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Organizational Management

Organizational Management Philosophy Statement
          According to Drucker (cited in McGowan & Miller, 2001), "management is
doing things right, leadership is doing the right things" (n.p.). Effective
educational leaders must possess both management and leadership skills.
Strong management skills allow educational leaders to use data to plan and
make decisions, establish procedures, delegate to others, allocate personnel and
material resources, develop and manage budgets, and oversee facilities.
Management skills do not, however, motivate employees, set the stage for staff
buy-in, build trust in the decision-making process, or lead employees down a
difficult path. You need leadership skills to accomplish these important
organizational tasks. According to the Coach 4 Growth website (2007), "in order
to be fully rounded, you must have the ability to manage the day to day tasks and
deliver results, while seeing the opportunity for change and the big picture" (n.p.).
Therefore, it is the combination or blend of both skill sets - management and
leadership - that educational administrators need to demonstrate in order to
successfully run their organizations.
          Educational leaders must be knowledgeable in school structure and
organization to assist schools in designing, implementing, and evaluating their
different policies and practices. Educational leaders should use their knowledge
and skills in this area to promote learning, prevent problems, and create school
climates that are advantageous to all students. Speaking from a special
education standpoint, "administrators have the responsibility of planning
programs and services to provide a free appropriate public education (FAPE) to
all eligible children within the local education agency (LEA) and they must be
able to justify costs to superintendents and school boards" (Weishaar, Borsa, &
Weishaar, 2007, p. 129). This is a huge responsibility that requires the use of
strong program evaluation techniques. At the heart of the program evaluation
process is data collection. As an educational leader, I will need to be able to
gather, analyze, manage, and use data to back up my decisions.
          As an educational administrator, I believe it is vital to be well
versed in state and federal funding mechanisms for both general education and
special education. As Weishaar, Brosa, and Weishaar (2007) suggest,
"administrators must become knowledgeable of funding sources to access
available funds" (p. 129). In a time when budget cuts are a reality for all school
systems, it has become increasingly apparent that administrators need to be able
to not only manage budgets and maintain accurate fiscal records, but come up
with creative solutions to save money through strategically reallocating resources
and tapping into newly discovered funding sources.
          In summary, effective educational leaders do not "just manage or
administer [their] way through school change for its complexity requires a
process of adaptive learning" (McGowan & Miller, 2001, n.p.). In my opinion, this
"adaptive learning" that McGowan and Miller refer to points to the need for strong
leadership skills in organizational management. As an educational leader, I will
strive to demonstrate a blend of both the management and leadership skill sets.

References
Coach 4 Growth. (2007). Leadership vs. management: What are the
characteristics of a leader and a manager. Retrieved February 8, 2010, from :
http://www.coach4growth.com/good-leadership-skills/
leadershipvmanagement.html

McGowan, P., & Miller, J. (2001). Management vs. leadership: Placing
leadership development and renewal at the forefront of school change. The
School Administrator, November 2001, n.p. Retrieved January 25, 2010, from:
http://www.aasa.org/SchoolAdministratorArticle.aspx?id=10674&terms=leadershi
p

Weishaar, M.K., Borsa, J.C., & Weishaar, P.M. (2007). Inclusive educational
administration: A case-study approach (2 nd ed.). Long Grove, IL: Waveland
Press, Inc.

B. Organizational Management

  1. demonstrate an understanding of organizational systems;
  2. define and use processes for gathering, analyzing, managing and using data to plan and make decisions for program evaluation;
  3. plan and schedule personal and organizational work, establish procedures to regulate activities and projects, and delegate and empower others at appropriate levels;
  4. demonstrate the ability to analyze need and allocate personnel and material resources;
  5. develop and manage budgets and maintain accurate fiscal records;
  6. demonstrate and understanding of facilities development, planning and management;
  7. understand and use technology as a management tool.

Artifacts

The following artifacts demonstrate my competency in the area of organizational management:

The two artifacts above demonstrate my ability to define and use processes for gathering, analyzing, managing and using data to plan and make decisions for program evaluation (B2).  As the coach of the Positive Behavioral Interventions and Supports Team (PBIS), I have taken on a leadership role in gathering, analyzing, managing, and using discipline referral data to plan and make decisions for the program.  I trained the rest of the PBIS team in using a data-based decision making process to promote shared leadership.  Based on the discipline data, the team has built "booster" lessons for students to target specific problem behaviors.  In addition to sharing discipline data with the PBIS team, I created a presentation summarizing the data for all staff.

This artifact demonstrates my experience with analyzing need and allocating personnel and material resources (B4). During my field experience, I had the opportunity to assist in creating a survey to determine the appropriate allocation of paraprofessionals within my district based on students' needs.  In addition to creating the survey, I was involved in the data analysis process and assisted in formulating a recommendation for paraprofessional allocation within the district.

 
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