TEACHERS, ADMINISTRATORS, AND THE SCHOOL SYSTEMEDUC 434 - CIPE

February 27th & 29th, 2012

Overview• Your first year – Induction and Mentoring• What’s the principal for? Admin. and Leadership in 2012• YOUR report card : Teacher Evaluation• Progressive Discipline• Learning forever : PD policies and trends• School Accreditation & Professional Learning Communities

New Teacher Induction• NSTU New Teacher Handbook• NWT Induction Overview• Role of the Protégé

• Get to know the mentor personally and professionally.• Become familiar with school routines, procedures, and resources.• Work with the mentor in a collegial fashion.• Discuss NWT curriculum and teaching strategies.• Work to create a culturally relevant learning environment.• Encourage parent and community involvement.• Celebrate successes.

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Characteristics of Teaching as an Occupation

• Teaching is still largely an isolated job in that there is no common technical culture of teaching

• The teacher is involved in conflicting roles and works in a highly uncertain milieu

• Levin Report – “Provincial standards for quality teaching”…?

Copyright © 2007 by Nelson, a division of Thomson Canada Limited

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The Role of Administrators

• Because teaching is complex, the role of the administrator is also difficult to define

• Schools tend to use a hierarchical organizational model, as factories do. But alternative models, as in hospitals or universities, could be considered

• Principals and superintendents have many responsibilities, and at times, they must rely on any of traditional, legal, or charismatic authority to ensure their directions are followed

Copyright © 2007 by Nelson, a division of Thomson Canada Limited

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Leadership (Pp. 188 – 190) (1 of 2)

• The idea of leadership and what it means is extremely complex

• Some educational leaders can make a considerable difference in their schools or districts

• There is no single recipe for effective leadership • The requirements vary depending on staff, students, program, and other situational aspects

Copyright © 2007 by Nelson, a division of Thomson Canada Limited

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Leadership continued (Pp. 188 – 190) (2 of 2)

• Leaders may encounter difficulties in attempting to introduce changes

• The need for change may not be apparent to all• Emerging views of leadership are calling for a shared, collaborative process

Teacher Evaluation• NS Education Act sect. 39 (2):

It is the duty of a superintendent to (b) conduct, or cause to be conducted, an annual performance appraisal of every principal, every vice-principal and all other staff employed by the school board;

HRSB – “Teacher Appraisal”

1. Supervision

2. Evaluation

3. Performance Review

HRSB – “Teacher Appraisal”• Based on Indicators of Quality Teaching:

1. Planning and Preparation

2. Engaging all Students in Learning

3. Creating Effective Learning Environments

4. Professional Practice

HRSB – “Teacher Appraisal”• Information collected from…• Teacher maintained portfolios • Self-evaluation

documents • Evidence of professional development activities • Samples of short or long-term classroom plans, curriculum, assessments etc. • Reflective journals • Participation in school-wide activities (e.g. Planning for Improvement, Home-school connections) •

Evidence of activities related to leadership development • Peer Coaching • RCH plans and activities • Evidence of activities related to Department of Education and regional initiatives • Other data as determined by the teacher based on his/her goals for professional growth • Mentoring Experiences

HRSB – “Teacher Appraisal”• Teachers - Duties (Education Act) 26 (1) It is the duty of a

teacher in a public school to• (a) respect the rights of students;• (b) teach diligently the subjects and courses of study

prescribed by the regulations that are assigned to the teacher by the school board;

• (c) implement teaching strategies that foster a positive learning environment aimed at helping students achieve learning outcomes;

• (d) encourage students in the pursuit of learning;• (e) monitor the effectiveness of the teaching strategies by

analyzing outcomes achieved;• (f) acknowledge and, to the extent reasonable, accommodate

differences in learning styles;

HRSB – “Teacher Appraisal”• (g) participate in individual-program planning and implement individual

program plans, as required, for students with special needs;• (h) review regularly with students their learning expectations and progress;• (i) conduct such assessments and Evaluations as are necessary to document

student progress;• (j) administer such Evaluation and assessment instruments as required by the

school board or by the Minister;• (k) take all reasonable steps necessary to create and maintain an orderly and

safe learning environment;• (l) maintain appropriate order and discipline in the school or room in the

teacher's charge and report to the principal or other person in charge of the school the conduct of any student who is persistently defiant or disobedient;

• (m) maintain an attitude of concern for the dignity and welfare of each student and encourage in each student an attitude of concern for the dignity and welfare of others and a respect for religion, morality, truth, justice, love of country, humanity, equality, industry, temperance and all other virtues;

HRSB – “Teacher Appraisal”• (n) attend to the health, comfort and safety of the students;• (o) report immediately to the principal the existence of any infectious

or contagious disease in the school or the existence of any unsanitary condition in the school buildings or surroundings, and perform such duties as are from time to time prescribed by or under the Health Act;

• (p) take all reasonable steps to secure full and regular attendance at school of the students under the teacher's supervision;

• (q) keep accurate attendance records and report absent students to the principal as prescribed by the regulations;

• (r) communicate regularly with parents in accordance with policies established by the school board;

• (s) keep such records as are required by the school board or the Minister and permit the inspection of those records by the board, the superintendent or superintendent's representative, the principal, the supervisor and the Minister or Minister's representative or, upon their request, provide the records to them;

HRSB – “Teacher Appraisal”• (t) assist in the development and implementation of the

school improvement plan; • (u) maintain their professional competence;• (v) serve, to the extent reasonable, on committees

established within the school to improve student achievement and success;

• (w) implement programs and courses as prescribed by the public school program; and

• (x) perform such other duties as are prescribed by this Act or the regulations.

