" I made a difference to that one." Eisley (1979)
Organizational Management
a. Demonstrate an understanding of organizational systems
b. Define process for gathering, analyzing, managing data to plan and make decisions for programs
c. Schedule personal and organizational work establishing procedures to regulate, delegate and empower
d. Demonstrate the ability to analyze need and allocate personnel and material resources
e. Develop and manage budgets and maintaining accurate fiscal records
f. Develop an understanding of facilities development, planning and management
g. Understand and use technology as a management tool
Reflection: 2 - Organizational Management
The challenge of addressing achievement gaps and meeting diverse student needs with limited resources requires educational leaders to rethink how programs are structured and how resources, including personnel and material, are allocated. The urgency for re-allocation of programming and resources needed to prepare students for a changing global workplace market is crucial during a time when educational leaders are being faced with drastic reductions in funding.
New academic resources will be sought out, evaluated and implemented with students more often with greater diagnostic specificity than they have in the past. This was illustrated in a St Paul Pioneer Press article titled, Lessons from a school that works (7/11/10). Dayton’s Bluff Elementary, a St Paul school comprised of predominantly low-income families, has dramatically increased student achievement by developing programs and interventions driven by data to identify student needs. Targeting needs prior to failure in a collaborative culture of high expectations is reinforced through staff development and material resources. Schools that focus on learning provide students support by design, not by chance or luck. This article was interesting for its’ correlation to the paradigm shifts I have experienced at my district including the shift on learning I have seen during my fieldwork hours at Intermediate School District 917 as evident in future programming planning.
Recently my district implemented NWEA assessment data to identify student achievement levels and rates providing me experience using data to drive alternative program needs. Prior to the 2009/2010 school year, special education was delivered using a resource model in conjunction with student placement in secondary courses void of targeted interventions. The test-data artifact illustrates my experience working on the leadership team gathering data information to plan courses based on student needs derived from assessment data. Identification of teachers, facilities, scheduling needs and the curriculum resources and training was also needed. Although special education and regular education programming continue to exist in a parallel model, initial program development is beginning to create a more collective response to student achievement. As a leader, I see the paradigm shift in the allocation of personnel and material resources that will continue to evolve.
Much organizational management occurs on child study teams as I monitor evaluation timelines, dispersing work in a timely manner across the school year and delegating case management. Participating in evaluation teams requires scheduling personal work to complete student observations, data collection and functional behavior assessments to meet due process timelines.
The building specific CPI (Crisis Prevention Institute) and trained staff list artifacts demonstrate my ability to identify and allocate staff as a resource when crisis intervention is required. Each year I generate these lists for building staff in my district tracking certification dates, and providing training. Managing a training schedule for the district requires ongoing organization related to time allocation, building facility resources and training materials purchase and development. This responsibility translates into the skills required as a special education director facilitating district staff training in areas such as due process, curriculum and instructional strategies.
I worked extensively with ESY programming during fieldwork hours. As shown in my ESY artifact, I made budget and staffing allocations based on estimated number of student participants, hours of service and transportation needs. I analyzed student needs based on IEP goals and objectives and behavior data to make appropriate staffing selection and placement. Also included in my artifacts is the Special Education Director’s Advisory Committee meeting I attended where budget forecasting and using money wisely in regard to cuts was discussed, increasing my perspective on budgeting and the current programming decisions made in other districts.
As a future special education director I understand that programming and resource allocation decisions impact district culture and the support of student achievement. My analysis and decision making experiences will translate as I face the important decisions that lie ahead within an economic environment that demands less spending.
Artifacts
NWEA Test Data.jpg (257,8 kB) NWEA Test Data Page 2.jpg (171,8 kB)
CPI Trained Staff.jpg (139,9 kB) CPI page 2.jpg (162,1 kB)
Special Education Program 2010( ESY).jpg (154,6 kB)
Special Education Directors Advisory Committee.jpg (117,1 kB)
Directors Advisory page 2.jpg (76 kB)
