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.

INSERT GRAPH OF GROWTH OVER TIME!

**4a. Professional Development/Learning Communities ** **:** The school executive ensures that the school is a professional learning community.

**__Experiences__**
 * Experience ||  Description  ||  Artifact  ||
 * Collaborative Environment || I led and attended several PLC’s as a means to facilitate collaboration amongst teachers. || Sample PD Agenda ||
 * Professional Development || Provided PD on apparent needs identified by comprehensive needs assessment as well as the administrator. || Sample Staff PD Agenda ||
 * District Professional Development || Attended and facilitated several of the professional developments in the district pertaining to Common Core Training. || Sample District PD Agenda ||
 * Problem of Practice || I worked with the third grade team to implement PLC's along with the target teach initiative. || PLC Form ||

**__ Coursework __**
 * Aspiring Leader Self-Assessments
 * High School Developmental Project
 * Internship Project / Problem of Practice
 * Distinguished Leadership in Practice assignments:
 * High School Turnaround Case Study
 * Weekly Internship Logs
 * Middle School Developmental Project
 * Upper Elementary School Developmental Project
 * Facilitative Leadership & Crucial Conversations reflection
 * <span style="font-family: Georgia,serif; font-size: 17px;">Formal Teacher Evaluations
 * <span style="font-family: Georgia,serif; font-size: 17px;">Clinical Supervision Assignment
 * <span style="font-family: Georgia,serif; font-size: 17px;">Pre-K / Early Elementary Developmental Project

<span style="font-family: Georgia,serif;">__ **Specialized Training** __
 * <span style="font-family: Georgia,serif; font-size: 17px;">Schooling by Design
 * <span style="font-family: Georgia,serif; font-size: 17px;">School Visits: KIPP Gaston, AB Combs, Bertie Middle School
 * <span style="font-family: Georgia,serif; font-size: 17px;">Facilitative Leadership
 * <span style="font-family: Georgia,serif; font-size: 17px;">Teacher Evaluation Instrument
 * <span style="font-family: Georgia,serif; font-size: 17px;">Various Conferences
 * <span style="font-family: Georgia,serif; font-size: 17px;">- Community Schools Learning Lab, Seattle, WA
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 17px; text-decoration: none; vertical-align: baseline;">- Add others here …

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__**
 * 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


 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">4b. Recruiting, Hiring, Placing and Mentoring of staff **<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.

<span style="font-family: Georgia,serif; font-size: 17px;">**__Experiences__** Jones Observation Feedback Davis Feedback ||
 * Experience ||  Description  ||  Artifact  ||
 * Human Capital Table || This table was created to determine the level of expertise in the building. || Table ||
 * Hiring || Participated in interview panel for a fourth grade ELA teacher. As a result I was responsible for call all the candidates and informing them that we chose another candidate. || Candidate Rejection Script ||
 * Mentoring || Assigned to mentor first year and transition teachers. These are sample communications I had with them. || Pernell Observation Feedback
 * Supporting Professional Learning || In an effort to support a teacher working on her administrative add-on (professional learning), I assisted her by helping gather needed artifacts. || Supportive Email ||

<span style="font-family: Georgia,serif;">**__ Coursework __** <span style="font-family: Georgia,serif;">__ **Specialized Training** __
 * <span style="font-family: Georgia,serif;">Aspiring Leader Self-Assessments
 * <span style="font-family: Georgia,serif;">Internship Project / Problem of Practice
 * <span style="font-family: Georgia,serif;">(Possible artifacts: PPT deck created for Dr. Corn’s class; slide created for poster; logic model; evaluation plan; video of students/teachers engaging in program)
 * <span style="font-family: Georgia,serif;">Distinguished Leadership in Practice assignments:
 * <span style="font-family: Georgia,serif;">High School Turnaround Case Study
 * <span style="font-family: Georgia,serif;">Weekly Internship Logs
 * <span style="font-family: Georgia,serif;">Formal Teacher Evaluations
 * <span style="font-family: Georgia,serif;">Facilitative Leadership & Crucial Conversations reflection
 * <span style="font-family: Georgia,serif;">Clinical Supervision Assignment
 * <span style="font-family: Georgia,serif;">(Potential artifacts: video of conference, teacher evaluation rubric, reflection pape

