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 protecting teachers from 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.

Internship Activities
 * Participated in planning sessions with teachers
 * Participated in PLC meetings and department meetings
 * Lead PD sessions - Internship Project (Virtual Field Trips)
 * Evaluated internship project; created of poster/presentation to inform principal and school for next year's professional development sessions
 * Met with teachers by grade level to discuss benchmark test data and resources the teachers needed

Coursework, Trainings and Readings
 * Facilitative Leadership Training: Practice and Reflection (Design Pathways to Action)
 * Distinguished Leadership in Practice Assignment - Assessing Professional Learning Teams in Your School
 * Clinical supervision/classroom evaluation assignments
 * ASSISTments training
 * Attended PLC training led by Rick Dufour, Raleigh 2011

Selected Artifacts


 * 4b. Recruiting, Hiring, Placing and Mentoring of staff ** : The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.

Internship Activities
 * Served on hiring team for new preschool teacher assistant teacher and elementary exceptional children teacher assistant
 * Completed the NC Teacher Evaluation for 6 preschool teachers for this school year including pre and post conferences
 * Reinforced teachers’ self-confidence (acknowledge them for specific accomplishments via personal notes, post-conference forms with teacher strengths listed)

Coursework, Trainings and Readings
 * Facilitative Leadership (Coach for Performance)
 * DLP Training on using the coaching method
 * NELA Assessment Day – Teacher Improvement Plan

Selected Artifacts


 * 4c. 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.

Internship Activities
 * Conducted pre-conferences, teacher evaluations, and post conferences; gave timely feedback
 * Review of observation cycle: video recording of pre-observations and post-observations and review with Executive Coach
 * Conducted pre-conference, evaluations and post conference for Speech-Language Pathologist
 * Participated in debrief sessions with principal and instructional coach following evaluations and observations
 * Monitored and adjusted methods of evaluation and feedback sessions to meet needs of staff
 * Created tracking system for teacher evaluation and observation/ walk-throughs
 * Reviewed Professional Growth Plans of teachers beginning of the year and mid year.

Coursework, Trainings and Readings
 * Teacher Evaluation Practice and Reflection assignment for Teacher Evaluation training/class
 * Conducted peer evaluations using NC Teacher Evaluation Instrument as a teacher
 * Crucial Conversations and Conflict Resolution training
 * Application of principles learned in “Attribution Error and the Quest for Teacher Quality”
 * Operation NELA: Fellow 1:1 with a Teacher
 * // Working With and Evaluating Difficult School Employees // (Eller and Eller, 2010)

Selected Artifacts







Self Assessment 2010 // Standard 4: Human Resource Leadership // Hiring quality teachers is a must for the human resource leader. Once high quality teachers are in place, there is a need to cultivate their skills, empowering them to be leaders in their schools. Most importantly, human resource leaders must have processes in place to ensure the retention of these teachers. The human resource leader must effectively communicate with parents and have a strong sense of self (**emotional intelligence**). As a member of a school team, I understand the challenges that teachers face daily. I recognize the need to be easily accessible to teachers and parents. As a r**esponsive** leader, I return phone calls punctually and handle issues promptly. My goal is to create positive rapport with teachers and parents. All staff need a supportive working environment and need to know they are valued. To create this environment, I intend to utilize my positive attitude and good **communication** skills. I can be direct while treating others with respect. Recruiting good quality teachers can be difficult in rural eastern North Carolina. It is difficult to determine the skills of applicants during an interview; therefore, the interview process must be comprehensive. Since asking the right questions during an interview is key, I need to work diligently to develop this skill. The North Carolina Educator Evaluation System is a tool to assess teacher performance. Our school district actively uses this instrument. Currently, I have not had any formal training. Lastly, I need to learn to state weaknesses positively. When helping teachers develop effective instructional skills, they need to know areas they could grow. Observers are able to constructively provide this feedback. Being a thoughtful observer and providing positive feedback in a cohesive way are two skills I need to develop. During this next year, my goal is to increase my confidence as a human resource leader. My goals are as follows:
 * 1) I will read leadership journals, keeping a file of articles related to interviewing.
 * 2) I will use effective coaching strategies with staff at CHECC. I will use each of the three types of coaching conversations: feedback, problem solving, and developmental. (FL)
 * 3) I will attend workshops on the NC Educator Evaluation System.
 * 4) I will serve on one hiring committee and shadow the personnel director.