Tuesday, April 27, 2010
D3C2A6
I have worked with the transportation department to develop bus routes for the summer school students. I do this by providing the department with the most current information of each student and making adjustments along the way.
D2C2A9
I have been part of interview committees and also worked with principals in reassigning teachers benefit the program. I also do all the hiring for the TAKS Recapture Summer School and Curriculum Writing for the past 8 years, where teacher strengths should be used to the advantage of the program.
D1C3A6 & D1C3A9
I have been interviewed both by the district public relations person for the district educational channel and one of the local news programs to promote enrollment in the district's PK program. We opened 15 classes last year and expect to open 6-10 this year. An Open House will be held Tuesday, May 4th.
D1C2A3
I am working with outside grant writers and distirict personnel to write the i3 grade that will extend the Reading First principles of RtI into the middle schools using Intervention Specialists to deliver prescriptive instruction to Tier 3 students. I am the program design contact while the district grant writer is the contact for everything else. She is also working on 2 other i3 grants. it will be very interesting to see if all or any on the proposals will be funded.
Monday, April 5, 2010
Job Entry Plan
School Board Objectives
To lay the ground rules and procedures by which the district is governed,
To get input from Board members of their expectations of the district under the Superintendent’s governance,
To get input from Board members of issues that face the district,
To prioritize those issues,
Develop plan of action to address issues,
Establish preferred form of communication with the Board members, either as a group or individually
Activities:
1. Interview Board members both individually and as a group to meet objectives.
2. Conduct meetings with Board members, as needed as implementation of plan proceeds.
3. Re-evaluate and adjust plan as needed.
4. Communicate with Board members about Superintendent’s performance.
Central Office Objectives
To gain insight as to the procedures of governance at Central Office,
Review the District hierarchy chart,
Determine issues and concerns of the Program Directors for the District,
Establish priorities in relation to the issues and concerns,
Activities:
1. Meet with District Leadership Team,
2. Establish priorities
A. Budgetary
B. Instructional
C. Facilities
D. Personnel
3. Meet with department personnel to determine job responsibilities,
4. Tour district to get the lay of the land, visit campuses.
5. Consider re-organization of Central Office, but only after careful consideration.
Campus Objectives
Meet with Campus Principals as a group to get general feeling,
Meet with Principals individually to determine “personality” and to establish campus needs,
Review campus data with principals to determine priorities ie. Personnel, facilities, budgetary,
Activities
1. Meet with Principals as a group, review district testing data, facilities reports, budgets, and personnel in general terms.
2. Make a schedule for regular meetings thereafter to ensure communication of District goals and objectives.
3. Meet with Principals individually, preferably on campus sites, to get a personal tour, to discuss campus needs and to review individual campus data.
4. Establish communication policy with Principals to ensure that “surprises” don’t crop up.
5. Review site issues with Central Office staff that are directly involved with the issues
Community Objectives
To create a bond,
To establish a communication framework with community members
To establish a “welcoming” feeling.
Activities:
1. Determine and meet with the person and/or department responsible for communication with the public,
2. Host series of meetings in “social-type” situations (Breakfast with the Superintendent) as an introduction to the community,
3. Establish communication protocol community members.
Preparing for Year 2
• Re-evaluate Year 1 plan and adjust for Year 2
To lay the ground rules and procedures by which the district is governed,
To get input from Board members of their expectations of the district under the Superintendent’s governance,
To get input from Board members of issues that face the district,
To prioritize those issues,
Develop plan of action to address issues,
Establish preferred form of communication with the Board members, either as a group or individually
Activities:
1. Interview Board members both individually and as a group to meet objectives.
2. Conduct meetings with Board members, as needed as implementation of plan proceeds.
3. Re-evaluate and adjust plan as needed.
4. Communicate with Board members about Superintendent’s performance.
Central Office Objectives
To gain insight as to the procedures of governance at Central Office,
Review the District hierarchy chart,
Determine issues and concerns of the Program Directors for the District,
Establish priorities in relation to the issues and concerns,
Activities:
1. Meet with District Leadership Team,
2. Establish priorities
A. Budgetary
B. Instructional
C. Facilities
D. Personnel
3. Meet with department personnel to determine job responsibilities,
4. Tour district to get the lay of the land, visit campuses.
5. Consider re-organization of Central Office, but only after careful consideration.
Campus Objectives
Meet with Campus Principals as a group to get general feeling,
Meet with Principals individually to determine “personality” and to establish campus needs,
Review campus data with principals to determine priorities ie. Personnel, facilities, budgetary,
Activities
1. Meet with Principals as a group, review district testing data, facilities reports, budgets, and personnel in general terms.
