Ana Daste- EDLD 5345 Week 2 Assignment

pdf

School

Lamar University *

*We aren’t endorsed by this school

Course

5345

Subject

Information Systems

Date

Apr 3, 2024

Type

pdf

Pages

Uploaded by anadaste0383

Lamar University – Spring 2024 Human Talent Principal Standards Pillar Hiring, Selection, and Retention Pillar Principal Domain and Competency Domain III: Human Capital / Competency 6 NELP Standards 2 and 7 Introduction to the Week 2 Assignment Building principals should know how to promote high quality teaching by using selection, placement, and retention practices to promote teacher excellence and growth. Once an applicant applies for the position, the principal needs to review and screen all applications and choose several of the applicants to interview. In addition, principals know how to engage, model, and communicate ethics and professional norms related to recruitment, selection, and hiring. In week 2, you will be given opportunities to demonstrate your ability to develop a hiring plan based on identified gaps in the campus staff and ensure that ethical practices are being used in the hiring process. All parts of the weekly assignment must be completed at or above a rubric level 2 (approaching) to receive a weekly grade. All weekly assignments and discussion boards must be completed to receive a grade for the assignment. Human Talent Rubric Use the following rubric to guide your work for week 2. Standard 2: Ethics and Professional Norms - Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms. Standard 7: Building Professional Capacity - Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.

Lamar University – Spring 2024 Task Level 1 Does not meet minimum criteria. (Below 70%) Level 2 Approaches minimum criteria. (70-79%) Level 3 Meets minimum criteria. (80-89%) Level 4 Demonstrat es target criteria. (90-100%) NELP Component 2.1 Dispositions and Norms SBEC Pillar #5 - Hiring, Selection, and Retention Candidates will review professional norms and demonstrate how to reflect on the standards, cultivate and communicate norms regarding hiring, selecting and retaining staff and model the professional norms to develop interview questions for hiring plan. Candidates demonstrate the capacity to only 1) communicate professional norms. Candidates demonstrate the capacity to 1) engage in reflective practice through the collaborate review to develop a comprehensive recruitment process 2) cultivate new norms, 3) model through the development of interview questions aligned with school norms, and 4) communicate professional norms through the teacher profile. Candidates demonstrate the capacity to 1) engage in reflective practice through the collaborate review to develop a comprehensive recruitment process 2) cultivate new norms, 3) model through the development of interview questions aligned with school norms, and 4) communicate professional norms through the teacher profile that support the educational success and well-being of students and adults. Candidates demonstrate the capacity to 1) engage in reflective practice through the collaborate review to develop a comprehensive recruitment process 2) cultivate new norms, 3) model through the development of interview questions aligned with school norms, 4) communicate professional norms through the teacher profile that support the educational success and well-being of each student and adult and 5) articulate their understanding and capacity to undertake and implement this work within a school setting.

Lamar University – Spring 2024 0 points 32 points 36 points 45 points NELP Component 7.1 Recruitment and Selection Domain III Human Capital Competency 006 Selection, Placement, and Retention SBEC Pillar #5 - Hiring, Selection, and Retention Candidates review, evaluate and identify gaps in the staff and use the data and current research- based practices to develop a recruitment, selection and hiring plan aimed at filling the gaps. Candidates demonstrated the capacity to: 1) identify 5 areas of staffing gaps. 0 points Candidates demonstrate the capacity to: 1) identify 5 areas of staffing gaps, 2) Develop a recruitment, selection, hiring and retention plan to include all the following: -recruitment and hiring committee, -recruitment and hiring timeline, -a marketing flyer 32 points Candidates demonstrate the capacity to: 1) identify 5 areas of staffing gaps , 2) recruitment and hiring committee, -recruitment and hiring timeline, -a marketing flyer, -a rubric with all four levels for evaluating initial applications, interviews, and background screening, -10 interview questions using the teacher profile you, school mission and vision, identified staffing needs/gaps, screening standards, this week’s readings, and independent research 36 points Candidates demonstrate the capacity to: 1) identify 5 areas of staffing gaps , 2) Develop a recruitment, selection, hiring and retention plan to include all the following: -recruitment and hiring committee, -recruitment and hiring timeline, -a marketing flyer, -a rubric with all four levels for evaluating initial applications, interviews, and background screening, -10 interview questions using the teacher profile you, school mission and vision, identified staffing needs/gaps, screening standards, this week’s readings, and independent research -letter to superintendent articulating reason for

