Jeff Burgess
Reflection: ISLLC IIi
Internship 6062/6072
Dr. Michael Arnold
Spring 2004

ISLLC 3 Summary and Reflection

Expectations:

3.1 Uses varied principles, theories, and models of management that support effective learning and teaching.
3.2 Analyzes the operations procedures in a school.
3.3 Involves stakeholders in management decision-making through consensus building.
3.4 Stimulates building budget development.
3.5 Utilizes human resources across the facility.
3.6 Addresses confidentiality and privacy issues.
3.7 Analyzes safety and accessibility of the school environment.
3.8 Uses technology to manage school operations.

	I developed the master schedule for the elementary building before the beginning of school in August.  Principles of management that support effective learning and teaching (3.1) in this artifact include the realization that it is better to divide learning into smaller units, especially at the younger levels.   I suggested a schedule that allowed for a morning recess, which in past had always been after lunch.  The schedule worked out so that the recess could be in the middle of the morning or after lunch. Teachers were allowed to choose as a group of grade K, 1, and 2; 3 and 4; and 5 and 6, when they preferred recess - an involvement of stakeholders in management decision making (3.3). Only the 3rd and 4th grade teachers chose to do morning recess.  In the past, teachers and other staff members were assigned to recess and lunchroom duty.  This year, teachers were assigned to do recess duty, one per grade level per recess providing a maximum ratio of 50 students per teacher on duty, addressing safety concerns (3.7) and operations procedures (3.2).  The assignment of teachers to recess duty also allowed the choice of times.  Aides, the counselor and other staff who had shared with recess were then assigned to lunchroom duty, a utilization of staff across the facility (3.5).  This plan also allowed for a staggered lunch schedule with staff members continually assigned to duty, allowing for a smoother flow of students through the lunchroom, an improvement in operations procedures (3.2).  Improvements upon the schedule of special classes included splitting Music and P.E. from a back to back 25 minute each period (50 minute total) two days a week. The new schedule splits one of those two days to separate P.E. and music. This allows a minimum prep period of 25 minutes per day for each teacher. Previously, all teachers had one day a week with no prep, and four days with a 50 minute hour prep. Now, teachers have 2 days with a 25 minute prep, and 3 days with a 50 minute prep.  Specials teachers lunch and prep time was also increased by about 20-30 minutes per day.  This rearrangement of the specials classes utilizes human resources across the facility (3.5) and the teachers (stakeholders) came to a consensus that the new schedule was a good management decision (3.3).  It also provides the children with a break from academics at least once a day, a theory that supports effective teaching and learning (3.1).  The schedule was developed using Microsoft Word technology (3.8).
	The Red Ribbon Week artifact was based on a collaborative effort between the Elementary Student Council, the counselor, and myself, a utilization of human resources across the facility (3.5). Participation of the students in deciding what themes would be used each day of Red Ribbon Week is involvement of stakeholders in management decision-making through consensus building (3.3).  The actual celebration of Red Ribbon Week as way to encourage drug-free behaviors is an attempt to promote safety of the school environment (3.7) and allows students and staff to show school spirit and pride, a principle of management that supports effective learning and teaching (3.1).  After the student council members collaborated and voted on the themes for each day of Red Ribbon Week, I produced the artifact using Microsoft Word (3.8).  Copies of the artifact were distributed to the entire population of students and poster size copies were placed in strategic location throughout the elementary building.
	The budget analysis artifact analyzes the operations procedures (3.2) by looking at looking at the effects budget concerns (3.4) have on the school environment.  Change are anticipated in enrollment, which will likely lead to fewer teachers and paraprofessionals employed in the school, a change in the utilization of human resources (3.5).  Teachers are asked to conserve supplies, and new purchases will only be approved if they are determined to be essential to the operations or to support effective learning and teaching (3.1). 
	Most teachers that I have communicated with are frustrated with the budget situation.  They do not feel that they are involved in the budget as stakeholders (3.3) and expressed concern that the community does not provide the funds necessary to provide a good education according to a staff survey presented under ISLLC V.  This perception is reiterated in a community survey under ISLLC VI.  Teachers salaries make up a large percentage of the budget.  The salary schedule has been frozen for 4 years.  As an administrator, I would strive to see that at least a small salary increase or allotment of steps (frozen also) was considered to provide a gesture of appreciation (3.4).  The administration must be careful managers, but also provide encouragement to its human resources.  I would consider combined grade level classrooms (3.5) and slightly higher class sizes if it would provide for salary increases (3.4) and encourage teachers to remain in the profession and stay at Greenfield.   
	The budget was analyzed using a printed budget summary for the current year as well as information available from the DESE web site at http://www.dese.state.mo.us/schooldata/four/029004/finanone.html and http://www.dese.state.mo.us/schooldata/profile/p5029004.txt ,  and tables were created using Microsoft Word, utilizations of technology resources to manage operations (3.8).  
	The Safety Inspection List artifact was developed by me for the purpose of evaluating the safety and accessibility of the Greenfield Elementary School facility (3.7).  The Safety Inspection List analyzes operations procedures (3.2) by evaluating housekeeping and maintenance issues as they relate to safety.  Safety issues include fire hazards and safeguard, other potentials for injury within the building, and playground equipment safety.  The checklist also addresses handicapped accessibility (3.7) related to entrances/exits, restroom facilities, and indoor wheelchair lift that is used daily by one student.  The completed Safety Inspection List was provided to the building principal and to the maintenance supervisor for a review of items that require attention, a utilization of human resources across the facility (3.5).  The Safety Inspection List was developed using Microsoft Word, a utilization of technology resources to manage operations (3.8).  
	Upon observing the elementary student handbook, I found a short, vague statement about The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99), a Federal law that protects the privacy of student education records.  The statement was at the end of a section that explains rights of children with disabilities.  I consulted the superintendent, who confirmed this was the only method of providing information about FERPA.  He concurred that the statement in the handbook was inadequate.  There was no information in the handbook about “directory” information as required by FERPA.  I submitted the Notification of Student Records Rights and Directory Information as an artifact  to address this confidentiality and privacy issue (3.6).  	The artifact was created from copyright free information on the FERPA web site: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html , and from the Greenfield R-IV School District Board Policy Manual.  I noted also that the “Directory” information is considered a “public record” which must be released by the district to any person who requests it under the Missouri Sunshine Law unless parents notify the school in writing that they do not want the information placed in the “directory”.  There is a statement concerning this privacy issue (3.6) in the notification as well.   The Notification of Student Records Rights and Directory Information artifact was submitted to the superintendent and elementary principal and secretary for review and use in the student handbook or as necessary.  The Notification of Student Records Rights and Directory Information artifact was created from information from the Internet and utilized Microsoft Word software, a utilization of technology to manage school operations (3.8).