Standard Four: Human Resource Leadership
School executives will ensure that the school is a professional learning community. School executives will ensure that processes and systems are in place that result in the recruitment, induction, support, evaluation, development and retention of a high-performing staff. The school executive must engage and empower accomplished teachers in a distributive leadership manner, including support of teachers in day-to-day decisions such as discipline, communication with parents, and protecting teachers from duties that interfere with teaching. They also must practice fair and consistent evaluation of teachers. The school executive must engage teachers and other professional staff in conversations to plan their career paths and support district succession planning.
Preparation through Text, Training and Professional Development
Text/ Readings:
- How to Win Friends and Influence People (Carnegie)
- Reframing Organizations (Bolman & Deal)
- Seven Habits of Highly Effective People (Covey)
Training's and Professional Development:
- Crucial Conversations
- Understanding by Design
Text/ Readings:
- How to Win Friends and Influence People (Carnegie)
- Reframing Organizations (Bolman & Deal)
- Seven Habits of Highly Effective People (Covey)
Training's and Professional Development:
- Crucial Conversations
- Understanding by Design
Artifacts
4A. Professional Development/ Learning Communities:
The principal/assistant principal ensures that the school is a professional learning community
Teacher 50- Book Study
Narrative: Our school has a large population of Beginning Teachers and teachers who are lateral entry. Most of these teacher are exceptionally eager improve their practice. I partnered with Dr. Mitchell (our STEM director) to offer a book study of "The Teacher 50" by Baruti Kafele. Dr. Mitchell was able to secure 15 copies of the book from a grant we wrote for PD in the STEM Academy. The group was given small chunks (2 chapters) of the book to read in between sessions. Our group grew into sessions with a wide range of experience and expertise. On Thursday afternoons we met from 3:00- 4:00 to discuss both what we read and how we thought those ideas and concepts could impact our roles and our school as a culture. Teachers noted how the session both gave them new insight on practices as well gave them a "lift" to start the week to be inspired to serve students better as the week progressed.
Artifact: Book Study Invite
The principal/assistant principal ensures that the school is a professional learning community
Teacher 50- Book Study
Narrative: Our school has a large population of Beginning Teachers and teachers who are lateral entry. Most of these teacher are exceptionally eager improve their practice. I partnered with Dr. Mitchell (our STEM director) to offer a book study of "The Teacher 50" by Baruti Kafele. Dr. Mitchell was able to secure 15 copies of the book from a grant we wrote for PD in the STEM Academy. The group was given small chunks (2 chapters) of the book to read in between sessions. Our group grew into sessions with a wide range of experience and expertise. On Thursday afternoons we met from 3:00- 4:00 to discuss both what we read and how we thought those ideas and concepts could impact our roles and our school as a culture. Teachers noted how the session both gave them new insight on practices as well gave them a "lift" to start the week to be inspired to serve students better as the week progressed.
Artifact: Book Study Invite
4B. Recruiting, Hiring, Placing, and Mentoring of Staff:
The principal/assistant principal establishes processes and systems in order to ensure a high-quality, high-performing staff.
Louisburg High School Beginning Teacher Mentor Program:
Narrative: As noted throughout, our staff is filled with Beginning Teachers. In an effort to help improve their PD, I partnered with our BT Coordinator Mrs. Allen to provide multiple sessions on classroom management and classroom culture. Through observation I noticed minor issues in classrooms that were leading to negative student behaviors. instead of telling teachers how to implement these changes I modeled them through five minute mini lessons during their PD sessions. The mini lessons were followed by Q and A sessions where teachers shared what they liked and what they thought I could have done differently to improve my practice. Opening my self to suggestions and advice helped to make our BTs more comfortable to doing the same. These sessions created deep discussion and impacted teacher practices.
Artifact: BT Teacher Classroom Practices Presentation
4C. Teacher and Staff Evaluation:
The principal/assistant principal evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement.
NCEES Evaluations and Certified Evaluations
Narrative: As part of a school with with over 50 faculty and staff requiring evaluations, the evaluation numbers would be heavy for each administrator. I was assigned 19 total Louisburg High School employees to assess through out the school year. Over the course of the year I used scheduling tools (doodle) to schedule PDP reviews and conferences, the NCEES Evaluation Tool for formal observation and a personal evaluation sheet for certified staff. Balancing Louisburg High School responsibilities with NC State responsibilities required diligent planning and organization. Scheduling my conferences in doodle (and in my google Admin calendar) made the management much smoother. Detailed scheduling plans allowed the administrative team to work well together and cover for each other when it was time to observe teachers.
In an attempt to provide teachers with a living document for their observations I partnered the NCEES tool with Google Docs- during their observations I provided teachers with instant feedback (and questions) about what I was witnessing in their classroom. This provided teachers with an exact copy of my thoughts and ideas from their lessons, but also provided us both a reflection tool to help create conversation about their practices and how students were responding. I have included a copy below.
Artifacts: Excel Sheet of my observation list and Google Doc Feedback to teacher