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Lamar University – Spring 2024 Week 2 Part 1: Norms and Dispositions CLO1, CLO2, CLO3, WO3, WO4 For this week, you will assume the role of a new principal. You will be creating recruitment, selection, hiring, and retention processes. For part 1 there are three components. You will (1) engage in self-reflective practice on developing the norms that governs and sets the tone for a comprehensive recruitment process, (2) create a teacher profile, and (3) begin to develop interview questions for prospective candidates. Assignment Part 1a: Creating Professional Norms As a new principal one of the most important things you can do is hire the right people in order for students to be successful. Developing hiring norms for the entire campus provides the guidelines for finding the best teachers. For this activity you will reflect on the hiring practices on your current campus. What are the strengths and weaknesses of the hiring process currently in place? Are changes needed or necessary to hire the best teachers? Should these strengths and weakness help develop the norms/guidelines that govern hiring practices. selecting a candidate -induction plan 3) articulate their understanding and capacity to undertake and implement this work within a school setting. 45 points Writing: APA citations, Mechanics and Grammar Grammar, spelling, and APA formatting mistakes distracted the reader regarding the clarity and depth of the assignment. 0 Points Grammar, spelling, punctuation or APA formatting mistakes distracted the reader regarding the depth of the response(s). 7 points Grammar, spelling, punctuation or APA formatting mistakes did not distract the reader regarding the clarity or depth of the response(s). 8 points No mistakes in grammar, spelling or punctuation. APA citations provided & correctly formatted. 10 points

Lamar University – Spring 2024 Use the following guidelines and your textbook to develop 4-6 norms for a comprehensive recruitment, selection, hiring, and retention process. (For example, refer to page 153 in your textbook, Breakthrough Principals, to see the 4 norms/guidelines that the principal of Brooklyn Latin School and his team established as their hiring norms/guidelines.) These questions may guide your thinking as well. a) What is the process for selecting the recruitment and selection team? b) How will you determine your hiring goals for the next 1-3 years? c) What type of candidate will best support the vision and mission of your campus? d) How will you ensure timelines are developed in order to hire the best candidates in a timely manner? e) How would you use this process of establishing norms with your faculty? Assignment: Norms (Refer to the Assignment Overview Video for assignment expectations.) Type your response immediately below. 1. Decide which staff members have the best and strongest leadership skills set, are committed to the school’s vision and would best serve on the recruitment and selection team. 2. Hold meetings and/or informal discussions to see what the teacher’s future plans are. 3. Find candidates that show a genuine interest in building relationships with students and believe that every student can succeed. 4. Set a calendar for the best hiring times and look in all places (Job Fair, Universities, Teacher Preparation Programs). Desravines, J., Aquino, J., & Fenton, B. (2016). Chapter 5 Human Talent. Breakthrough principals: A step-by-step guide to building stronger schools (pp. 145-192). San Francisco, CA: Jossey-Bass. Assignment Part 1b: Name the Behaviors You Wish to See As an integral part of any recruitment processes, it is recommended that a district/school develop a definition of the ideal candidate that is aligned to the district/school’s vision, mission, culture, and performance expectations (TNTP, 2012). Belief in your mission and the candidate’s hunger to learn are two traits that can be important in the creation of the profile. This profile can be used during recruitment activities by developing questions related to the profile to ensure applicants are comfortable with these competencies before applying. Below is an example of a teacher profile: “The ideal teach er candidate is a student-centered, life-long learner whose beliefs are aligned with the mission and the vision of the school, and eager to take advantage of the many teaching and learning opportunities provided for both students and staff.” Assignment: Teacher Profile (Refer to the Assignment Overview Video for assignment expectations.)

