Organizational Management

a. Understand the role policy and procedure play in school district governance and administration

b. Understand statutory regulations affecting board meetings, communications, procedures, and practices that effect special education governance

c. Demonstrate an understanding of special education administrative models used in Minnesota

 Reflection: 15- Organizational Management

 Success in any organization depends on leadership that can orchestrate multiple stakeholder priorities to define and realize it. (Heisetz, Grashow and Linsky). This requires a leader who has the commitment and competence to identify stakeholder priorities, beliefs and habits in an effort to consolidate new sets of norms and processes that will move the organization forward. Recognizing how stakeholder roles and values influence the educational environment and translate into district policy and procedure is critical to the educational leader’s ability to think politically and understand the web of people and priorities working toward the goal of student achievement and success.

            I have always had a keen interest in school board proceedings and decision making discussions that have an impact on the educational environment. As illustrated in the CIMP powerpoint artifact, I have presented information before the board of education as a part of quality in action in our schools. I am familiar with school board protocol, communications and procedures governing meetings. As a member of the superintendent’s advisory board, budget advisory committee, CIMP (Continuous Improvement Monitoring Process), and district staff development committee, I attend meetings specific to each board. Each follows an agenda and reports to the board.

            As a member of SEAC (Special Education Advisory Committee) I understand the important role parent advisory groups play in school district governance. The state of Minnesota mandates that districts actively coordinate a special education parent advisory group. As a special education director I understand it is my responsibility to ensure that this group is provided the resources, time and district support to conduct regularly scheduled meetings. I also know that information from this group needs to be presented annually before the board of education with goals, objectives and accomplishments reported via the SEAC president or representative. As a stakeholder group, parents and families need to be provided a platform for ideas and discussion and a means of representation.

            As a result of fieldwork hours completed in 2 districts, I have gained a greater understanding of differing administrative models. My primary district, Special School District #6 is a small, first ring suburb district comprised of 2 elementary schools, a secondary school and alternative learning center. Due to a small student population and low number of physical school building sites, the special education administrative model consists of the special education director reporting directly to the superintendent and the school board. The district has no special education coordinators, due process facilitators or assistant special education directors. The director is responsible for the supervision of certified teaching staff, paraprofessionals including bus assistants, nursing professionals and one student counselor. The secondary building site has a special education department chair and all buildings conduct monthly department meetings. The special education director attends child study meetings and secondary leadership meetings. The director is also responsible for attending weekly administrative meetings, district staff development, school board meetings, projecting yearly budget/staffing, hiring staff and due process compliance/communication with the MDE.

 I have an increased appreciation for the work special education directors perform in a small district. When a district is small, fewer layers of support translate into a job that encompasses a wide array of responsibilities. It is like sailing a small vessel. The captain feels every small ripple and wave on the surface of the water yet at the same time when the journey is accomplishment it is celebrated by all involved.

Intermediate District 917, my secondary site, gave me experience in a very different administrative model. As a large intermediate district serving member districts, programming and services are delivered at several building sites located around Dakota Country. The district has a Special Education Director and several Assistant Special Education Directors. Assistants administer Setting IV special education programs servicing students in all disability areas. Assistant directors are required to have a principal’s license due to responsibilities for all aspects of building administration. Each building has lead teacher TOSA positions.  The school board is comprised of 1 representative from each member district’s elected school board. 

By attending various levels of administrative meetings with surrounding districts, I have had numerous opportunities to increase my knowledge of district administrative models. As illustrated by the Dakota County Coordinators and Assistant Directors and MASE Area G meeting agenda artifacts. I have also attended the Special Education Directors Advisory Committee meeting each month during the 2009/2010 school year and several Special Education Director’s Forums at the MDE as demonstrated in the forum agenda meeting artifact. These opportunities gave me experience in identifying different levels of administrative responsibilities and models. I was able to make connections with colleagues performing similar job functions to mine and also observe the discussions and decision making processes that occur between special education directors.

As a special education director I will need to think politically and work toward maximizing the inclusion and understanding the potential impact of all stakeholder groups. This means understanding protocol and process within the district as decisions are finalized and policy made.

References

Heisetz, Ronald, Grashow, Alexander, & Linsky, Marty (2009). The practice of adaptive leadership. Boston, MA: Harvard Business     Press.

Artifacts 

CIMP Actions PP.ppt (699,5 kB)

 Dakota County Coordinators.jpg (113,7 kB)

 MASE.jpg (90,7 kB)

 Director's Forum May 2010.jpg (102,4 kB)