editing the master schedule, and attending the common needs assessment (CNA) unpacking session with the department of public instruction.
The focus of our work Monday concentrated on identifying ninth grade students for curriculum enrichment courses at the high school level. I worked with Mr. Stinson to review end-of-grade English scores for the incoming ninth grade students and identify students with an achievement probability of less than 5.0. These 59 students were then cross-referenced with Exceptional Children already enrolled in the curriculum enrichment
courses. We then enrolled a total of 39 identified students in the course this school year. While it may appear to be a simple process, this took collaboration between the exceptional children’s coordinator, the guidance department, the data manager and myself. Through this process, I realized that by analyzing small amounts of data, students could be correctly placed in courses that will enhance their educational experience. Work continued on the Anson High School master schedule to make minor adjustments and revisions due to recent staffing replacements and changes. The closing of Anson New Technology School has brought about unexpected and much-needed adjustments to the master schedule. Students registered for courses in the spring, however, Anson high school has absorbed roughly 150 more students from the technology school and class needs differed. This has been an interesting process; it is eye opening to see how much work goes into the finalized master schedule. I see how crucial it is to have key people supporting the instructional efforts of the school administrator. It is necessary to have competent staff in order to make the best educational decisions for all students. Wednesday of this week was spent working with the Department of Public Instruction in order to unpack the CNA from the December 6-7, 2016 visit. Participating in this workshop helped me to better understand the NCDPI CNA Process. Day one of the workshop focused on understanding the rubric, reviewing what the school does well, what the school needs to improve, the main findings of the school’s overall performance. Along with a review of the report, the instructor also focused on classroom observations by demonstrating how to identify the impact and outcome of the lesson and providing data-driven evidence as feedback. I am grateful for these hands-on learning experiences; I look forward to implementing the impact and outcome strategies when I conduct classroom observations.
America’s children have found increasing difficulty with school. The curriculum in schools is claiming to be harder in higher levels, but the lack of focus and direction in the younger grades has made for decreased grade levels and lower mastery in several basic areas such as math, writing, and reading skills. Standardized test scores are at an all time low, as increasing amounts of children progress through the educational system having not at...
School leaders and faculty are responsible to ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards. As a special education program for severely disabled students including all these requirements in curriculum that is differentiated for the array of needs in the school isn’t easy. In response to the suggestions made by Ms. Joseph the principal decided that the best way to address it while still attending to the needs of the school would be to created an inquiry team that will research the findings in order to help with the decision making.
When I was on a post surgical floor I witnessed a scenario where leadership was ineffective. It involved an RN and the nurse manager for the floor who was responsible for assigning the patients to nurses. The nurse manager on this floor usually only had one or two patients and spent most of their time dealing with any problems that arose on the floor. One RN was very upset with her patient load and said it was unfair and wanted to have at least one less patient as she said all 5 of her patients were going to be a lot of work. The nurse manager dismissed the RN and said there were care aides on floor to help so she would be fine and told her to get to work. The leadership issues here were a lack of communication
Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum. Exceptional Children, 35(2), 8–17.
Sullivan, A. L. (2011). Disproportionality in Special Education Identification and Placement of English Language Learners. Exceptional Children, 77(3), 317-334.
Moreover, the student demonstrated a high reading ability that is somewhat beyond their grade level. I have identified that he is on or above his expected reading level. He should be provided enrichment in reading. By discovering this, his teachers can plan accordingly to build on his present skills and help him develop into a well-rounded reader.
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
In a firm, management and leadership are important and needed. Leadership and management are similar. Actually, leadership and management are totally different. The leadership would influence the firm. The leader would have difference leadership styles to lead the subordinate.
Richards, S., Taylor, R., Smiley, L. 2009; Exceptional Students: Preparing Teachers for the 21st Century
Allen, K. Eileen, and Ilene S. Schwartz. The Exceptional Child: Inclusion in Early Childhood Education. 7th ed. Albany, NY: Delmar, 1996. 175-206. Print.
The program works with more than 100 schools in seven states. The program is geared toward students from low-income families. The statistics for children’s literacy in the United States are astonishing. “In 2011, just thirty-four percent of the nation’s fourth graders in public school could read proficiently” (National Center for Education Statistics, 2011). The program itself has had exponential success.
Artifact 3: The Subject Specific Plans Project is the item completed for Artifact 3, under Tab C: Curricular Content Knowledge. The Subject Specific Plans were created in the course ELSE 6153 Contemporary Issue in Special Education, and included lesson plans for math, reading, and writing. Each lesson plan included subj...
There is no agreed-upon definition of leadership. Most definitions, however include some common ingredients: the leader, the team, and the project or purpose. What if the project is not a transactional task but is, instead, one of personal, professional, and/or spiritual development? Does the guide in this type of relationship deserve to be considered a leader? Is mentorship more than just a tool used by leaders, instead constituting its own unique category of leadership?
...In Too Many Bosses, Too Few Leaders, (Pashawaria, 2011) the author asks the question, “Of all the bosses you’ve had in your career, how many would you call truly great leaders? For the purpose of this question, a great leader is someone who inspired you to show up every morning and do your best possible work, someone who made you believe in yourself, someone who genuinely cared about your success, and someone whom you wanted to follow willingly.”
Leader should have the shared responsibility and collaborative quality. For example, instead of making the strategy alone, he will gather the idea of all brilliant workers to increase the productivity of the organisation.