Lamar University – Spring 2024 Create an ideal teacher profile for screening and selection. Type your response immediately below. The ideal teacher candidate is a kind, dedicated lifelong learner and student-centered professional who is alig ned with the school’s mission and vision and believes all students can achieve academic success through fostering relationships, collaboration, and creating a safe and secure environment where students can take ownership of their learning journey. Assignment Part 1c: Interview Questions for Effective Hiring Practices Develop 4-5 interview questions that align with your stated norms/dispositions/core beliefs and your candidate profile. Be sure to refer to legal policy DAA discussed in week 1 when developing the questions. Include questions based on your c ampus’s vision, mission, and Campus Improvement Plan. The interview questions must also align with EEOC guidelines (example: should not ask about race or national origin, religion, gender, sexual orientation, disability, etc.). Assignment: Interview Questions (Refer to the Assignment Overview Video for assignment expectations.) Type your response immediately below. 1. What is your teaching philosophy? 2. Tell me about a time that you collaborated across multiple departments. 3. How do you handle constructive criticism or feedback? 4. In your opinion what makes a good leader? 5. How would others describe your teaching style? Assignment Part 1d: Importance of Appropriate Hiring Practices As a future leader why would it be important to establish norms/dispositions/core beliefs for hiring practices and an ideal teacher profile? Assignment: Articulate Importance of Hiring Practices (Refer to the Assignment Overview Video for assignment expectations.) It is important to establish norms/dispositions/core beliefs for hiring to ensure that the candidates that I select fit the vision of what I’m building to ensure success. Desravines (2016) stated that the structured process helps meet rigorous academic standards, improved instruction, reduced staff turnover, and helps the principal with the vast amount of school leadership responsibilities/ In my opinion, structure and relationship building are the first steps to success. Desravines, J., Aquino, J., & Fenton, B. (2016). Chapter 5 Human Talent. In Breakthrough principals: A step-by-step guide to building stronger schools (pp. 145-192). San Francisco, CA:

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Lamar University – Spring 2024 Week 2 Part 2 Recruitment, Selection and Hiring Plan (CLO4, WO1, WO2, WO3) According to Gross and DeArmond (2011), school districts use the recruitment process to ensure that they have an adequate pool of qualified applicants. Recruitment should take into consideration the needs of the school and that requires approaching recruitment and selection differently. Districts are not waiting for applicants to come to them. They are seeking candidates through formal and informal activities. Prior to developing a comprehensive recruitment, selection, hiring and approach, most district/schools examine the current status of staffing needs and recruitment efforts to determine gaps. Once the gaps are identified, principals seek out candidates who have the pedagogical skills, content knowledge and characteristics to fill those gaps. It is important for principals and their recruitment and hiring teams know how to use data to identify gaps. Assignment Part 2a (Refer to the Assignment Overview Video for assignment expectations.) Using the chart below, you will identify at least 5 areas of data you will use in identifying gaps to determine your staffing needs. You will indicate where you can locate the data, the relevance of the data in addressing needs and how you will use the data in the recruitment, interviewing, selection, and hiring process. Use the guiding questions below the chart to help you determine what data are most important for this task. Identifying Staffing Needs DATA Where to find the DATA Importance or relevance of DATA How DATA will be used How many teachers have a master’s degree in their content area? 2021 Texas Academic Performance Report (TARP). Data will determine the number of teachers dedicated to being life-long learners. Data will be used to motivate teachers to take advantage of opportunities to pursue a master’s degree.

Lamar University – Spring 2024 How many teachers are first-year teachers? 2021 Texas Academic Performance Report (TAPR) The number of new teachers will determine the number of mentor teachers for the school year. Identifywhich teachers have the skills and passion to mentor other teachers. Are students more successful in one grade level, self- contained class, or one content area? 2021 Texas Academic Performance Report (TAPR) Data will show which teachers, grade levels, and departments are more successful than others. Data will be used to identify the best practices that are being used to help others. Do we have an ethnically diverse teaching staff? 2021 Texas Academic Performance Report (TAPR) Compare diverse teaching staff numbers with student numbers. Data will be used to ensure equality throughout the school Which grade level/content areas have higher teacher turnover rates? Contact HR to identify the teacher turnover history associated with grade level/content area. Data will identify which grade level/content area is more stressful or has more struggling teachers. Data may help with how to find a solution for the high turnover rates. Use the following guiding questions to assist you in completing the table above. You do not need to answer these questions. They are guidelines only. Remember that these questions do not cover all issues when addressing staffing needs. Think about your current faculty for additional areas. 1. What are the content gaps in your school? For example, consider the following questions:  What percentages of teachers are teaching outside their certification area?  What is the number of teachers with a master’s degree in a content area?  What percentages of teachers are in their first year of teaching?  Does your district expect any changes in student enrollment for the next year?  Are students more successful in one grade level, one teacher’s classroom, one content area? 2. What are the skills gaps in your school? Where is the diversity of skill in your school? Is it in one grade or content area? Is there diversity of skill throughout the school? Research indicates that the following are skills of an effective teacher. Do you have strong disciplinarians, technology gurus, great team members?  Communication  Organization  Collaboration/Teamwork  Critical Thinking  Creativity

