STANDARD FOUR
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.
4A. Professional Development/Learning Communities
The school executive ensures that the school is a professional learning community.
PE PLC
At South Johnston, I serve as the Administrator over the PE & FAR departments. I attend the weekly meetings and serve as the liaison between these two departments and the administration team. During my first PLC for the PE department, we were able to create PLC norms and rules for the remainder of the year and align our grading system. Schoolwide norms are valuable in establishing effective PLCs, and norms should include decision making, communication, and accountability. Creating norms gives each member in the department an opportunity to express what is important to them and learn what is important to their colleagues prior to making decisions.
At South Johnston, I serve as the Administrator over the PE & FAR departments. I attend the weekly meetings and serve as the liaison between these two departments and the administration team. During my first PLC for the PE department, we were able to create PLC norms and rules for the remainder of the year and align our grading system. Schoolwide norms are valuable in establishing effective PLCs, and norms should include decision making, communication, and accountability. Creating norms gives each member in the department an opportunity to express what is important to them and learn what is important to their colleagues prior to making decisions.
4B. Recruiting, Hiring, Placing & Mentoring of Staff
The school executive establishes processes and systems in order to ensure a high-quality, high performing staff.
Interview Process
During my time at SouthWest, I was involved with the recruitment, interviewing, and hiring processes. I was able to observe and co-facilitate several interviews. I had the opportunity to call and check the reference for our certified and classified staff that we chose to hire. As the administrator over the custodians, I was able to take lead and make the final decision in the candidate selection process. When hiring we ensured that all candidates meet the Edgecombe County Public School requirements and fit the mission and vision of our school.
During my time at SouthWest, I was involved with the recruitment, interviewing, and hiring processes. I was able to observe and co-facilitate several interviews. I had the opportunity to call and check the reference for our certified and classified staff that we chose to hire. As the administrator over the custodians, I was able to take lead and make the final decision in the candidate selection process. When hiring we ensured that all candidates meet the Edgecombe County Public School requirements and fit the mission and vision of our school.
4C. Teacher & 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.
Observations
Dr. Parker walked me through my observation step by step. Conducting observations with her and comparing notes provided additional insight that I was able to use as I completed observations on my own. At first I was nervous about providing critical feedback or voicing my opinion, but Dr. Parker assured me that people like to be led and need feedback. We would be a disservice to our students if we did not provide constructive feedback to our teachers. I was also in charge of completing all custodial and bus observations.
Dr. Parker walked me through my observation step by step. Conducting observations with her and comparing notes provided additional insight that I was able to use as I completed observations on my own. At first I was nervous about providing critical feedback or voicing my opinion, but Dr. Parker assured me that people like to be led and need feedback. We would be a disservice to our students if we did not provide constructive feedback to our teachers. I was also in charge of completing all custodial and bus observations.