(2) Teachers are accountable to the school board through the principals of their assigned schools with respect to the performance of their responsibilities. 1995-96, c. 1, s. 26 .

• Bill Gates – How do you make a teacher great? (2:45)• Teacher layoff policy in Washington state• NS Department of Education – Levin Report Presentation• NS Department of Education – Teaching Standards

WWW.EDU.GOV.NU.CA

Progressive Discipline in Schools

The Public Services Act (Nunavut) Identifies Two Grounds For Discipline:

•Misconduct•Incompetence (HRSB: Performance)

Misconduct

• Misconduct of an employee in the performance of his or her duties. Misconduct includes bringing the public service into disrepute.

Incompetence• Incompetence of an employee in the performance of his

or her duties. Incompetence includes negligence.

Misconduct Includes• Breach of Employer’s “Rules”• Breach of trust or theft• Disobedience, insubordination, insolence• Inability to get along with others• Being absent without leave• Misuse of sick leave• Substance abuse on the job• Harassment (verbal, physical, sexual,etc.)

Progressive Discipline• To motivate employees to adhere to the standard of conduct required in the workplace.

• Based on positive principles. • To educate and correct undesirable behaviour rather than punish for not knowing or not understanding the employer’s expectations.

Aims of Progressive Discipline

• Reform the offender• Deter others from similar action• Maintain an effective and consistent group standard

Manager’s Role• Inform the employee of the standards of conduct• Review the job description (NEU only)• Be sure of facts before acting

Considerations • Discipline must be done in private• Discipline should not be delayed• Employee needs opportunity to speak• Discipline is to correct a problem not punish

Progressive DisciplineRecommended Sequence

1. Verbal reprimand2. Written reprimand3. A short suspension 4. Progressively longer suspensions5. Dismissal for cause

Verbal Warning• The employee’s supervisor administers a verbal warning (usually the

principal)

• Should happen as quickly as possible following the incident

• Schedule meeting in advance

• Do it in private

• Address area of concern

• Give employee an opportunity to give his/her recollection of events

Verbal Warning continued• Explain reason for the reprimand and set out expectations for the

future

• Warn employee if the behaviour is not corrected disciplinary action will follow

• Keep notes for future reference in a Manager’s File

Professional Development

“The research is remarkably clear. We need to focus deeply on the quality of instruction and creating authentic collaborative cultures in our schools. We need to ensure that principals have the knowledge, skills, and time to be instructional leaders and to provide effective school-based support for teachers.”

2009 Report of the Education Professional Development Committee (EPDC) to the NS Dept. of Education

EPDC - Recommendations

Theme 1: Leadership

Leaders at all levels consistently create time and space for school-based professional learning.

Theme 2: School-based goal setting

Schools are the most effective site for determining and enacting meaningful professional learning that has an impact on student learning.

EPDC - Recommendations

Theme 3: Curriculum and program coherence

Province-wide consensus about the type, timing, viability, and nature of what is taught and learned in schools is a necessary condition for effective professional development.

EPDC - Recommendations

PLCs can be school-based, district based, cross-district or national [provincial]; the membership in a particular PLC is determined by its focus. For example, a grade-level team of teachers may form a PLC to focus on improving their ability to coordinate their students’ curriculum; a multigrade group of teachers may collaborate on ways to ensure a coherent learning pathway for their students; a group of math teachers may work together to adopt and implement a new mathematics program in ways that best benefit their students; teachers and administrators may meet as a PLC to learn and support innovative teaching strategies; principals or superintendents may concentrate on more effective ways to handle the particular challenges of their roles; a school system may meet regularly with core district representatives to improve operational effectiveness and to build capacity to support school and district efforts to improve schools; groups may form across districts, often as part of a national school reform initiative, to focus on common issues in their work.

(Annenberg Institute 2003, as quoted in the InPraxis Group Inc. report, Summary of Professional Learning Communities: An Exploration.)

Theme 4: Assessment

• A shared commitment to assessment and support for meaningful professional and student learning by all educational partners.

EPDC - Recommendations

• DATA

Theme 4: Assessment

• A shared commitment to assessment and support for meaningful professional and student learning by all educational partners.

EPDC - Recommendations

• DATA

School Accreditation• NS Education Act, section 22: • A school advisory council for a public school shall (a) after consultation with the staff of the school, develop and recommend to the school board a school improvement plan;

School Accreditation• 2002: Pilot• 2005-6 Launched in 49 schools• 2010-11 – delegated to school boards, “Accreditation

coordinator”

School Accreditation

An accredited school is an improving school.   To be accredited:• A school must present convincing evidence

(data)demonstrating improvement in each of its goals related to student achievement and school performance

• A school must also show improvement in the demonstrated use of student data, collaboration, and the ability to alter strategies based on observation.  

School Accreditation• data-driven• a continuous school improvement model• built on an inclusive self-assessment process• a process that both builds and nurtures professional

learning communities• a process that provides opportunities for professional

growth• a means to strengthen school-community relations• long term, sustainable and meaningful change

School Accreditation• Provincial Requirements• multiple sources of data be used to guide decisions and

demonstrate progress toward goal• school improvement plans be written documents • written plans include goals, strategies, actions, a measuring

growth plan, and a professional learning plan• plans be reviewed by professionals from outside the school

before implementation begins• progress during implementation is monitored, with annual

reports to the school community• collaboration, partner involvement and two-way communication

is part of the process• School Advisory Councils, or other parent-school organizations

are part of the process

School Accreditation

SMART goals:• Specific• Measurable• Attainable• Realistic• Timely

• Database

Survey Question

Do you agree that teachers are the greatest factor to ensuring the quality of education in the classroom?

Source: NS EPDC report, 2009