2. Make a schedule for regular meetings thereafter to ensure communication of District goals and objectives.
3. Meet with Principals individually, preferably on campus sites, to get a personal tour, to discuss campus needs and to review individual campus data.
4. Establish communication policy with Principals to ensure that “surprises” don’t crop up.
5. Review site issues with Central Office staff that are directly involved with the issues
Community Objectives
To create a bond,
To establish a communication framework with community members
To establish a “welcoming” feeling.
Activities:
1. Determine and meet with the person and/or department responsible for communication with the public,
2. Host series of meetings in “social-type” situations (Breakfast with the Superintendent) as an introduction to the community,
3. Establish communication protocol community members.
Preparing for Year 2
• Re-evaluate Year 1 plan and adjust for Year 2
Staff Development Plan
21.451 Staff Development Requirements
a. The staff development provided by a school district must be;
1. Conducted in accordance with standards developed by the district; and
2. Designed to improve education in the district.
b. The staff development must be predominantly campus-based, related to achieving campus performance objectives established under Section 11.253, and developed and approved by the campus-level committee established under Section 11.251.
c. A school district may use district-wide staff development developed and approved through the district-level decision process under Section 11.251.
d. The staff development may:
1. include training in:
A. Technology;
B. Conflict Resolution; and
C. Discipline strategies, including classroom management, district discipline policies,
and the student code of conduct adopted under Section 37.001 and Chapter 37;
2. Include training that;
A. Relates to instruction of students with disabilities; and
B. Is designed for educators who work primarily outside the area of special education;
and
3. Include instruction as to what is permissible under law, including opinions of the United
States Supreme Court, regarding prayer in public school.
Throughout the Year (after school, Saturdays)
1. Content specific training to address TAKS weaknesses led by Curriculum staff and/or Master teachers in their fields.
August
New Teacher Training—2-3 day training:
1. PDAS
2. Payroll, fringe benefits
3. Overview of district procedures
4. Curriculum overview
District level training
1. 1-2 day training on new textbook adoption and/or other curriculum/instructional updates
Campus level training
1. Discipline procedures
2. Special Education/Response to Intervention updates
3. Campus procedures
4. Additional campus updates
5. Analysis of testing data to determine changes in campus instructional plans
October
1. District wide technology training
Multiple sessions available for teachers to choose technology that is relevant to their field.
April
1. Campus based planning for the next year based on need, campus plan produced that will correlate to District plan.
Summer
1. Content specific training to address district needs led by Curriculum Department and/or Master Teachers.
2. Content specific adjustments to curriculum/ scope and sequence led by Curriculum Department.
a. The staff development provided by a school district must be;
1. Conducted in accordance with standards developed by the district; and
2. Designed to improve education in the district.
b. The staff development must be predominantly campus-based, related to achieving campus performance objectives established under Section 11.253, and developed and approved by the campus-level committee established under Section 11.251.
c. A school district may use district-wide staff development developed and approved through the district-level decision process under Section 11.251.
d. The staff development may:
1. include training in:
A. Technology;
B. Conflict Resolution; and
C. Discipline strategies, including classroom management, district discipline policies,
and the student code of conduct adopted under Section 37.001 and Chapter 37;
2. Include training that;
A. Relates to instruction of students with disabilities; and
B. Is designed for educators who work primarily outside the area of special education;
and
3. Include instruction as to what is permissible under law, including opinions of the United
States Supreme Court, regarding prayer in public school.
Throughout the Year (after school, Saturdays)
1. Content specific training to address TAKS weaknesses led by Curriculum staff and/or Master teachers in their fields.
August
New Teacher Training—2-3 day training:
1. PDAS
2. Payroll, fringe benefits
3. Overview of district procedures
4. Curriculum overview
District level training
1. 1-2 day training on new textbook adoption and/or other curriculum/instructional updates
Campus level training
1. Discipline procedures
2. Special Education/Response to Intervention updates
3. Campus procedures
4. Additional campus updates
5. Analysis of testing data to determine changes in campus instructional plans
October
1. District wide technology training
Multiple sessions available for teachers to choose technology that is relevant to their field.
April
1. Campus based planning for the next year based on need, campus plan produced that will correlate to District plan.
Summer
1. Content specific training to address district needs led by Curriculum Department and/or Master Teachers.
2. Content specific adjustments to curriculum/ scope and sequence led by Curriculum Department.
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