lead - the school board of highlands county

THE SCHOOL BOARD OF HIGHLANDS COUNTY

Administrative Management Plan

for

The Department of Human Resources, Recruitment,

and Professional Development

Revised from the Human Resources Management Development

(HRMD) Plan, 2007-2008 School Year

2

Leadership Effectiveness, Assessment and

Development (L.E.A.D.) Management Plan

Table of Contents

TAB 1 Prologue-L.E.A.D. Program Introduction .............................................................. 4 Statement of Commitment ................................................................................ 5 Acknowledgements School Board of Highlands County Program Approval ............................................ 6 School Board of Highlands County Mission Statement ........................................... 7

TAB 2: Section I Advertisement/Application/Screening/Selection Process ........................................ 9 Appendices ................................................................................................... 18 Selection/Appointment Flow Chart .................................................................. 19 Organizational Chart ..................................................................................... 23 Administrative Job Descriptions ...................................................................... 24 Online Application/Jobs Form/Position Vacancy List .......................................... 65 HRRPD Webpage Information/Links ................................................................ 79 Screening Tool - Leadership Standards/Assessment Rating Form........................ 91 Succession Management Strategy ................................................................ 102 Sample Annual DROP/Retirement Report .................................................... 103 Sample Professional Development In-Service Report ................................... 106 Sample School Accountability Report/AYP/School Enrollment ........................ 107 Sample Administrator Certification/Principal Preparation Reports ................... 111

TAB 3: Section II Preparing New Principals Program (PNP) Table of Contents ............................... 117 L.E.A.D. Program Guidelines ........................................................................ 119 Aspiring Administrator Training ................................................................. 120 Preparing New Principals Program ............................................................. 121 Program Assessment Information .............................................................. 132 Administrator Training ............................................................................. 132 Participant Information ............................................................................... 135 Statement of Understanding ........................................................................ 136 PNP Protocol .............................................................................................. 137 PNP Program Timeline .............................................................................. 139 PNP Program Forms ................................................................................. 141 Principal Leadership Standards/Sample Key Indicators ................................. 159 Competency Dimension Indicators (PNP-4/Rating Form) .............................. 175 WCG Overview ........................................................................................... 186 Online Resources ..................................................................................... 188 Certification recommendation form/PNP-7 .................................................. 194 Program and Participant Survey Forms ...................................................... 196 New Principal Protégé Program (NPP) ............................................................ 201 Table of Contents ....................................................................................... 202 Participant Information ............................................................................... 204 Program Guidelines .................................................................................... 205 Professional Development Training ............................................................ 207 Professional Improvement Plan ................................................................. 208 Program Evaluation ................................................................................. 208 WCG Overview/Principal Leadership Standards/Professional Development ...... 210 Mentor Responsibilities ............................................................................. 214 Protégé Responsibilities ............................................................................ 215

3

Program Requirements Checklist ............................................................... 216 Program Resources .................................................................................. 218 Code of Ethics ......................................................................................... 219 Evaluation Worksheet .............................................................................. 220 Mentoring Log ......................................................................................... 222 Progress and Accountability ...................................................................... 225 Assessment ............................................................................................... 229 Principal Leadership Standards Inventory (PLSI) ......................................... 230 Self Appraisal Form ................................................................................. 231 Strengths and Developmental Needs Worksheet .......................................... 232 Individual Leadership Development Plan (ILDP) .......................................... 233 Principal Leadership Standards – Sample Key Indicators ................................. 234 Program Completion/Recommendation Form ................................................. 250 CT125 Statement of Completion and Eligibility ............................................... 251 Program/Participant Survey Forms ............................................................... 252 Professional Development/Leadership Training for Administrators ...................... 257 WCG Online Resources ................................................................................ 260 Educational Impact Online Learning Academy ................................................ 265 Degree Program Information and Certification Requirements ............................. 266 Professional Development Plan ...................................................................... 274

