Difference between revisions of "Leadership and Staff"
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'''Prompt:''' ''Evaluate the clarity of employment policies and practices related to qualification/statutory requirements of current and potential staff for all programs, including all types of online instruction and specialized programs such as college/career preparation.'' | '''Prompt:''' ''Evaluate the clarity of employment policies and practices related to qualification/statutory requirements of current and potential staff for all programs, including all types of online instruction and specialized programs such as college/career preparation.'' | ||
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| + | ==== Qualifications of Staff ==== | ||
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| + | '''Indicator:''' The school has procedures to ensure that staff members are qualified based on staff background, training and preparation. | ||
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| + | '''Prompt:''' ''Evaluate the procedures to ensure all staff members in all programs, including online instruction based on staff background, training and preparation are qualified for their responsibilities within any type of instruction to ensure quality student learning.'' | ||
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| + | ====Maximum Use of Staff Expertise==== | ||
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| + | '''Indicator:''' The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and specialized programs so that the expertise of the staff members is maximized in relation to impact on quality student learning. | ||
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| + | '''Prompt:''' ''Evaluate the process to assign staff members and provide an appropriate orientation process to ensure all staff are qualified and prepared or their responsibilities including any type of online instruction.'' | ||
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| + | ==== Defining and Understanding Practices/Relationships ==== | ||
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| + | '''Indicator:''' The school has clear administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. | ||
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| + | '''Prompt:''' ''Evaluate the administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty.'' | ||
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| + | ==== Internal Communication and Planning ==== | ||
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| + | '''Indicator:''' The school has effective existing structures for internal communication, planning, and resolving differences. | ||
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| + | '''Prompt:''' ''How effective are the existing structures for internal communication, planning, and resolving differences?'' | ||
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Revision as of 21:20, 15 October 2013
A3:
Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic standards. The school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs.
Indicators with Prompts
Broad-Based and Collaborative
Indicator: The school’s planning process is broad-based, collaborative, and has commitment of the stakeholders, including the staff, students, and parents.
Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders, including the staff, students, and parents.
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| Example Findings | Example Supporting Evidence |
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Indicator: The school’s Single Plan for Student Achievement is directly correlated to the analysis of student achievement data about the critical learner needs, schoolwide learner outcomes, and academic standards.
Prompt: How do staff ensure that the analysis of student achievement of the critical learner needs, schoolwide learner outcomes, and academic standards are incorporated into the plan and impact the development, implementation, and monitoring of the plan?
| Findings | Supporting Evidence |
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Correlation between All Resources, Schoolwide Learner Outcomes, and Plan
Indicator: There is correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the Single Plan for Student Achievement.
Prompt: Evaluate the degree to which the allocation of all resources support the implementation, monitoring, and accomplishment of the Single Plan for Student Achievement.
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Conclusions
Prompt: Comment on the degree to which this criterion is being addressed.
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Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.
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A4:
A qualified staff facilitates achievement of the academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development.
Indicators with Prompts
Employment Policies and Practices
Indicator: The school has clear employment policies and practices related to qualification requirements of staff.
Prompt: Evaluate the clarity of employment policies and practices related to qualification/statutory requirements of current and potential staff for all programs, including all types of online instruction and specialized programs such as college/career preparation.
| Findings | Supporting Evidence |
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| Example Findings | Example Supporting Evidence |
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Qualifications of Staff
Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training and preparation.
Prompt: Evaluate the procedures to ensure all staff members in all programs, including online instruction based on staff background, training and preparation are qualified for their responsibilities within any type of instruction to ensure quality student learning.
| Findings | Supporting Evidence |
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| Example Findings | Example Supporting Evidence |
| Example | Example |
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Maximum Use of Staff Expertise
Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and specialized programs so that the expertise of the staff members is maximized in relation to impact on quality student learning.
Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process to ensure all staff are qualified and prepared or their responsibilities including any type of online instruction.
| Findings | Supporting Evidence |
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| Example Findings | Example Supporting Evidence |
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Defining and Understanding Practices/Relationships
Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.
Prompt: Evaluate the administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty.
| Findings | Supporting Evidence |
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| Example Findings | Example Supporting Evidence |
| Example | Example |
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Internal Communication and Planning
Indicator: The school has effective existing structures for internal communication, planning, and resolving differences.
Prompt: How effective are the existing structures for internal communication, planning, and resolving differences?
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