Lamar University – Spring 2024  Technology Skills  Leadership  Lifelong Learning  Classroom Management  Content Knowledge  Interpersonal Skills  Commitment  Confidence 3. Is there diversity of experience in your school? For example, consider the following questions:  How many grade levels/content areas have inexperienced teachers (less than 3 years of teaching experience)?  Which grade levels/content areas have more inexperienced teachers?  Which grade levels/content areas have higher rates of teacher turnover? 4. A racially and ethnically diverse teacher workforce provides important benefits to all students. Are there policies and practices in place to ensure you have a racially and ethnically diverse faculty? Does your faculty mirror the student population? Adapted from Tool 5.1 Reflection Questions and Tools for Staff Hiring D esravines, Jean, et al. “Talent Management.” Breakthrough Principals: A Step-by-Step Guide to Building Stronger Schools , Jossey-Bass, 2016, pp. 299-300. Assignment Part 2b (Refer to the Assignment Overview Video for assignment expectations.) Based on the summary of data and reflections from Part 1 and Part 2, the next step is to use research-based practices and your work from Parts 1 and 2 to plan a candidate recruitment, selection, hiring, and induction processes that reflect the diversity of your student body. Use the template below to develop a recruitment, selection, and hiring plan. ** Refer to your Week 2 Readings in your textbook Breakthrough Principals Chapter 5 pp 146-173 to assist you in this part of the assignment. Recruitment, Selection, Hiring, and Induction Tool You will assume the role of a new principal as you complete this tool. When developing human talent processes within your school, one of the most important pieces of that process is a strong and consistent recruitment and selection committee. With a strong committee in place, all the responsibilities of a thorough process can be divided among expert advisors and content area specialists. Streamlining this process not only makes the process more efficient, but it also provides school administrators and hiring committees the opportunity to identify more highly qualified candidates. Establishing an effective recruitment and hiring

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Lamar University – Spring 2024 committee will allow you to consider multiple perspectives which are extremely valuable when selecting a candidate. Below, identify faculty and staff members in your school that will serve on the recruitment and hiring committee. List their position (not name) within the school, as well as the role you would like them to play as a member of the committee. Committee Members Role & Responsibilities EX: 4 th Grade ELA Ex: Screen candidates to determine who to bring in for interview ( note: this is time sensitive; should be done ASAP in order not to lose out on the best candidates ) Grade Level Lead As the grade-level expert in their content area, they will assess candidates for content knowledge. RTI Specialist The RTI specialist will assess the candidates for their knowledge of RTI processes. Assistant Principal of Content Area APs of the content area will determine if the candidates are eligible for early hire. Department Head of Content Area They will also screen candidates for content knowledge as they are aware of exactly what is being looked for to fill the position. Sped Lead or GT Lead (depending on need) They will ask questions of knowledge concerning the need for SPED or GT assistance in the classroom. Assignment Part 2c (Refer to the Assignment Overview Video for assignment expectations.) Develop a recruitment and hiring timeline. Remember to include developing or updating marketing materials that highlight school strengths to your candidates, e.g. flyers, brochures, school website, etc., identifying vacancies, creating interview questions, screening candidates, getting district approval, etc. Task Timeline Determine positions that need to be filled for the next school year. By the end of the first semester Recruit in as many ways as possible (flyers, website, social media, career fairs, etc.) Start of 2nd semester Screen and make initial contact with potential candidates. 10 days after position listing. Conduct in person/virtual interviews. After screening and initial contacts are complete

Lamar University – Spring 2024 Week 2 Part 3C – Marketing Your School (Refer to the Assignment Overview Video for assignment expectations.) To recruit top talent, it is crucial that you market the strengths of your school and your school leadership. One national study, for instance, found that 92% of companies use social media to attract talent. Complete the one-pager developed by The New Teacher Project (TNTP) https://tntp.org/teacher-talent-toolbox/view/school-one-pager-template that could be used on a web page, Facebook, Instagram, or print materials. Use the template provided below as a guide to create a marketing document tool for your school.