TAB 4: Section III Administrative Assessment Components ......................................................... 300 Historical Overview ..................................................................................... 301 Introduction .............................................................................................. 302 Performance Appraisal Procedures - School Based Administrators ................ 303 Statute and Rule Language .......................................................................... 305 Attachments Portfolio (A) ............................................................................................ 309 Interim Review Form (B) .......................................................................... 310 Performance Pay Assessment Guidelines .................................................... 311 Performance Appraisal Instrument (C) ....................................................... 312 Performance Based Pay Determination Form (D) ......................................... 317 Professional Improvement Plan (E) ............................................................ 318 Principal Leadership Standards – Sample Key Indicators ................................. 319 Performance Appraisal Procedures - District Based Administrators ................ 333 Introduction .............................................................................................. 333 Guidelines/Requirements............................................................................. 335 Attachments Portfolio (A) ............................................................................................ 336 Interim Review Form (B) .......................................................................... 337 Performance Pay Assessment Guidelines .................................................... 338 Performance Appraisal Instrument (C) ....................................................... 339 Performance Based Pay Determination Form (D) ......................................... 345 Professional Improvement Plan (E) ............................................................ 346

TAB 5 Educational Leadership Preparation Programs Evaluation Checklist Transitional Program Approval Criteria FORMS PROVIDED THROUGHOUT THIS DOCUMENT ARE SAMPLE FORMS FROM PREVIOUS YEARS; UPDATES

AVAILABLE UPON REQUEST.

4

PROLOGUE

Purpose and Introduction

The School Board of Highlands County (SBHC), Superintendent and staff recognize that

the selection and development of district and school-based administrators is essential in

providing high standards of education to meet the needs of a diverse student population.

Aligned with Florida’s William Cecil Golden Leadership Development Program, the

purpose of the district’s Leadership Effectiveness, Assessment and Development (L.E.A.D.)

Management Program will be to support the goals of the district focusing on the skills necessary

to promote student growth and achievement and effectively facilitate the administrative

screening, selection, development, and appraisal process.

Program Objectives

The L.E.A.D. Management Program will:

• Utilize an online administrative advertisement, application and screening system for

potential district and school-based administrators.

• Develop ongoing leadership capacity and a succession management plan.

• Provide relevant, appropriate levels of professional development and training to

principals, assistant principals, and aspiring administrators to assist them in becoming

“high-performing instructional leaders.”

• Provide relevant, appropriate levels of professional development and training to district-

based administrative staff to enhance the level of leadership/managerial skills and

competencies required for job success.

• Provide opportunities for leadership growth and development through on-the-job

training, reflective practices, and assigned field experiences to apply program knowledge

and demonstrate leadership competencies.

• Include annual administrative performance appraisals based on established criteria for

assessment linking rewards to levels of student achievement, individual performance and

goal accomplishment, and successful outcomes of programs, processes, and procedures;

conducted by the Superintendent, his/her designee, or assigned supervising

administrator.

• Promote a continuous improvement model for program assessment and revision utilizing

mid-year (mid-program) and end-of-year (end-of-program) reviews and surveys to

determine satisfaction with program’s/participant’s level of preparedness: observations,

performance appraisals, support team/committee reviews and assessments, collaboration

with higher education/educational leadership program consultants, regional consortia

leadership professionals, Florida Department of Education specialists, and various

community organizations/stakeholders, as well as the candidates’ overall success in

meeting program portfolio requirements may be used to determine success and/or areas

of development for program components.

Furthermore, in support of the school district’s commitment to high standards of

education through leadership development, The SBHC, pursuant to 1012.986 F.S. and 6A-5.081

F.A.C., aligned with the William C. Golden (WCG) Leadership Development Program, will

provide certification of school leaders based on the Florida Principal Leadership Standards

outlined in the Preparing New Principals (PNP) Section included in this plan.

5

Statement of Commitment A. The Superintendent and School Board are committed to the professional leadership

development of individuals selected for school-based and district-based administrative

positions.

B. The Superintendent and School board are committed to the allocation of funds required to

support the professional leadership development of aspiring and incumbent

administrators.

