STANDARD SIX: EXTERNAL DEVELOPMENT LEADERSHIP
A school executive will design structures and processes that result in community engagement, support, and ownership. Acknowledging that schools no longer reflect but in fact build community, the leader proactively creates with staff opportunities for parents, community and business representatives to participate as “stockholders” in the school such that continued investments of resources and good will are not left to chance.
A. Parent Community: Involvement and Outreach
During the 2019-2020 school year, I had the opportunity of running the GT Cares program to provide academic acceleration along with an increase in parent support and engagement. The GT CARES program has two components. The first component is an accelerated learning after school tutorial program that incorporates parent partner sessions. The second component is an adult learning program, or Plaza Comunitaria, for Latinos in the community who are seeking to eventually earn their GED. I applied for the Family Engagement Award to fund the GT Cares program and Plaza Comunitaria. This is an opportunity to strengthen relationships with parents, as they have an opportunity to partner with us as we share data and information with other parents, and the community. This Award is instrumental in fulfilling the vision of Washington to be a Learning hub in the downtown Raleigh community. In addition, we reached out to local businesses to partner with our school to be private sponsors for the program.
The Detailed HR Examination Report shares a community map and resources that can be utilized within the Washington and downtown Raleigh community. It also outlines how the school communicates with its stakeholders and greater community.
B. Federal, State and District Mandates
As a North Carolina School Administrator, it is imperative that I am trained how to facilitate meetings for students with special needs. This involves knowing the ins and outs of the policy and protocol for meeting the needs of students. I completed this training to better understand how to be an LEA and engage in the process of learning and observing during my Internship.
During my Internship, I had the ability to be trained in Student Due Process, which is a way to ensure that discipline rulings for students are following state and district protocol. It is a way to ensure equity in due process for all students. This training helped me to better understand the discipline system for Wake County.
I am CPI trained. As a school administrator, it was imperative to be trained in processes to de-escalate students, parents and staff. This training involves holds to deescalate students physically, as well as nonphysical techniques to ensure safe conversations and environment for all students and staff.
School Administrators are the first responders when crisis arises in their building. In order to be prepared to serve staff and students, I completed several trainings to ensure the safety of staff, students and myself.
As a part of the First Aid team this year, I updated my CPR/First Aid training. As an administrator I chose to be on the first aid team to be able to respond to crisis situations with Staff and students. In addition, I was trained as Site Coordinator in Blood Borne Pathogens and Diabetes, Awareness Training and Action. This requires that I complete an audit for our building once a year. Also, I I created the Crisis Response Plan and Emergency Operations Plan this year with our administrative team and clerical staff.
As a part of the First Aid team this year, I updated my CPR/First Aid training. As an administrator I chose to be on the first aid team to be able to respond to crisis situations with Staff and students. In addition, I was trained as Site Coordinator in Blood Borne Pathogens and Diabetes, Awareness Training and Action. This requires that I complete an audit for our building once a year. Also, I I created the Crisis Response Plan and Emergency Operations Plan this year with our administrative team and clerical staff.