<span style="font-family: Georgia,serif; font-size: 17px;">- Community Schools Learning Lab, Seattle, WA <span style="font-family: Georgia,serif; font-size: 17px;">- Add others here ...
 * <span style="font-family: Georgia,serif; font-size: 17px;">Understanding by Design
 * <span style="font-family: Georgia,serif; font-size: 17px;">Schooling by Design
 * <span style="font-family: Georgia,serif; font-size: 17px;">School Visits: KIPP Gaston, AB Combs, Bertie Middle School
 * <span style="font-family: Georgia,serif; font-size: 17px;">Llano Grande Digital Storytelling Workshop
 * <span style="font-family: Georgia,serif; font-size: 17px;">Facilitative Leadership
 * <span style="font-family: Georgia,serif; font-size: 17px;">Crucial Conversations
 * <span style="font-family: Georgia,serif; font-size: 17px;">Teacher Evaluation Instrument
 * <span style="font-family: Georgia,serif; font-size: 17px;">Conflict Resolution
 * <span style="font-family: Georgia,serif; font-size: 17px;">Various Conferences

<span style="font-family: Georgia,serif; font-size: 17px;">**__Related Readings__**


 * <span style="font-family: Georgia,serif; font-size: 15px;">Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Senge, P. M. (1994). The Fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Currency, Doubleday.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Lane, K. E. (2005). The Principal's legal handbook. Dayton, Ohio: Education Law Association.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Schimmel, D., Militello, M., & Eckes, S. (2010). Principals teaching the law: 10 legal lessons your teachers must know. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Fullan, M., & Ballew, A. C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Kotter, J. P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Covey, S. M. R., & Merrill, R. R. (2006). The speed of trust: The one thing that changes everything. New York: Free Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">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.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: How principals improve teaching and learning. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Fullan, M. (2008). What's worth fighting for in the principalship?. New York: Teachers College Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Bridges, W. (2009). Managing transitions. USA: Dacapo Press.
 * <span style="font-family: Georgia,serif; font-size: 15px;">Tipping Point
 * <span style="font-family: Georgia,serif; font-size: 15px;">90-90-90 Article


 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">4c. Teacher and Staff Evaluation **<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 17px;">: 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="font-family: Georgia,serif; font-size: 17px;">**__Experiences__**


 * Experience ||  Description  ||  Artifact  ||
 * Instructional Evaluator || I regularly used the Teacher Evaluation Instrument to evaluate teachers’ instructions. || Schedule of observations and learning walks ||

<span style="font-family: Georgia,serif;">**__ Coursework __** <span style="font-family: Georgia,serif; font-size: 15px;">- Triad role plays re: teacher interactions <span style="font-family: Georgia,serif; font-size: 15px;">- Action plan for teacher
 * <span style="font-family: Georgia,serif; font-size: 15px;">Aspiring Leader Self-Assessments
 * <span style="font-family: Georgia,serif; font-size: 15px;">High School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 15px;">Distinguished Leadership in Practice assignments:
 * <span style="font-family: Georgia,serif; font-size: 15px;">Weekly Internship Logs
 * <span style="font-family: Georgia,serif; font-size: 15px;">Formal Teacher Evaluations
 * <span style="font-family: Georgia,serif; font-size: 15px;">Middle School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 15px;">Fall 2011 Assessment Day: - Video reflection on school culture
 * <span style="font-family: Georgia,serif; font-size: 15px;">Upper Elementary School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 15px;">Facilitative Leadership & Crucial Conversations reflection
 * <span style="font-family: Georgia,serif; font-size: 15px;">Clinical Supervision Assignment
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">(Potential artifacts: video of conference, teacher evaluation rubric, reflection paper)
 * <span style="font-family: Georgia,serif; font-size: 15px;">Pre-K / Early Elementary Developmental Project