C. Prior to implementation of this plan, the School Board, Superintendent and

Administrators will participate in orientation sessions.

D. Authority and responsibility to coordinate implementation of the plan has been assigned

to the Director of Human Resources, Recruitment & Professional Development.

Acknowledgements

A committee of administrators prepared the original draft of the Human Resources

Management Development (HRMD) Plan in 1986. It has been revised a number of times (last

revision June 1998) since the original plan was adopted under the direction of the Superintendent

and School Board.

Authorized by The SBHC, this update of the existing HRMD Plan, being renamed

Leadership Effectiveness, Assessment and Development (L.E.A.D.) Management Program

is an effort to conform to the recent Florida Department of Education WCG Leadership Program,

State Statute and State Board Rule language. The program has been reviewed and revised by the

following advisory committee members during the 2007-2008 school year under the direction of

the Director of Human Resources, Recruitment & Professional Development.

Committee Members

District Office:

Vivianne Waldron Director Human Resources,

Recruitment &

Professional Development

Dr. Rodney Hollinger Deputy Superintendent School District

Rebecca Fleck Assistant Superintendent Curriculum and Instruction

Rebecca Johnson Coordinator Exceptional Student Services

Richard Birt Director Finance

Martha Brown Director Food and Nutrition Services

Elementary School Representatives:

Andrew Lethbridge Principal Kindergarten Learning Center

Valerie James Assistant Principal Lake Placid Elem. School

Secondary School Representatives:

Sandi Whidden Principal Sebring Middle School

Toni Stivender Principal Sebring High School

Seth Lambert Assistant Principal Avon Park High School

6

LEADERSHIP EFFECTIVENESS, ASSESSMENT AND

DEVELOPMENT (L.E.A.D.) MANAGEMENT PROGRAM

Program Approval

This is to certify that The School Board of Highlands County Leadership Effectiveness,

Assessment and Development (L.E.A.D.) Management Program has been approved by The

School Board in regular session on ____________________________.

(Date)

_______________________________ ________________________________

Andy Tuck Wally Cox

School Board Chairman Superintendent

7

The School Board of Highlands County

MISSION STATEMENT

The Highlands County Schools, with the

cooperative efforts of students, parents and

community, will provide educational opportunities

that prepare all students to be responsible and

productive members of a diverse society.

8

Section I

APPLICATION

ADVERTISEMENT

SCREENING

SELECTION AND

APPOINTMENT PROCESS

SUCCESSION MANAGEMENT

STRATEGY

9

SECTION I

ADVERTISEMENT, APPLICATION, SCREENING, SELECTION AND

APPOINTMENT PROCESS

This portion of the L.E.A.D. Management Program provides a detailed description of the

recruitment, application, advertisement, screening, selection and appointment process used to fill

vacancies for the position of principal, assistant principal and district-based administrators within

the School District of Highlands County.

OVERVIEW

The selection system for all school-based administrators shall be aligned with the Florida

Leadership Standards and WCG Leadership Development Program. Educational degree areas,

relevant experience, evidence of demonstrated required leadership competencies, and previous

performance appraisals as well as the specific role and responsibilities required of the school-

based leader will be considered in the selection process for principals and assistant principals.

This method may also be applicable to the selection process for identified district-based

administrative positions, when deemed appropriate. The selection process shall include multiple

decision points based upon predetermined candidate qualifications (see board approved

administrative job descriptions section contained in this document) along with completed

procedural requirements and shall be administered in a consistent, equitable manner for all

candidates (see flowcharts in Appendices A-C).

OBJECTIVES

The application, screening, selection, and appointment process is designed to meet the

following objectives:

• to identify and recruit potential qualified leadership candidates;

• to screen and select leaders based upon a consistent, uniform process that assesses

education degree area/level, leadership training, previous experience, skills and

characteristics linked to job effectiveness and the Florida Leadership Standards;

• to assure that all qualified applicants are provided equal opportunity in the screening,

application, selection, and appointment process for administrators;

• to provide an orientation to school board members, administrators/aspiring administrators

and/or supervisors to the district’s administrative application, screening, selection, and

appointment process.

