Standard+4

__**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 protectingfrom 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. **__Experiences__**
 * **Internship:** Attended 14 PLC meetings, supporting and facilitating discussion, spring 2011.
 * **Internship:** Attended 18 PLC meetings, supporting and facilitating discussion, fall 2011.
 * **Internship:** Weekly internship logs included reflection on PLC meetings, fall 2011.
 * **Internship:** Received active support from South Johnston PLC coordinator on best practices for supporting PLCs.

 **__Course Work__**
 * **DLP:** session 2 focused on PLCs, including a structured process for analyzing functionality, fall 2011.
 * **DLP:** Interim assignment, conducted structured analysis of how our PLC functioned along 5 domains. This was done with 2 teachers and administration, fall 2011.
 * **Change Course:** Discussed and presented on research findings from New York on effective learning communities with Dr. Williams, fall 2011.
 * **Specialized Training:** Certified training on Facilitative Leadership, including specific training on vision setting and consensus building, December 2010.
 * <span style="background-color: #ffffff; font-family: Georgia,serif;">**Specialized Training:** Facilitating agreement (F.L. Skill) on Freshman Academy vision with PLC, January 2011
 * <span style="background-color: #ffffff; font-family: Georgia,serif;">**Specialized Training:** Reflection narrative on facilitating agreement (F.L. skill) with PLC, April 2011
 * <span style="background-color: #ffffff; font-family: Georgia,serif;">**Specialized Training:** Discussion with South Johnston High School PLC expert, October-December, 2010

<span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 120%;"> **__Related Readings__** <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 120%;">__**Example Artifacts**__ //Adapted PLC Meeting Minutes to Google Spreadsheet. Attended over 20 PLCs, could give feedback through Google Spreadsheet for any PLC.// media type="custom" key="15412052" //DLP Project involved group reflection on PLCs// media type="custom" key="15432228"
 * Read //Getting Started// (Eaker, DuFour & Dufour, 2002)
 * <span style="background-color: #ffffff; color: #000000; display: block; font-family: Calibri; font-size: 110%; text-align: left;">//Schooling by design: Mission, action, and achievement//. Alexandria, VA: Association for Supervision and Curriculum Development.

<span style="background-color: #ffffff; color: #800000; font-family: 'Courier New',Courier,monospace; font-size: 120%;"> **4b. Recruiting, Hiring, Placing and Mentoring of staff** <span style="background-color: #ffffff; font-family: 'Courier New',Courier,monospace; font-size: 14px;">The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff. <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 120%;">**__Experiences__**
 * **Internship:** Developed interview questions and scenarios to engage High School Band Director candidates in authentic problem solving, spring 2011.
 * **Internship:** Served on hiring team with administrative and band staff during recruitment and interview of High School Band Director, spring 2011.

<span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 120%;"> **__Course Work__** <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 120%;">**__Related Reading__** <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 120%;"> __**Example Artifacts**__ //Interview questions used for second round of band director interview questions. Reflections found on 12/12/11, 1/3/12 & 1/9/12 Weekly Logs.// media type="custom" key="15412654" //Coaching suggestion and action plan for struggling teacher://  media type="custom" key="15412846" //DLP Reflection on Human Resource Leadership:// media type="custom" key="15432262"
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 110%;">**DLP:** brainstorm session with mentor principals on recruiting and retaining high-quality teachers in high-need areas, fall 2011.
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Specialized Training:** Facilitative Leadership (Coach for Performance)
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Leadership Course:** Leadership Orientations Self-Assessment
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Leadership Course:** NELA Assessment — Teacher Improvement Plan
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 14px;">**Specialized Training:** <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 110%; line-height: 21px;">Schooling by Design
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 14px;">**Specialized Training:** <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 110%; line-height: 21px;">Site and Field visits to KIPP Pride, Gaston, NC, AB Combs Magnet School, Raleigh NC, Bertie Middle School, Windsor, NC
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 14px;">**Specialized Training:** <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 110%; line-height: 21px;">Facilitative Leadership training
 * <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Specialized Training:** Teacher Evaluation Instrument training and seminars
 * Fullan, M. (2001). //Leading in a culture of change//. San Francisco: Jossey-Bass.
 * Fullan, M., & Ballew, A. C. (2004). //Leading in a culture of change: Personal action guide and workbook//. San Francisco, CA: Jossey-Bass.
 * Kotter, J. P. (1996). //Leading change//. Boston, Mass: Harvard Business School Press.
 * Chenoweth, K. (2009). //How it's being done//. Cambridge, Mass: Harvard Education Press.
 * Florida, R. L. (2004). //The rise of the creative class: And how it's transforming work, leisure, community and everyday life.//New York: Basic Books.
 * Militello, M., Rallis, S. F., & Goldring, E. B. (2009). //Leading with inquiry & action: How principals improve teaching and learning//. Thousand Oaks, Calif: Corwin Press.
 * Wiggins, G. P., & McTighe, J. (2007). //Schooling by design: Mission, action, and achievement//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * Bridges, W. (2009). //Managing transitions//. USA: Dacapo Press.
 * 90-90-90 Article
 * Tipping Point
 * Ruby Payne RTI
 * Why Reading by 3rd Grade Matters
 * Creating the Opportunity to Learn
 * North Carolina General Statutes, Chapter 115

