STANDARD FOUR: Human Resource Leadership
Standard Four investigates the principals ability to hire and retain staff, maintain day-to-day responsibilities of human interactions and distribute leadership.
Standard 4A: Professional Development and Learning Communities
At the start of the year, one of the goals for SIP was to look at student discipline and staff relationships with students. During our first workday, I walked staff through the process of digging into the student perception data taken from the previous year. Each staff member created a personal action item for their classroom based on what they thought was most poignant from the data. We wrote these goals on chart paper to be hung in the room that we use for our PLT meetings to help ground us throughout the year. This artifact shows the student perception data as well as the sheet teachers used to annotate their data disaggregation. |
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4B: Recruiting, Hiring, Placing and Mentoring Staff
During the year we were allocated additional months of employment for a counseling position. I led the search for a new counselor and the hiring process for the individual. I reviewed resumes, consulted our current counselor on what our areas of need where and set up interviews for multiple counselors with an interview team. Attached as an artifact are the questions we asked candidates during the hiring process. |
Standard 4C: Teacher and Staff Evaluations
This year I created a form used by teachers to sign up for pre and post conferences which is pictured to the right. This form allowed us to streamline the process with the greatest flexibility possible for teachers schedules. The sign-up form allowed teachers to see all times that are available and then as teachers signed up for a specific time it was taken off the list so no two teachers could sign up for simultaneous times; this form was used to help keep the observation process organized. I have also attached the information I used to plan conversation with teachers before and after the evaluation. Teachers were given the pre-conference questions beforehand to reflect on for our conversation. Many teachers commented throughout the process that having time to reflect made them feel more comfortable talking about their professional strengths and weaknesses. This artifact also includes the anecdotal evaluation notes from one observation. This year I completed over 25 separate observations both individually and alongside my mentor principal to calibrate our expectations.
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