Core Competencies: Political Influence and Governance
E1 - Exhibit an understanding of school districts as a political system, including governance models
E2 - Demonstrate the ability to involve stakeholders in the development of educational policy
E3 - Understand the role and coordination of social agencies and human services to develop production relationships and engage resources for the school community
E4 Demonstrate an understanding of processes to align constituencies in support of school and district priorities
E2 - Demonstrate the ability to involve stakeholders in the development of educational policy
E3 - Understand the role and coordination of social agencies and human services to develop production relationships and engage resources for the school community
E4 Demonstrate an understanding of processes to align constituencies in support of school and district priorities
Artifacts
Reflection
I feel that I have a good grasp on the different entities that can influence schools and how schools are governed. As noted in earlier competencies, I have participated in a variety of leadership committees: Curriculum Committee, e2020 (technology), Building Leadership Team. District Advisory Board Committee, Building Union Representative, etc. Within these roles, I have had to work with all stakeholders to develop school policy and present to the school board for final approvals. While I developed the Minnewaska Induction Mentor Program, I had to work with the Minnewaska Teachers Union to develop a mentor contract and stipend for the program. Looping in all stakeholders and being transparent allows the governance of any school to operate as seamless as possible.
While I don't have an artifact to demonstrate my participation, I have attended many special education meetings along with helping in the referral process for a student to receive special education services. Through these processes, I have become acquainted with the many different people to support these programs: special education department, social/human services, and school psychiatrist.
While I don't have an artifact to demonstrate my participation, I have attended many special education meetings along with helping in the referral process for a student to receive special education services. Through these processes, I have become acquainted with the many different people to support these programs: special education department, social/human services, and school psychiatrist.