<span style="background-color: #ffffff; color: #800000; font-family: 'Courier New',Courier,monospace; font-size: 16px;">** 4c. Teacher and Staff Evaluation ** <span style="background-color: #ffffff; display: block; font-family: 'Courier New',Courier,monospace; font-size: 14px; text-align: left;">The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement.

<span style="background-color: #ffffff; color: #800000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> **__Experiences__**
 * **Internship:** Conducted 10 full cycle evaluations of staff using Teacher Evaluation Tool, spring 2012
 * **Internship:** Conducted 12 full cycle evaluations of staff using Teacher Evaluation Tool, fall 2011.
 * **Internship:** Rehearsal, co-observation and debrief with coach, Dr. Johnson, fall 2011.
 * **Internship:** Written and conversational reflection and debrief on best practices with teacher evaluation, fall 2011.
 * **Internship:** Experience with and weekly reflection on lessons learned from mentor principal, fall 2011.

<span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 120%;"> __**Course Work**__ <span style="color: #800000; font-family: Georgia,serif; font-size: 120%;">**__Related Readings__**
 * **Law Course:** Legal training on the law of evaluations, (Lane, 2008), February, 2011
 * **Law Course:** Review of district policies related to teacher dismissal procedures, March 2011
 * **Teacher Evaluation Course:** Training on the new teacher evaluation tool, including ways to implement in an equitable way by DPI staff, February 2011
 * **Teacher Evaluation Course:** Completing two full observation cycles, March-June 2011
 * **Teacher Evaluation Course:** Wrap-around review of observation cycles: Video recording of post-conference, discussion of performance with critical friend, written reflection for each cycle, January-May, 2011
 * **Law Course:** Reading (Lane, 2008) and lecture on legal rights of teachers when being evaluated. February, 2011.
 * Fullan, M., & Ballew, A. C. (2004). //Leading in a culture of change: Personal action guide and workbook//. San Francisco, CA: Jossey-Bass.
 * Chenoweth, K. (2009). //How it's being done//. Cambridge, Mass: Harvard Education Press.
 * Wiggins, G. P., & McTighe, J. (2007). //Schooling by design: Mission, action, and achievement//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * Bridges, W. (2009). //Managing transitions//. USA: Dacapo Press.

<span style="color: #800000; font-family: Georgia,serif; font-size: 120%;">__**Example Artifacts**__ //Example of evaluation conducted in fall 2011-spring 2012. Over 20 full cycles were conducted from fall 2011-spring 2012// //Reflection of peer evaluations conducted as part of 360 feedback, teacher evaluation course spring 2011:// media type="custom" key="15415238"

<span style="color: #800000; display: block; font-family: 'Courier New',Courier,monospace; font-size: 120%; text-align: center;">__**Gap Analysis of Growth over Time**__

<span style="font-family: Georgia,serif; font-size: 110%;">**4a:** Last semester’s proficiency self-assessment was probably a little premature. Giving meaning to the adage, “you don’t know what you don’t know” it wasn’t until the deep dive into PLCs this semester that I truly understood what PLCs could and should be. DLP gave a clear and inspiring vision of what an asset PLCs could eventually become for schools. Working with my own PLCs at South, then reflecting on experiences in weekly logs, with my coach, mentor and Dr. Williams helped me understand the challenges and successes in facilitating PLCs.

<span style="font-family: Georgia,serif; font-size: 110%;">**4b:** The experience of hiring a High School band director afforded me numerous opportunities. Working with Mr. Price and the interim band director (who had over 20 years of experience), we developed ways of objectively comparing candidates, while ensuring that all opinions were valued and multiple view points were considered. For the second round of interviews, I was charged with developing scenarios that would create realistic responses to situational dilemmas.

<span style="font-family: Georgia,serif; font-size: 110%;">**4c:** One major take away from this semester has been the vast difference between talking and doing. Over the last year, I’ve written about and reflected on effective strategies I //might// use when evaluating teachers. This semester, I experienced the reality: tough conversations, tight schedules and big egos. I realized the value of being well informed about pedagogy and knowledgeable about a variety of contents at a variety of levels. Rehearsing conversations with my coach and mentor gave me insight and confidence.