STANDARD FOUR
Human Resource Leadership
Principals will ensure that the school is a professional learning community. Principals will ensure that process and systems are in place which results in recruitment, induction, support, evaluation, development and retention of high performing staff. The principal must engage and empower accomplished teachers in a distributive manner, including support of teachers in day-to-day decisions such as discipline, communication with parents/guardians, and protecting teachers from duties that interfere with teaching, and must practice fair and consistent evaluations of teachers. The principal must engage teachers and other professional staff in conversations to plan their career paths and support district succession planning.
Principals will ensure that the school is a professional learning community. Principals will ensure that process and systems are in place which results in recruitment, induction, support, evaluation, development and retention of high performing staff. The principal must engage and empower accomplished teachers in a distributive manner, including support of teachers in day-to-day decisions such as discipline, communication with parents/guardians, and protecting teachers from duties that interfere with teaching, and must practice fair and consistent evaluations of teachers. The principal must engage teachers and other professional staff in conversations to plan their career paths and support district succession planning.
A. Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.
PLC Schedule and Responsibilities
Given the large number of departments and course options, PLC organization and facilitation by the administrative team had to be specific and intentional. Backgrounds were considered as well as personality alignments. This plan allowed for consistency among leaders and teachers to make progress in both the health of the PLC as well as the achievement of the students through effective instruction. This process was important to help me identify my focus as a PLC lead learner and to report back to my administrative team in our meetings. |
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B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high performing staff.
Teacher Evaluation Notes
During formal and informal observations, I made sure to take relevant notes to ensure the post-conference was filled with mentoring and constructive comments. While these conferences are intended to review the rubric tool in NCEES, the purpose from an instructional leader include reflective practices to help an educator identify strengths and weaknesses while delivering instruction. By keeping detailed notes, my comments and feedback in both formal and casual ways can be specific and intentional.
During formal and informal observations, I made sure to take relevant notes to ensure the post-conference was filled with mentoring and constructive comments. While these conferences are intended to review the rubric tool in NCEES, the purpose from an instructional leader include reflective practices to help an educator identify strengths and weaknesses while delivering instruction. By keeping detailed notes, my comments and feedback in both formal and casual ways can be specific and intentional.
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C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.
Teacher Effectiveness Reflection Activity
When EVAAS data was released to teachers this fall, I created an easy to follow document that walks them through the process of analyzing student data to highlight accomplishments as well as identifying areas for focus. The goal of raising achievement scores for the spring semester will only begin after reflection of the fall semester. Identifying reasons for success and those short of proficiency will start the process of improving curriculum delivery. |
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Teacher Evaluation and Observation Schedule
As the director of teacher evaluation and effectiveness, I organized an equitable schedule of observations all fair for administrators. I limited the requirements of my mentor principal given his hectic schedule and realist goals of getting into multiple classrooms. He was more than wiling to remain available to help those needing support as deadlines approached. |