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**5a. School Resources and Budget**: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement.

Internship Activities


 * Developed Title I and State and Local budget with focus on student achievement
 * Participated in discussions with mentor principal about use of funding from various budgets

Coursework, Trainings, and Readings


 * Classroom discussion through School Law and Finance course of the federal and state budget, including history, implications, equity, uniform chart of accounts and effects of the Leandro decision
 * IEL Federal Policy Institute training
 * Wrote a grant proposal for Grant Writing Class - Summer 2012
 * Completed various assignments in the School Budget Course to gain a better understanding of how funds are allocated.

Selected Artifacts

I wrote a grant for my summer internship site. Listed below is the grant proposal for Abundant Life Ministries Community Park.


__**Artifact #2 - 5a. School Resources and Budget**__
This is the Hope Creek School mock budget that I created for the budget class.

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__**Artifact #3 - 5a. School Resources and Budget**__
This is the budget process for my internship site school. media type="custom" key="22570918"

__**Artifact #4 - 5a. School Resources and Budget**__
I did a comparison study of the two K-2 schools in the district to help me gain a better understanding of budget amounts based on demographics of each school. media type="custom" key="22570954"

__**Artifact #6 - 5a. School Resources and Budget**__
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 * Spreadsheet from one-on-one session with mentor principal about teacher salaries. During the session, I learned about hiring beginning teachers vs. tenured teachers. I also learned how to contact the finance officer for the district to get this information. **

==== **5b. Conflict Management and Resolution**: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement.

Internship Activities
 * <span style="font-family: Georgia,serif; font-size: 17px;">Participated in meetings with principal concerning arising problems/issues
 * <span style="font-family: Georgia,serif; font-size: 17px;">Participated in meeting with parents sharing concerns about child’s learning and behavior
 * <span style="font-family: Georgia,serif; font-size: 17px;">Meetings with teachers having problems with parents and students

<span style="background-color: #fb7474; font-family: Georgia,serif; font-size: 17px;">Coursework, Trainings, and Readings
 * <span style="font-family: Georgia,serif; font-size: 17px;">Practiced strategies from Crucial Conversations, Facilitative Leadership and Dale Carnegie in dealings with students, staff and community
 * <span style="font-family: Georgia,serif; font-size: 17px;">DLP Training on coaching
 * <span style="font-family: Georgia,serif; font-size: 17px;">Social Justice class sessions with Dr. Lynda Tredway from Berkeley University of California

<span style="background-color: #fb7474; font-family: Georgia,serif; font-size: 17px;">Selected Artifacts

E-mail sent to me from principal after meeting with three staff members regarding an internal conflict.


<span style="font-family: Georgia,serif; font-size: 17px;">**5c. Systematic Communication**: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.

<span style="background-color: #fb7474; font-family: Georgia,serif; font-size: 17px;">Internship Activities
 * <span style="font-family: Georgia,serif; font-size: 17px;">Assisted principal with e-mails and letters sent to staff
 * <span style="font-family: Georgia,serif; font-size: 17px;">Created a blog for internship project
 * <span style="font-family: Georgia,serif; font-size: 17px;">Keep teachers up-to-date with happenings with students, schedule changes, etc.
 * <span style="font-family: Georgia,serif; font-size: 17px;">Daily interactions with parents
 * <span style="font-family: Georgia,serif; font-size: 17px;">Use of surveys, e-mails, school-wide announcements, face-to-face meetings to communicate with staff, parents and students

<span style="background-color: #fb7474; font-family: Georgia,serif; font-size: 17px;">Coursework, Trainings, and Readings

<span style="background-color: #fb7474; font-family: Georgia,serif; font-size: 17px;">Selected Artifacts

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<span style="font-family: Georgia,serif; font-size: 17px; font-weight: normal; line-height: 25px;">bloggingatthewave.blogspot.com
 * Link to WAVE Blog that I created to share best practices that are going on at WAVE. This is a way for teachers to visit the classrooms of other teachers without actually going in to observe. It is a way for them to obtain ideas from other teachers.**=====

__**Artifact #2- 5c. Systematic Communication**__
This is an example of an e-mail that I sent to content leads about my expectations for a staff meeting.



Mentor Principal asked me to draft the letter that will be sent home in the event that we experience a lock down. This letter is in the "black box" and will be used in the event of an emergency.
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<span style="font-family: Georgia,serif; font-size: 17px;">**5d. School Expectations for Students and Staff**: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.

<span style="background-color: #fb7474; font-family: Georgia,serif; font-size: 17px;">Internship Activities
 * <span style="font-family: Georgia,serif; font-size: 17px;">Communicated with staff via e-mail and personal contact concerning lessons, student behavior and other concerns or requests in a timely fashion
 * <span style="font-family: Georgia,serif; font-size: 17px;">Monitored student behavior in hallway and bus lot
 * <span style="font-family: Georgia,serif; font-size: 17px;">Bus Duty (daily)
 * <span style="font-family: Georgia,serif; font-size: 17px;">Handled numerous discipline referrals
 * <span style="font-family: Georgia,serif; font-size: 17px;">Supervision of afternoon dismissal of students
 * <span style="font-family: Georgia,serif; font-size: 17px;">Attended District-Wide training regarding discipline of Exceptional Children
 * <span style="font-family: Georgia,serif; font-size: 17px;">Attended PBIS meetings at internship site

<span style="background-color: #fb7474; font-family: Georgia,serif; font-size: 17px;">Coursework, Trainings, and Readings
 * PBIS Training with Corey Watkins from DPI

<span style="background-color: #fb7474; font-family: Georgia,serif; font-size: 17px;">Selected Artifacts

**Artifact #1 - 5d. School Expectations for Students and Staff**

 * WAVE Staff Handbook - I refer to this handbook when I am talking to teachers about expectations and to parents about discipline referrals.**

**Artifact #2 - 5d. School Expectations for Students and Staff**
===I co-lead the PBIS team. During the meetings, we talk about what rewards teachers are using in their classroom, discipline referrals, and how we can make sure we are articulating WAVE expectations to students. This is an example of minutes from a meeting.===



**Artifact #3 - 5d. School Expectations for Students and Staff**
The assistant principal and I share discipline for grades K-2. This is an example of an e-mail that I sent informing the staff that we would need ISS coverage. ==

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**Artifact #4 - 5d. School Expectations for Students and Staff**
I asked my mentor principal if I could do a newsletter for the staff. This was an e-mail that she sent as a result of my request. See below for an example of the newsletter that the administrative team sends out every Monday.

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