Standard 6
External Development Leadership

6a. Parent and Community Involvement and Outreach: The principal/assistant principal designs structures and processes which result in parent and community engagement, support and ownership for the school.

There are many opportunities for parents and the community to become involved with Corinth Holders. As an administrative team, we divided up the events occurring outside of school hours so as to not burden one individual with having to attend them all.

One event of mine was the parents and friends evening for marching band. This is where they got to showcase their program performance. They also invited all of their sponsors and took a portion of the program to thank them individually. I walked around and introduced myself to parents, took pictures for posting on social media and helped with set-up and clean-up.

Another event was Ag-Fest; the annual day for students to hold a plant sale from the greenhouse, bring farm animals for a petting zoo, provide food, games and prizes for children and showcase their metal and woodworking projects from the year. I helped with the greenhouse sale as the crowd was quite large, and managed eager hands at the petting zoo.

Being involved with the parents and community is one of the more rewarding aspects of being an Assistant Principal.

6b. Federal, State and District Mandates: The principal/assistant principal designs protocols and processes in order to comply with federal, state, and district mandates.

This year, Johnston County mandated all High Schools to implement MTSS into their schedules. This became my Problem of Practice. Throughout the implementation journey, I created several processes, procedures, forms and spreadsheets to assist teachers with doing interventions with fidelity and tracking results.

I broke this up into two pieces: building the structure and running the process. The structure piece took up the first couple months of school. We had to look at what we could do within the time constraints and resources available. Once this was built, we began the intervention process in October. By February, we were exiting students from the MTSS program and placing them back into mainstream math or ELA classes.

I designed the system to roll seamlessly into the next school year and beyond. We began looking at incoming Freshmen this April to start planning out intervention space, teachers and necessary resources to begin the process in August when students arrive.