A. PROFESSIONAL DEVELOPMENT/ LEARNING COMMUNITIES:
THE SCHOOL EXECUTIVE ENSURES THAT THE SCHOOL IS A PROFESSIONAL LEARNING COMMUNITY.
Professional Learning Communities
During the 2017-2018 school year, our administrative team made a concerted effort to attend every grade level PLC. Prior to the start of the year, we worked on our new PLC form, which allowed us to develop a protocol for leading each PLC. At these PLCs, grade level representatives reviewed CFA data, benchmark data, and discipline reports. We focused on having each 45 minute planning period being a data driven session, which required teachers to have their data ready to present before hand.
PLC Direct Link
B. RECRUITING, HIRING, PLACING AND MENTORING OF STAFF:
THE SCHOOL EXECUTIVE ESTABLISHES PROCESSES & SYSTEMS IN ORDER TO ENSURE A HIGH-QUALITY, HIGH-PERFORMING STAFF.
Interviews for Multiple Vacant Positions
As a part of the administrative team, I was involved in the interview process for multiple positions at Belmont Elementary. During my tenure, I have been on the interview team for the following positions: Assistant Principal, 4th Grade Math Teacher, 5th Grade ELA Teacher, 3rd Grade Math Teacher, Art Teacher, Physical Education Assistant, 2 Custodians, and a Community Outreach Liaison. As part of that team, I was involved in checking references, engaging as a part of our interview team, and obtaining consent for the background check. Additionally, I reworked the interview questions for all positions listed above.
Scheduling Interviews for 5th Grade Reading Part 1
Scheduling Interviews for 5th Grade Reading Part 2
Scheduling Interviews for Custodians
New Questions for Assistant Principal Interview
C. 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.
North Carolina Educator Effectiveness System (NCEES)
During my first year at Belmont, I conducted 45 observations, both announced and unannounced. I conducted pre-conferences and post conferences with all announced observations and post conferences with all unannounced observations. Before the pre-conferences, I sent a questionnaire to each teacher and we reviewed these questions, along with their lesson plans. At the post conferences, we focused on glows and grows for the lesson that was observed, as well as observations that had been gleaned from walkthroughs. I used Google Calendar and an Excel document to schedule all of the observations. In addition, I shared an equal load of the Professional Development Plan goals that were created and adjusted at the beginning, middle, and end of year goals.