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 results 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, and 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.
School executives will ensure that the school is a professional learning community. School executives will ensure that processes and systems are in place that results 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, and 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.
Coursework
Operation NELA
Human Resource Director Interview
Principal Residency Experiences
Candidate Interviews
Teacher Mentoring
Teacher Observations
Professional Development and Specialized Trainings
Conflict Resolution
Crucial Accountability
Crucial Conversations
Facilitative Leadership
Readings
on common ground: The Power of Professional Learning Communities (DuFour)
Reframing Organizations (Bolman & Deal)
The Ten Minute Inservice (Whitaker & Breaux)
Operation NELA
Human Resource Director Interview
Principal Residency Experiences
Candidate Interviews
Teacher Mentoring
Teacher Observations
Professional Development and Specialized Trainings
Conflict Resolution
Crucial Accountability
Crucial Conversations
Facilitative Leadership
Readings
on common ground: The Power of Professional Learning Communities (DuFour)
Reframing Organizations (Bolman & Deal)
The Ten Minute Inservice (Whitaker & Breaux)
4A: 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.
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I used this powerpoint to present iReady training to staff members prior to implementation. The powerpoint highlights how to generate reports and utilize iReady for differentiated instruction.
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I created this document as a quick reference for teachers to use for iReady implementation. I distributed the document when I presented follow-up iReady training during grade level PLCs.
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4B: Recruiting, Hiring, placing and mentoring staff
The school executive establishes processes and systems in order to ensure high-quality, high performing staff.
The school executive establishes processes and systems in order to ensure high-quality, high performing staff.
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I met with teachers many times during the course of my internship. The "Teacher Contact Log" documents several meetings I had with teachers for various reasons.
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As part of the administrative team, I was part of the interview team. The documents are responses to interview questions from candidates.
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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.
The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.
Each administrator was provided with an initial evaluation list. After completing my list, I completed evaluations on other administrators' list as indicated by the due dates. I completed a total of thirty-three (33) observation cycles during my principal residency.