At the next board workession the board will discuss with school staff and principals the work they are doing to provide focused improvement in learning and teaching. The structure of these conversations will be around the seven (7) "turnaround principles" As a "Primer" to the April conversation, Asha Riley will review with the board principles 2, 3, and 7. Principles 4,5,& 6 will be discussed at the May worksession.
Principle #2
Ensures that teachers are effective and able to improve instruction by reviewing quality of all staff and retaining only those who are determined to be effective, preventing ineffective teachers from transferring to other schools; and by providing job embedded, ongoing professional development informed by the teacher evaluation a and tied to teacher and student needs.
District Indicators:
School Indicators:
Professional development is aligned with identified needs based on staff evaluation and student performance.
The school provides all staff high quality, ongoing, job embedded, and differentiated professional development.
The school sets goals for professional development and monitors the extent to which it has changed practice.
Principle #3
Redesign the school day, week, or year to include additional time for student learning and teacher collaboration.
The school monitors progress of the “extended learning” time programs and strategies being implemented and uses data to inform modifications. The Leadership Team and teachers:
The school has established a team structure for collaboration among all teachers with specific duties and time for instructional planning.
Principle #7
Provide ongoing mechanisms for family and community engagement
Parent (Family) representative advise the School Leadership Team on matters related to family-school relations.
The school’s key documents (Parent Involvement Policy, Mission Statement, Compact, Homework Guidelines, and Classroom Visit Procedures) are annually distributed and frequently communicated to teachers, school personnel, parents (families), and students.
The school’s Compact includes responsibilities (expectations) that communicate with parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home).