Political Influence and Governance

1. Exhibit an understanding of school districts as political systems including governance models;

2. Demonstrate and understanding of involving stakeholders in the development of educational policy;

3. Understand the role and coordination of social agencies and human services to develop productive relationships and engage resources for the school community; and

4. Demonstrate an understanding of processes to align constituencies in support of school district priorities.

Artifact 1: School Board Meetings (Sub-competencies 1, 2, & 3)

Description:

During the completion of my hours, I have both attended and watched livestreamed school board meetings. These meetings lasted anywhere from 1.5 to 5 hours depending on the content discussed. Public comment time was allowed at the beginning of each (this part is not livestreamed). Topics covered ranged from financial, to human resource, to activites, to teaching and learning, and more.

Reflection:

Watching and attended school board meetings gave me a different perspective of the inner workings of a district. I learned a great deal about school funding including: ESSER, shortfalls, subsidies, grants, etc. I also learned a great deal more about district policies and the process that goes into their creation and review.

Artifacts:

District 742 School Board Meetings (Livestream Recordings)

Artifact 2: Elementary Science Curriculum Pilots (Sub-competency 2)

Description:

I was part of a team to that identified materials for all elementary levels to pilot in the 22-23 school year to be implemented with the new science standards in the 23-24 school year. Selected pilot materials were prepared for review by stakeholders at a public viewing before a July school board meeting. During pilot implementation, teachers completed weekly observations in each of the pilot materials and I participated in classroom observations of each pilot teacher with each material. This data will be reviewed in February to determine the resources to be purchased and implemented.

Reflection:

Observing the materials being used in classrooms of different teachers at various grade levels was great in determining which materials fit into the new standards and our district vision the best. I was able to look for student interaction with the materials, collaboration, academic language, differentiation, etc. We are looking to incorporate phenomena-based teaching into every level of science in the district, therefore seeing these materials in action really helped examine what materials worked the best.

Artifacts:

Science pilot classroom observation checklist form, Teacher weekly reflection form, curriculum development board policy, Curriculum review steps and committees, and 2019 MN Science standards

Artifact 3: Decision-Making Process (Sub-competency 1)

Description:

I was able to attend a meeting with district administrators lead by new District 742 Superintendent Laurie Putnam. During this meeting she went over her decision making processes including spheres of decision making and group decision making styles.

Reflection:

This was immensely valuable information. By laying out her processes for decision making, it made her work completely transparent and consistent. I think administrators, and later teachers, appreciated this transparency. Often these processes are considered to be behind closed doors and not accessible to most district staff. This really laid out the process for all.

Artifacts:

Spheres of decision making and group decision making styles

Additional Resources and Artifacts of Learning