Lamar University – Spring 2024 Highlands Elementary HIGHLANDS ELEMENTARY Message from the Principal  Ana Daste, M.Ed.  We strive for our scholars to be academically successful in the face of adversity and prepare them for their brightest futures! HLE has been recognized as one of the most improved schools in the district. Our school rating has reached the next level each of the last four years. At HLE, we have a diverse population of students and staff to create an atmosphere of equality that is fun and engaging for all. We offer a mentorship program for all new teachers to ensure that each member of the HLE family feels right at home. Highlands Elementary Welcome to Longhorn Nation! Turn The Horns Loose ! Get to know us:  Fine Arts programs (dance, choir, orchestra, theatre)  Bilingual programs available  Number of students: 450  Demographics: 60.4% Hispanic 37.1% African American 1.2% White  School Rating: C  Academic Achievement in Math Highlands Elementary 131 Sims Dr. Cedar Hill, TX 75104 (972)291-0496 www.chisd.net

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Lamar University – Spring 2024 Part D – Screening Process (Refer to the Assignment Overview Video for assignment expectations.) Developing a rubric for evaluating initial applications, interviews, and background screening is an important skill to maintain equity and equality in the recruitment and hiring process. For this part of the assignment, you will develop a rubric used for this process. You can use the standard column, edit it, or create your own. You will develop the criteria for each standard to use when screening interviews. Standard Exceeds Expectations Meets Expectations Approaching Expectations Does Not Meet Expectations Professional Knowledge The candidate demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. The candidate demonstrates a sufficient understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. The candidate demonstrates an insufficient understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences by providing relevant learning experiences. The candidate failed to demonstrate an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. Instructional Planning The candidate articulates knowledge of planning using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. The candidate articulates sufficient knowledge of planning using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. The candidate articulates limited knowledge of planning using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. The candidate failed to articulate knowledge of planning using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.

Lamar University – Spring 2024 Instructional Strategies The candidate provided evidence of promoting student learning by using research- based instructional strategies relevant to the content to engage students in active learning and to facilitate the student’s acquisition of key knowledge and skills. The candidate provided sufficient evidence of promoting student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the student’s acquisition of key knowledge and skills. The candidate provided insufficient evidence of promoting student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the student’s acquisition of key knowledge and skills. The candidate failed to provide evidence of promoting student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the student’s acquisition of key knowledge and skills. Differentiated Instruction The candidate addressed challenging and supporting each student’s learning by providing appropriate content and developing skills which address individual learning differences. The candidate addressed challenging and supporting each student’s learning by providing sufficient content and developing skills which address individual learning differences. The candidate addressed challenging and supporting each student’ s learning by providing insufficient content and developing skills which address individual learning differences. The candidate failed to address challenging and supporting each student’s learning. Assessment Strategies The candidate discussed the use of a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. The candidate sufficiently discussed the use of a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. The candidate insufficiently discussed the use of a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. The candidate failed to discuss the use of a variety of diagnostic, formative, and summative assessment strategies and instruments.

Lamar University – Spring 2024 Assessment Uses The candidate demonstrated knowledge of gathering, analyzing, and using relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents. The candidate demonstrated sufficient knowledge of gathering, analyzing, and using relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents. The candidate demonstrated insufficient knowledge of gathering, analyzing, and using relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents The candidate failed to demonstrate knowledge of gathering, analyzing, and using relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents Positive Learning Environment The candidate provided evidence of a well- managed, safe, and orderly environment that is conducive to learning and encourages respect for all. The candidate provided sufficient evidence of a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. The candidate provided insufficient evidence of a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. The candidate failed to provide evidence of a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. Academically Challenging Environment The candidate described their classroom as a student-centered, academic environment in which teaching and learning occur at high levels and students are self- directed learners. The candidate sufficiently described their classroom as a student-centered, academic environment in which teaching, and learning occur at high levels and students are self- directed learners The candidate insufficiently described their classroom as a student-centered, academic environment in which teaching, and learning occur at high levels and students are self- directed learners The candidate failed to describe their classroom as a student- centered, academic environment in which teaching, and learning occur at high levels and students are self- directed learners Professionalism The teacher exhibits a commitment to professional ethics The teacher exhibits a sufficient The teacher exhibits insufficient The teacher failed to exhibit a commitment to

