Standard 4: 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, which result in recruitment, induction, support, evaluation, development, and retention of high performing staff. The school executive must engage and empower accomplished teachers in a distributive manner, including support of teachers in a 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 school executive 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.
THE SCHOOL EXECUTIVE ENSURES THAT THE SCHOOL IS A PROFESSIONAL LEARNING COMMUNITY.
Digital Data Walls
Teachers in our school were struggling with monitoring tier two and tier three students as part of the Multiple Tiered Student Support intervention process. One strategy we created to alleviate this problem was to build data walls for each grade level. I met with all grade levels to discuss how to create digital data walls for the teachers to track the academic or behavioral growth of their students, and to show tier two and tier three interventions to the MTSS team. Our goal is that by the end of the year, all teachers will have digital data walls that will follow the students as they move through the grade levels at our school. This will allow teachers to visually see the growth of students and show teachers which particular interventions are working with individual students. Below are PLC agenda minutes where we discussed the data walls and a calendar invite to a PLC meeting where I discussed the data wall creation.
Teachers in our school were struggling with monitoring tier two and tier three students as part of the Multiple Tiered Student Support intervention process. One strategy we created to alleviate this problem was to build data walls for each grade level. I met with all grade levels to discuss how to create digital data walls for the teachers to track the academic or behavioral growth of their students, and to show tier two and tier three interventions to the MTSS team. Our goal is that by the end of the year, all teachers will have digital data walls that will follow the students as they move through the grade levels at our school. This will allow teachers to visually see the growth of students and show teachers which particular interventions are working with individual students. Below are PLC agenda minutes where we discussed the data walls and a calendar invite to a PLC meeting where I discussed the data wall creation.
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.
THE SCHOOL EXECUTIVE ESTABLISHES PROCESSES AND SYSTEMS IN ORDER TO ENSURE A HIGH-QUALITY, HIGH-PERFORMING STAFF.
Mentoring Staff
The district provides mentors for each new teacher. Mentors coordinate with the school by sending follow-up e-mails to administration. We use this information to follow up on walkthroughs with specific attention being given to those teachers mentored by the district. Below is an e-mail from the district mentor about our staff members.
The district provides mentors for each new teacher. Mentors coordinate with the school by sending follow-up e-mails to administration. We use this information to follow up on walkthroughs with specific attention being given to those teachers mentored by the district. Below is an e-mail from the district mentor about our staff members.
Walkthrough Log
When I arrived at Southwest Elementary School the staff was already in place. There were a few positions that I helped interview for as the year started, and I now understand the process of finding and hiring new staff members. I was involved in the mentoring and performance of staff members. One way to mentor teachers was to implement walkthrough's of classrooms. My goal was to perform at least two walkthrough's a week and provide feedback to those teachers as follow-ups to those walkthroughs. I send a followup email to all teachers whose classroom I walkthrough with compliments and suggestions/questions for the teachers to consider. The artifact below is my walkthrough log that I created as a system to collect information about staff members teaching in the classroom and a sample e-mail sent to a teacher.
When I arrived at Southwest Elementary School the staff was already in place. There were a few positions that I helped interview for as the year started, and I now understand the process of finding and hiring new staff members. I was involved in the mentoring and performance of staff members. One way to mentor teachers was to implement walkthrough's of classrooms. My goal was to perform at least two walkthrough's a week and provide feedback to those teachers as follow-ups to those walkthroughs. I send a followup email to all teachers whose classroom I walkthrough with compliments and suggestions/questions for the teachers to consider. The artifact below is my walkthrough log that I created as a system to collect information about staff members teaching in the classroom and a sample e-mail sent to a teacher.
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.
THE SCHOOL EXECUTIVE EVALUATES TEACHERS AND OTHER STAFF IN A FAIR AND EQUITABLE MANNER WITH THE FOCUS ON IMPROVING PERFORMANCE AND, THUS STUDENT ACHIEVEMENT.
Observation Log
As part of the administrative team, I conducted observations of teachers using the North Carolina Teacher Evaluation Process. This process included a pre-observation conference, a 45 minute evaluation, and a post conference. The evaluation process is conducted using the True North Logic systems. I created a personal log to follow along with my teachers observations. These observations and thoughts are used for conversations with teachers to help them continue their growth. It was also used for discussion about great practices in school. Keeping a log allowed me make sure all observations were done on time. The artifacts below are my personal evaluation log and an email to a teacher about our observation post conference.
As part of the administrative team, I conducted observations of teachers using the North Carolina Teacher Evaluation Process. This process included a pre-observation conference, a 45 minute evaluation, and a post conference. The evaluation process is conducted using the True North Logic systems. I created a personal log to follow along with my teachers observations. These observations and thoughts are used for conversations with teachers to help them continue their growth. It was also used for discussion about great practices in school. Keeping a log allowed me make sure all observations were done on time. The artifacts below are my personal evaluation log and an email to a teacher about our observation post conference.
Walkthrough Forms
As a member of the administrative team, I participated in walkthroughs. I created a log of all weekly walkthrough's. These allowed me to access all my walkthroughs quickly. These documents allowed the administrative team to look at the school holistically to discuss what seems to be going well and what we might need to work on. See below an example of the walkthrough form used during a learning walk in a teachers classroom and my personal walkthrough log.
As a member of the administrative team, I participated in walkthroughs. I created a log of all weekly walkthrough's. These allowed me to access all my walkthroughs quickly. These documents allowed the administrative team to look at the school holistically to discuss what seems to be going well and what we might need to work on. See below an example of the walkthrough form used during a learning walk in a teachers classroom and my personal walkthrough log.