Standard IV: 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 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.
4A: Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.
As evidenced below, at the beginning of the year, I was able to plan the agenda and solely conduct PLCS and with Kindergarten and 5th grade teachers in helping them come up with their goals for the beginning of the year. Furthermore, I conducted a PLC among 3rd grade teachers. We were able to discuss student performance and ways to small group them for optimal learning. In addition, along with the help of the ECU Beginning teacher mentorship group, I was able to help 1st and 2nd grade teachers adjust their literacy block to make better use of instructional time, while also still using the ReadyGen literacy program. Teachers needed structured time to work collaboratively. Every Thursday, I attended PLC meetings with each grade level. I facilitated some meetings and assisted in creating the agenda. Each meeting was focused on student achievement and strengthening instructional practices. To the right is an agenda from a meeting with the third grade team where I facilitated and took notes. I supported teachers as they worked together to analyze data, create common formative assessments, and create lesson plan
4B Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
As evidenced below, I attended an Educational Job Recruitment fair at UNC-Charlotte. I was attendance with Tracy Cole (Human Resource head for LCPS) and Mrs. Woods. We were able to meet with many graduating students and potential new hires. I gave them information on LCPS and job opportunities, living arrangements, and lateral entry details for several students. Also, I was able to follow up with some of those potential hires through email.
UNC-Charlotte Job Fair
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.
As evidenced below, throughout the year I conducted learning walks to help “coach” and assist teachers with designing lessons to engage students. I gave teachers suggestions to help engage students, while also be very visible in classrooms throughout the day, week, months and semesters. Weekly walk-throughs allowed administration to provide ongoing evaluation and feedback to staff. In order to make sure teachers received evaluations in a fair and equitable manner, our team created a walk-through schedule. I conducted weekly 10 minute walk-throughs using the LCPS walk-through tool. With the tool, I was able to leave comments regarding areas of strengths and suggestions for improvement. Below is a copy of a walk-through schedule.
Weekly Walkthrough