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Lamar University – Spring 2024 and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to Communication The candidate discussed their system for effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning. The candidate sufficiently discussed their system for effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning. The candidate insufficiently discussed their system for effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning. The candidate failed to discuss their system for effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning. School Fit The candidate articulated an alignment between the school mission and vision and their educational philosophy. The candidate sufficiently articulated an alignment between the school mission and vision and their educational philosophy. The candidate insufficiently articulated an alignment between the school mission and vision and their educational philosophy. The candidate failed to articulate an alignment between the school mission and vision and their educational philosophy. Fulton School District TKES Question Bank http://www.gaspanet.org/bestinclass/documents/Fulton/3%20- %20TKES-aligned%20Question%20Bank.pdf Part E – Screening Process (continued) (Refer to the Assignment Overview Video for assignment expectations.) Using the teacher profile you created in Part 1, your school mission and vision, your identified staffing needs/gaps, your screening standards, this week’s readings, and your own independent research develop 10 interview questions (in addition to the ones that you developed in Part 1) that you would use in your recruitment and selection process. Interview Questions:

Lamar University – Spring 2024 1. How would you imple ment the school’s mission/vision in your classroom? 2. How would you build relationships with your students and parents? Give an example of a time you were able to build a relationship with a student that was hard to connect with. 3. Tell us about any non-classroom activities that assisted in your last school. 4. Tell us about a time when you had a conflict with another staff member and how you handled it. 5. What influenced you to become a teacher? 6. Why do you want to be part of the team at HLE? 7. Walk us through what you believe to be the perfect lesson. 8. Tell us about a time that you had an irate parent and how you resolved the issue. 9. How do you establish the rules and procedures for your classroom? 10. What is the biggest aspect that you need to work on? Part F – Recommendation Letter to Superintendent (Refer to the Assignment Overview Video for assignment expectations.) In the space below, write a letter to your superintendent indicating a hiring selection you have chosen for your campus. Using your interview questions, your screening rubric, your teacher profile, and any other documentation you have, rationalize your decision to the superintendent. Dr. Superintendent, It is my pleasure to recommend to you Mrs. Bilingual for the open position of 2nd grade Bilingual teacher at Highlands Elementary School. Mrs. Bilingual has exceeded our expectations in all aspects of her interview. As you know, HLE is committed to placing the most exceptional candidates in our classrooms to provide us with the best opportunity to achieve excellence. The hiring committee and I have made a unanimous decision that Mrs. Bilingual is the best candidate and perfect fit for our Highlands Elementary School mission and vision. Mrs. Bilingual demonstrated the ability to promote high-level learning and achievement. She showed a true belief that all scholars can succeed. She exhibited the importance of relationship building and the ability to move her students up. Mrs. Bilingual has superior knowledge of the bilingual curriculum and has the technology skills to reach this generation of learners and all learners. We are thrilled at the opportunity for her to join the HLE family. Sincerely, Ana Daste Principal, HLE

Lamar University – Spring 2024 Part G – Professional Learning and Collaboration (Refer to the Assignment Overview Video for assignment expectations.) It is costly to lose a new hire in the first few days of school. Districts spend thousands of dollars each year to refill teacher vacancies. It costs school leaders time to find a replacement. It costs students instructional time with an effective teacher. School leaders can increase new teacher performance and retention with a strong, school-specific onboarding plan. Complete the following chart for your onboarding/induction plan for new hires. Activity/Strategy When should it be complete Who will complete? Purpose Basic Needs Ex: Phone call May 15 Principal Welcome phone call, outline that other staff members will be calling/emailing over the summer New Year Boot Camp Two weeks before the first day of school Principal, APs, Department Leads, Curriculum Specialists To set expectations, PD, Curriculum Design, team building, etc. Expectations Ex: New Teacher Staff Meeting August 28 Principal Set expectations, assign mentors, give out first semester formal orientation schedule

