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
Our EOC course teachers have common planning periods so that they can conduct their Professional Learning Communities during school hours. They meet two times a week. In January 2016, we expanded the Math I PLC from two teachers to six. All six did not have the same planning period, so an after-school meeting schedule was developed for their team. They use the time to analyze data, discuss classroom instruction and align instruction to the curriculum.
Staff are exposed to research-based instructional practices during staff meetings. In March 2016, I facilitate staff learning on asking higher order thinking questions. In April 2016, we reviewed what we learned and took the time to reflect on application.
"Rookie" teachers at Northern Vance High School are identified as teachers new to the profession and teachers new to NVHS in their first three years. Rookie meetings take place each month, during which time teachers are exposed to instructional strategies. The leadership team used walkthrough and survey data to determine the objectives and goals of each PLC. At least three times, teachers were invited to facilitate all or a large portion of the PLC.
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.
After interviewing multiple district and school employees, I created the aove video to summarize lessons I've learned about Human Resources.
After attending the Distinguished Leaders in Practice session on Human Resources, I practiced using the above tool. It is a tool that can be used to deeply analyze the Teacher Working Conditions Survey. I chose one of the areas that NVHS was rated the lowest and identified positive and challenging factors as well as suggestions for moving forward.
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
At the beginning of the year, I facilitated the staff's training on school evaluations. In reflection, I think I did an excellent job of explaining the tool to the staff. However, next time, I will plan to use more time to truly front-load what teachers can expect from evaluations. I would include collaborative activities to not only facilitate staff learning but also begin the process of team building. I'd want to be sure to message to teachers the importance of documenting artifacts so they can advocate for themselves at the end of the school year during the summative evaluation.
After conducting several evaluations in the Fall of 2015, I sent a survey to staff to get feedback on the process.