Embedded Files
To demonstrate competence in political influence and governance, a superintendent, principal, director of special education, or director of community education must:
(1) exhibit an understanding of school districts as political systems, including governance models;
(2) demonstrate an 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 and district priorities.
Artifact One
Artifact One
Description
This is an example of the monthly administrative board reports we provide to our school board. This allows our board members to get a glimpse of the highlights in each building/department so they can stay focused on governing and not get caught up in management. This also allows communication with our broader community about school priorities.
Reflection
As a collaborator in creating these reports each month, I have gotten to build my skills of communicating information in a way that involves our stakeholders and shares snippets of the work being done to support district priorities. I have also learned from the other principals and department leaders what information to share with the board to maintain our governance model.
Subcompetencies: 1, 2, 4
Kasson-Mantorville Desired Daily Experiences Input Report.pdfArtifact Two
Artifact Two
Description
This is an overview of a report I analyzed during our Strategic Planning process as a district. It demonstrates the gathering of input from all stakeholders to plan for the educational policy development for the district.
Reflection
As a building leader, it's vital to understand the desires and needs of the stakeholders within your school community, along with how those desires and needs align with the district. Being part of a strategic planning process has been powerful for building my experiences with gathering stakeholder input and then utilizing that input to plan for future policies or procedures.
Subcompetencies: 1, 2, 4
Artifact Three
Artifact Three
Description
This artifact is a press release from one of our grade-level Immersion Days. The Immersion Days are an opportunity to partner with community organizations and agencies to enrich our students' learning experiences. The entire day for the grade level is centered around a theme, at kindergarten, the theme was 'My Community'. This offers a chance to dig deep into the topic for students and offer hands-on experiences from our partners.
Reflection
Building leaders need to model collaboration with community organizations to support student needs. In some cases, these support educational outcomes, but in many cases, it is to support students, families, and the school with resources and connections. Through involvement with the planning and implementing these Immersion Days, I have developed skills in recognizing how to partner with community organizations and supports.
Subcompetencies: 3, 4
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