<span style="font-family: Georgia,serif;">**__ Specialized Trainings __**
 * <span style="font-family: Georgia,serif; font-size: 15px;">Data Day: EVAAS, ACRE, Metametrics, NC WISE
 * <span style="font-family: Georgia,serif; font-size: 15px;">Literacy
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Common Core Overview (the one we had on mock interview day)
 * <span style="font-family: Georgia,serif; font-size: 15px;">Understanding by Design
 * <span style="font-family: Georgia,serif; font-size: 15px;">Schooling by Design
 * <span style="font-family: Georgia,serif; font-size: 15px;">Mathematics Common Core Trajectories
 * <span style="font-family: Georgia,serif; font-size: 15px;">Assistments
 * <span style="font-family: Georgia,serif; font-size: 15px;">Facilitative Leadership
 * <span style="font-family: Georgia,serif; font-size: 15px;">Crucial Conversations
 * <span style="font-family: Georgia,serif; font-size: 15px;">Teacher Evaluation Instrument
 * <span style="font-family: Georgia,serif; font-size: 15px;">DPI Special Education Day
 * <span style="font-family: Georgia,serif; font-size: 15px;">Conflict Resolution

<span style="font-family: Georgia,serif;">**__ Related Reading __**
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Lane, K. E. (2005). The Principal's legal handbook. Dayton, Ohio: Education Law Association.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Schimmel, D., Militello, M., & Eckes, S. (2010). Principals teaching the law: 10 legal lessons your teachers must know. Thousand Oaks, Calif: Corwin Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Huefner, D. S. (2006). Getting comfortable with special education law: A framework for working with children with disabilities. Norwood, Mass: Christopher-Gordon Publishers.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Guthrie, J. W. (2007). Modern education finance and policy. Boston: Pearson/Allyn and Bacon.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Kotter, J. P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Meece, J. L., & Daniels, D. H. (2008). Child and adolescent development for educators. Boston: McGraw-Hill Higher Education.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Covey, S. M. R., & Merrill, R. R. (2006). The speed of trust: The one thing that changes everything. New York: Free Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century. New York: Picador/Farrar, Straus and Giroux.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: How principals improve teaching and learning. Thousand Oaks, Calif: Corwin Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Daniels, D. H., Beaumont, L. J., & Doolin, C. A. (2008).Understanding children: An interview and observation guide for educators. Boston: McGraw-Hill Higher Education.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Eller, J., & Eller, S. (2010). Working with and evaluating difficult school employees. Thousand Oaks, Calif: Corwin.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Wood, C. (2007). Yardsticks: Children in the classroom, ages 4-14. Turners Falls, MA: Northeast Foundation for Children.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Fullan, M. (2008). What's worth fighting for in the principalship?. New York: Teachers College Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, Va: ASCD.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Bridges, W. (2009). Managing transitions. USA: Dacapo Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Steele, C. (2010). Whistling Vivaldi: And other clues to how stereotypes affect us. New York: W.W. Norton & Company.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Payne, R. K. (2009). A framework for understanding poverty. Moorabbin, Vic: Hawker Brownlow Education.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">Robinson, K. (2011). Out of our minds: Learning to be creative. Chichester: Capstone.
 * <span style="font-family: Georgia,serif; font-size: 15px;">90-90-90 Article
 * <span style="font-family: Georgia,serif; font-size: 15px;">Tipping Point
 * <span style="font-family: Georgia,serif; font-size: 15px;">Ruby Payne RTI
 * <span style="font-family: Georgia,serif; font-size: 15px;">Why Reading by 3rd Grade Matters
 * <span style="font-family: Georgia,serif; font-size: 15px;">Creating the Opportunity to Learn
 * <span style="font-family: Georgia,serif; font-size: 15px;">North Carolina General Statutes, Chapter 115