Standard IV: Human Resource Leadership
A. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.
PLC Presentations
While at Bethesda one PLC per week was typically reserved for in-house professional development. These PD's are lead by teacher leaders, the L2N team, testing coordinators, school and district curriculum specialists, and administration. I led several PD's associated with L2N and school initiatives. Example power point presentations are provided.
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District Out of the Box
Myself and a few other members of the DPLA program hosted one of the District's Out of the Box trainings during an early release day. Our training was intended to help teachers "Amp up Your Instruction." We focused on teaching strategies and activities that we have been utilizing and learning within our program. We created the presentation so that it could also be utilized within our own schools as well.
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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.
DPS Recruitment Fair
One of my tasks has been to lead the planning of our school's preparation for the DPS Teacher Career and Transfer Fair. I have been selecting and coordinating with the staff members that will attend the event. As part of this event I designed and received quotes for several promotional items to be handed out at the event. We interviewed several high quality teachers and other support staff at this event. Currently we have already filed two positions for next year from these interviews.
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Interviews for Open PositionsI had the opportunity to conduct interviews for several open positions at both Bethesda and W.G. Pearson. At Bethesda, I was part of the interview committee for the After School Care Manger vacancy. This committee consisted of myself and members from the district central office that oversee the after school programs. We conducted the final round of interviews at Bethesda and then discussed the candidates and came to a consensus on who would best fit the school. At W.G. Pearson we have interviewed and filled several positions, a 1st grade teacher, EC teacher, and an Instructional Assistant position. The principal and I have collaboratively conducted these hiring processes, to include, resume review, interviews, reference checks, and HR recommendations. Recently we have had an additional Instructional Assistant position open up and I have been leading and conducting the interview and decision making process for this vacancy.
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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.
Walkthrough Forms on Google Forms
When I first arrived at W.G. Pearson the school was already using several feedback forms for a variety of instructional walk throughs. The forms themselves were very effective and met all the feedback goals that they were intended to meet. However, the process to return feedback and to keep records of the feedback was slow and required a good amount of file space. In order to streamline this method and to provide quicker feedback, I transferred the forms onto Google Forms. These forms allow for immediate emailed feedback to the teachers and stores the records electronically and even allows for the leadership team to analyze trends across the school by reviewing the graphs and spreadsheets that the forms generate.
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Staff Evaluations
At both schools I was given the opportunity to hone my evaluation skills. At Bethesda Elementary I accompanied the Principal while she conducted several observations. We then later reviewed and calibrated our evaluations so that there was consistency for the second round of observations. While at W.G. Pearson I conducted observations in compliance with the plan that we set up to effectively complete the observation process. I use a very analytical approach that lays out the classroom as well as records data on engagement, questions being asked and which student or student groups are being questioned. This allows for discussions on trends or tendencies in instruction that are going unnoticed by the teacher.
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