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 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.
Element 4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.
Artifact 1: Professional Development During PLCs
According to the 2016 Teacher's Working Condition Survey data, 86.5% of teachers at Kenansville Elementary believe they receive an appropriate amount of time for professional development.
It was my goal to improve the score by incorporating teacher desired professional development during their PLCs. I worked alongside my mentor principal and curriculum specialist to schedule our district representatives to lead professional development on Schoolnet, EVASS, and literacy. Middle school math teachers also had monthly meetings with our district curriculum specialist for an extra layer of support. Teachers also received the opportunity to take foundational math and reading classes at our local community college to learn how reach more learners. Teachers received CEUs for their coursework and shared their experience with their colleges. |
Artifact 2: Data Dives
Examples of Middle School Students Data SheetsI also assisted my principal in creating our "Data Walk" presentation that she presented to other principals in our county as well as our superintendent.
After presenting our information at the principals meeting, we held a "Data Dive" in which we discussed each grade's data and what we were going to put in place as a support to reach our SIT goal of a 71% composite school. |
This year it was imperative that we focused on student data to ensure we meet our goal of a 71% composite score. Teachers received three sessions of professional development of how to disaggregate Schoolnet and EVASS data.
Principal Data Walk Presentation |
Artifact 3: Schoolwide Instructional Rounds
Example of a Completed Instructional Rounds TemplateI was able to engage with teachers and facilitate Mrs. Craft's instructional round. I conversed with teachers during the pre-rounds conference and was able to observe her lesson. The teachers who participated and I had rich conversation about some of the strategies she used to ensure learning was taking place with her students.
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Due to the K-8 transition, our budget did not allow for many teachers to attend professional development this year. As a school leader, I worked alongside my administration and curriculum to provide teachers the opportunity to observe different pedagogical practices and creative ways to teach Common Core standards. Teachers watching other teachers teach is wonderful (and free) professional development tool. At Kenansville teachers are expected to observe each other on a monthly basis. The teacher presenting their lesson, leads a pre-rounds session in which the participating teachers are able to gain insight about the lesson that will be taught. Participating teachers also have the opportunity to ask clarifying questions as well. Teachers are able to provide feedback to their colleagues about their lessons through a formal debrief conversation. Instructional rounds fosters a culture of collegial collaboration while teachers are able to grow professionally. |
Artifact 4: Leading Professional Development for Teachers Throughout Eastern North Carolina
With the large amount of beginning teachers in Duplin County, I have supported teachers by providing different professional development topics as the year progressed.
The professional development I provided gave teachers tangible resources that they could implement in their classrooms upon their return.
Element 4b. Recruiting, Hiring, Placing and Mentoring of Staff: The school executive establishes processes and systems in order to ensure a high quality, high-preforming staff.
Artifact 1: Strategic Recruitment at UNC-W Educational Career Fair
After viewing the data that was collected from the letter of intents forms, it was evident that my county was going have to recruit teachers for the upcoming school year. Therefore, I was asked on the county's behalf to represent every school in Duplin County at the annual UNC-W Educational Career Fair.
During this career fair I met and conversed with over 45 different candidates that expressed interest to work in Duplin County. I strategically conducted mini informal interviews with high need positions. This allowed me to gain insight about prospective candidates, their student teaching experience(s), and what they have to offer Duplin County Schools.
I also was able to shed light about the many layers of support DCS has to offer beginning teachers and the many opportunities for development and leadership roles. With the resumes I received, I worked directly with my mentor principal and the human resources direction to start the process of filling our positions that will be vacant next year.
I worked with myThis opportunity allowed me to recruit for my school specifically as well as the county as a whole.
During this career fair I met and conversed with over 45 different candidates that expressed interest to work in Duplin County. I strategically conducted mini informal interviews with high need positions. This allowed me to gain insight about prospective candidates, their student teaching experience(s), and what they have to offer Duplin County Schools.
I also was able to shed light about the many layers of support DCS has to offer beginning teachers and the many opportunities for development and leadership roles. With the resumes I received, I worked directly with my mentor principal and the human resources direction to start the process of filling our positions that will be vacant next year.
I worked with myThis opportunity allowed me to recruit for my school specifically as well as the county as a whole.
Artifact 2: Recruiting Teacher Assistants in Duplin County to be Teachers
Duplin County believes in building capacity and growing their own personnel to fulfill the positions vacancies throughout the county. There was an immediate need teachers in Duplin County so I participated in the selection process to choose current teacher assistants to transition into a fully licensed teacher position.
I was on panel in which I interviewed over 20 candidates throughout the county for this role. By engaging in the process I was able to retain high effective teacher assistants to build their capacity into become a high effective classroom teacher.
I was on panel in which I interviewed over 20 candidates throughout the county for this role. By engaging in the process I was able to retain high effective teacher assistants to build their capacity into become a high effective classroom teacher.
Artifact 3: Support Teachers and Mentoring Beginning Teachers
Each and every Friday, teachers had the ability to work with myself, and our curriculum specialist on developing common assessments, using Schoolnet data to create lesson plans, and discuss additional resources.
Beginning teachers focused the first quarter of the school year looking at Harry and Rosemary Wong's First Days of School book. This provided teachers with an extra layer of support with instructional strategies, routines, and procedures. I worked with beginning teachers on ensuring they their lesson were engaging and aligned to the Common Core standards.
Artifact 4: Modeling Lessons for Beginning Teachers
Throughout the school year I worked with teachers to provide them with resources to increase student engagement.
The lesson pictured was conducted with first graders to explain the difference between tattling and reporting.
I included all aspects of a lesson (warm up, hook, whole group instruction, independent practice, group work, and a formative assessment) to model for teachers how to structure lessons promote student engagement.
Element 4c. 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.
Artifact 1: Formal Evaluation Schedule
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To ensure teachers are receiving evaluations in an equitable manner, I worked alongside my principal mentor to develop an observation schedule. We created the schedule based off teachers evaluation cycle to ensure we were meeting cycle requirements. |
Artifact 2: Leadership Team Walk-through Schedule
After conversing with the administrative team, it was brought to my attention that there was no formal tool to record when formal and informal observations were being conducted. I created a tool which list the teachers names in our building to schedule formal and informal observations. This ensure that as a team we are formally observing teachers in an equitable manner. |
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