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To demonstrate competence in organizational management, a superintendent, principal, director of special education, or director of community education must:
(1) demonstrate an understanding of organizational systems, including structural and cultural dynamics;
(2) define and use processes for gathering, analyzing, managing, and using data to plan and make decisions for program evaluation;
(3) plan and schedule personal and organizational work, establish procedures to regulate activities and projects, and delegate and empower others at appropriate levels;
(4) demonstrate the ability to analyze need and allocate personnel and material resources;
(5) develop and manage budgets and maintain accurate fiscal records;
(6) demonstrate an understanding of facilities development, planning, and management; and
(7) understand and use technology as a management tool.
Copy of 2024-2025 Staff Preferences - Google Forms.pdfArtifact One
Artifact One
Description
This artifact is a copy of a form our building leadership team asks staff to complete as part of planning for the upcoming year. This helps us take note of potential changes in staff placements, needs for hiring, and preferences for moves throughout the building.
Reflection
The questions posed on this form allow for information gathering to help make decisions for staffing, plan for facilities needs (potential room movements), and plan staffing openings. This digital format also empowers our staff members to be part of the process, allowing them to voice their interests and preferences ahead of potential changes. Sometimes, leaders need to make difficult decisions regarding staffing for the organization, but this form supports understanding conversations when those decisions must be made.
Subcompetencies: 1, 2, 3, 4, 6, 7
Artifact Two
Artifact Two
Description
This artifact is a sample of the notes I helped compile and share on behalf of our building at our district's Academic Cabinet Meeting. These monthly meetings include building administrators, the Director of Teaching & Learning, the Superintendent, and Teaching & Learning Coordinators from each building. The emphasis is on recent data related to instruction in the building, along with conversations about the instructional assets in place or needed within each building.
Reflection
As a building leader, you must collaborate with other leaders in the district to ensure a comprehensive experience for students and ensure resources are appropriately allocated. Sharing students' academic progress within the building with other leaders is a way to share highlights and challenges and get ideas for continued growth.
Subcompetencies: 2, 4
Artifact Three
Artifact Three
Description
This is a budget I compiled with the support of my business manager as part of a grant application. The grant was an effort to increase staffing and support for our growing population of students and families who speak a language other than English as their home language.
Reflection
As a building leader, you must be prepared to manage the building's budget and allocate both fiscal and personnel resources appropriately to meet the needs of the building. Pursuing grant funding can be one way to support the needs of the staff and students in the building, however, sustainability becomes a concern when adding staff and supports through grant funding.
Subcompetencies: 4, 5
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