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Lamar University – Spring 2024 Monthly Staff Meeting 1st Wednesday of every month. Principal To speak on hot topics, expectations, upcoming events, etc. Activity/Strategy When should it be complete? Who will complete? Purpose Community Ex: Back to School Beginning of School Principal Parents and Community have opportunity to meet teacher. Back-to- school introductory parent email. 1st week of school All teachers Teachers will send a mass email to all parents introducing themselves, expectations, and contact information. Activity/Strategy When should it be complete? Who will complete? Purpose Activity/Strategy When should it be complete? Who will complete? Purpose Academic Ex: Pop in classrooms 1 st week Principal Make sure teachers have what they need and feel comfortable in classrooms 1. PLC 2. Dept. Meetings 3. Walk- throughs 1 st week 1 st week 1 st week 1. Department curriculum specialist/dept. lead 2. Dept. lead, content AP, content teachers 3. Principal/AP 1. To ensure the teachers understand what is being taught and how to deliver it 2. To ensure the dept. is all on the same page and has important information and dates. 3. Principal/AP will observe and give feedback on the initial walkthroughs.

Lamar University – Spring 2024 Professional Growth Plan Ex: Share calendar for professional growth opportunities 1 st week Principal Director, PD Make sure teachers learning opportunities they need for professional growth. 1. Ensure all SPED/GT teachers complete the required training. 2. Complete annual reporting child abuse training 3. Technology Training 1. End of first six weeks. 2. 1st week 3. 2nd week 1. SPED coordinator 2. Department Leads 3. Campus Tech 1. SPED coordinator will email a list of courses to complete and how to access them. 2. To ensure the teachers know where to access training. 3. Campus Tech will have an instructions page posted and available for questions/ help. Part H – Week 2 Learning Reflection (Refer to the Assignment Overview Video for assignment expectations.) You are engaged in several activities regarding recruitment, selection, hiring, and induction. As a future school leader explain your understanding and capacity regarding how you will undertake and implement recruitment, selection and hiring processes within your school setting. After completing module two, I had no clue that this much goes into staffing, placement and retention at a school. I can imagine a first-year principal being very overwhelmed, but our text gives great advice that woul d hopefully empower them to be the best they can be. I see that it’s never too early to search for a position as things happen and staff comes and goes. I think a perfect time is after winter break. As a principal, I would want to fill my open positions as early as possible. This way I do not have to rush and fill the position. I can try my best to be patient and fill the position with the best possible candidate who will buy into the school’s mission and vision. Additionally, the earlier I post the position, the more time it gives me to truly get to know the candidates before deciding on who is the best fit. Selecting the right candidate can be a bit tricky, but when it’s the right candidate, you know. I don’t want to be in a position where I’m forced to just hire someone because I waited too late to fill the position. Some of the ways I can ensure that I make the best selection is by posting the opening in as many places and ways as I can to get as many good candidates as possible. A hiring committee is important in the hiring process. It would consist of the AP, Lead teacher, Counselor Sped Lead, and Curriculum and

Lamar University – Spring 2024 Instruction Specialist to ensure that the candidate is the best fit for their team. I also would make sure to create a list of interview questio ns that go along with the school’s mission and vision. A mock lesson is important as it would allow us to see how they would teach the lesson and ask questions. These are a few ways to help decide who is the best fit. Once I make my selection the district moves the candidate through the hiring process, as the principal it’s my job to make them feel as comfortable, safe, secure, respected, valued, and family. This would also ensure that I am retaining my staff. I would set up my instructional team as described in Chapter Five and have the best talent growing into leadership positions and taking ownership of mentoring and monitoring the new teachers (Desravines, et al., 2016). Desravines, J., Aquino, J., & Fenton, B. (2016). Chapter 5 Human Talent. In Breakthrough principals: A step-by-step guide to building stronger schools (pp. 145-192). San Francisco, CA: Jossey-Bass.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Ana Daste- EDLD 5345 Week 2 Assignment

Related Documents