JOB ANALYSIS

When determined necessary based on changes in statute, policy, role or scope of

responsibilities, a job analysis, conducted by a certified job analyst, will be completed for the

principal and assistant principal positions (recommended every three to five years). As a result of

the job analysis, job dimensions will be identified and updated/revised for various administrative

positions.

FLORIDA LEADERSHIP STANDARDS

Job dimensions used for selection of principals and assistant principals are based on the

William Cecil Golden (WCG) Professional Development Program for School Leaders and the

Florida Principal Leadership Standards, 1012.986, F.S. The dimensions for selection of

principals and assistant principals are divided into three categories: Instructional Leadership,

Operational Leadership and Decision-Making Strategies.

10

Within the context of the three categories, there are three levels of performance

competencies.

Level I – Designed for Aspiring Assistant Principals, Assistant Principals, and initial

certification in the following competency areas:

• Learning, Accountability and Assessment

• Managing the Learning Environment

• Human Resource Development

• Technology

• Ethical Leadership

• Diversity

Level II – Designed for Aspiring Principals, District Principal Certification Program, and

Current Principals to meet Florida Principal Leadership Standards in the following competency

areas:

• Instructional Leadership

• Decision-Making Strategies

• School Vision and Culture

• Building Community and Stakeholder Partnerships

Level III – Designed for Current Experienced/Accomplished Principals meeting

competencies at the “High-Performing Principal” level by:

• Establishing goals and strategies aligned with the district’s mission and goals and in

conjunction with the school-based support team to effectively lead change

• Developing a learning project around the implementation of a school reform effort with a

goal resulting in increased student achievement

• Serving as mentors to aspiring and beginning principals

• Training and preparing high-performing principals to deal with challenging growth

opportunities in a rapidly changing world

CAREER COUNSELING

Career counseling is available upon request on an on-going basis through the Human

Resources, Recruitment, and Professional Development Department.

Career counseling shall provide the framework to encourage mutual discussion and

planning for growth through personal and professional development and in preparation for

possible future advancement. Counseling may be offered by district staff, experienced

principals, or other training career counselors or professionals.

EQUAL OPPORTUNITY EMPLOYMENT

It is the intent of the School Board to recruit and encourage a diverse representation of

qualified applicants for leadership positions throughout the system. Selection procedures include

equitable review and consideration of qualified minorities for administrative position vacancies.

In addition, efforts will be made to provide professional growth opportunities to enhance success

in the selection process. Opportunities may include but are not limited to internships, career

assessment and counseling, leadership development training, selection process orientations, and

various relevant leadership experiences.

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ADVERTISEMENT, APPLICATION AND SCREENING PROCESS

1. Position Approval: The Superintendent recommends the position.

2. Advertisement of the Vacancy: Administrative vacancies shall be advertised in

an effort to recruit a diverse group of qualified applicants. At the

Superintendent’s recommendation, the Director of Human Resources,

Recruitment & Professional Development shall approve the advertisement for the

position vacancy, including the basic job description (see Appendix D) for

Principal, Assistant Principal, or District-based Administrator and post it through

the district’s online application system for a period of five (5) to ten (10) working

days or longer at the request of the appointing administrator and/or approval of

the Superintendent. The vacancy may also be posted to various other websites

including other school districts, state organizations/agencies, educational

institutions and publications, news media, and other sources, at the

Superintendent’s discretion.

3. Application Process: To be considered for any posted administrative position

vacancy or anticipated administrative position vacancy, an applicant must

electronically submit the following information/documentation within the

required advertisement timeline: (see Appendix E):

A. A current completed electronic administrative application, if not already

submitted, to include a comprehensive Leadership Assessment (see

Appendix F); may also require the online WCG “Prior Learning

Inventory” (PLI -for Assistant Principal applicants) or “Principal

Leadership Standards Inventory” (PLSI - for Principal applicants) report

via email attachment to HRRPD. Identified district-level administrative

position applicants may also be required to complete one of the

Leadership Assessments above. The link to DOE/WCG Professional

Development Website is provided in the administrative application

instructions.

