Standard 6:

Professional Capacity of School Personnel

Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.

Guiding Question 1:

How does an effective leader recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty?

Guiding Question 2:

How does an effective leader foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student?

Guiding Question 3:

How does an effective leader deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice?

Guiding Question 4:

How does an effective leader develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community?

How does an effective leader recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty?

As an effective leader, Natalie knows how to screen applications to find well-qualified candidates to interview. A committee formed then convenes to interview the possible candidates. Before the interview date, the committee makes any necessary modifications to the interview questions so that the questions reflect the school’s vision, mission, and core values. After the interviews, the committee discusses each candidate and the input guides in final selection. Consideration is made for how a potential new staff member will work with their peers who are already in place. A mentor teacher works with all teachers new to the staff during the first 100 days of school to introduce them to policies and procedures and to assist them with routines.

This is evidenced by Natalie:

Defining a Clear Mission, Philosophy and Beliefs: Clearly being able to articulate the school's mission and values, emphasizing the importance of high-quality education, student-centered learning, and a caring school culture. This helps attract candidates who align with the school's goals and values.
Rigorous Selection Process: Continuing a rigorous selection process that includes multiple rounds of interviews, and reference checks. Involving multiple stakeholders, such as administrators, teachers, and even students, in the selection process to gain diverse perspectives.
Supportive Onboarding: Providing a structured and supportive onboarding process for new hires. Assign mentors or buddy teachers to help them navigate the school's culture, policies, and procedures.
Professional Development: Create a culture of continuous learning and growth by offering ongoing professional development opportunities. Provide resources, workshops, conferences, and in-house training sessions that address the specific needs and interests of teachers. Support their pursuit of advanced degrees, certifications, or specialized training.
Collaborative Culture: Foster a collaborative and supportive culture among the faculty. Encourage teamwork, open communication, and the sharing of best practices. Create opportunities for teachers to collaborate on lesson planning, curriculum development, and problem-solving.

How does an effective leader foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student?

Natalie reviews data regarding student progress regularly. Students who have been listed as needing intervention by their grade level/subject are focused upon in professional learning community meetings and she has an informal chat with each identified student to encourage them to continue to focus on their studies. Staff and grade level/subject meetings focus on the improvement process and working groups are formed to research best practices.

This is evidenced by Natalie:

Establishing a Culture of Continuous Improvement: Fostering a culture of continuous improvement by setting emphasizing the value of ongoing professional growth and development. Encourage a growth mindset among teachers and staff, promoting the belief that everyone can improve their instructional practices. This can include workshops, conferences, webinars, and in-house training sessions led by experts or experienced educators. Encourage teachers to pursue advanced degrees, certifications, or specialized training
Professional Learning Communities (PLCs): Facilitate the formation of professional learning communities among teachers. Encourage regular collaboration and sharing of best practices. Provide structured time for teachers to meet, discuss instructional strategies, review student data, and reflect on their practice.
Data-Informed Decision Making: Promote the use of data to inform instructional decisions. Provide teachers with training on data analysis and interpretation.
Peer Observations and Feedback: Encourage peer observations and feedback as a means of professional growth. Establish a framework for teachers to observe and provide constructive feedback to one another. Foster a non-evaluative and supportive environment that promotes collaboration and learning from one another.

How does an effective leader develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community?

Natalie works with designated grade level/content specific leaders to develop their capacity for leadership and supports them in their endeavors. In addition, she works with significant groups at the school: Staff, School Site Council, parent organization, community partners, Bilingual Parents, Special Education Parents, etc. to hear their concerns and brainstorm possible solutions for problems.

This is evident in Leadership Team minutes as well as in agendas and minutes for other committees.

Promote a Distributed Leadership Model: Embrace a distributed leadership model that acknowledges and values the leadership potential in all members of the school community, including teachers, support staff, and administrators. Encourage shared decision-making and collaboration among various stakeholders.
Encourage Teacher-Led Initiatives: Support teachers in initiating and leading innovative projects or initiatives that align with the school's goals. Provide resources, time, and a platform for teachers to pursue their ideas and implement positive changes in the school community.
Collaborative Decision-Making: Involve teachers and other stakeholders in collaborative decision-making processes. Seek their input and perspectives on matters related to curriculum, policies, and school improvement initiatives. Value their expertise and incorporate their insights into decision-making processes.
Mentoring and Coaching: Implement mentoring and coaching programs to support aspiring leaders. Pair emerging leaders with experienced mentors who can provide guidance, feedback, and support as they develop their leadership skills and navigate their roles.

How do effective leaders develop student policies and address student misconduct in a positive, fair, and unbiased manner?

In addition to regularly scheduled formal evaluations, Natalie does daily walk-throughs of classrooms and completes a weekly checklist on where each teacher needs improvement. Natalie has informal chats with each teacher to discuss what she has seen on her frequent walkthroughs. Natalie also recommends excellent teachers to share their expertise. Grade level/subject matter meetings are also opportunities to discuss best practices and formulate where they fit in the curriculum.

Collaborative Policy Development: Involve diverse stakeholders, including students, parents, teachers, and community members, in the development of student policies. Create opportunities for input, feedback, and dialogue to ensure policies reflect the needs and values of the entire school community.
Clearly Articulate Expectations: Clearly communicate the behavioral expectations and standards to students and parents. Establish a code of conduct that outlines the rights, responsibilities, and consequences for misconduct. Ensure that the policies are easily accessible and understandable to all stakeholders.
Restorative Practices: Promote the use of restorative practices as an alternative to punitive measures. Encourage dialogue, mediation, and conflict resolution strategies to address student misconduct. Focus on repairing harm, fostering empathy, and promoting positive relationships within the school community.

Personal Vlog: Standard 6

Debrief with Mentor: Standard 5, 6, & 7