B. A minimum of three (3) professional references from colleagues or

supervisors with whom the applicant has worked within the past five (5)

years.

C. Official copies of college transcripts and/or documentation of

administrative certification (where applicable, educational leadership or

administrative supervision certification/licensure); position minimum

qualifications/requirements are stated on advertisement and job

description.

D. Other supporting documents may include resume, leadership experiences,

professional development records, prior performance appraisals,

certificates and recognitions, etc.

E. Upon final completion and evaluation of administrative application

requirements, applicants must officially apply for posted vacancies via the

online application system.

F. Applicants who do not meet the advertisement deadline will not be

considered for the posted position. It is the responsibility of the applicant

to provide official documentation of any and all job application

requirements.

12

4. First Stage Screening: The Department of HRRPD will screen applications for

eligibility. (1) Those who meet the minimum qualifications for the job and (2)

those candidates with “Status Complete” online applications shall be considered

in the selection process. Applicants not meeting minimum qualifications shall not

be considered for the position.

A. Minimum Qualifications for School-Based Administrator Applicants

(Appendix D)

1. Minimum Qualifications for an Assistant Principal

a. Florida certification (or documentation of eligibility for

Florida certification) in administration/supervision,

educational leadership or school principal.

b. Three years of experience as a classroom teacher.

c. Satisfactory clearance of a criminal history records check

and drug screening.

2. Minimum Qualifications for a Principal

a. Florida certification (or documentation of eligibility for

Florida certification) in administration/supervision,

educational leadership or school principal.

b. Five (5) years experience as a professional educator.

c. Two (2) years experience in educational administration.

d. Completion verification of a New Principal Preparation

Program or documented experience as a Principal in

Florida.

e. Physical Requirements: To perform essential functions of

the job and tasks which may include exerting up to 20

pounds of force occasionally and/or 10 pounds of force as

frequently as necessary; lifting, crawling, kneeling,

bending, stooping, pulling, and pushing if required.

f. Satisfactory clearance of a criminal history records check

and drug screening.

3. Interim Assistant Principal or Principal

a. Must meet all requirements as stated above for Assistant

Principal or Principal or Superintendent may designate an

existing administrator as temporary emergency placement

until advertisement process is approved and completed.

B. Minimum Qualifications for District-Based Administrative Applicants

1. All applicants shall meet the minimum qualifications as required

by the board approved job description for the position (see

Appendix D). 2. All applicants shall provide documentation of appropriate required

experience as stated in the position advertisement.

3. Interim District Based Administrators must meet all requirements

as stated in 1 and 2 above or Superintendent may designate a

temporary emergency placement until advertisement process is

approved and completed.

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5. Second Stage Screening and Selection Process: The Director of HRRPD or

designee facilitates this process.

A. Assistant Principal Applicants

1. Targeted Selection Interviews (TSI)

a. The Director of HRRPD shall coordinate the TSI schedule;

responsibilities shall include:

(1) Development of job dimensions, as necessary based

on Leadership Standards and individual Job

Analysis.

(2) Selection of (TSI) trained interview teams and

orientation; every effort shall be made to

incorporate at least one (1) interviewer who does

not know the candidates.

(3) Notification of applicants of the TSI schedule.

(4) Coordination of all activities during the interview

dates.

(5) Coordination of the integration of TSI interview

data.

b. All applicants qualifying after first stage screening shall be

interviewed.

c. The Director of HRRPD shall notify all applicants of their

status and provide feedback and counseling to unsuccessful

applicants upon request.

d. Targeted selection scores will be valid for a period of three

years; data gathered in the targeted selection process will

be handled in a confidential manner and shall not become a

part of the candidate’s personnel file. If an applicant is

applying for another position and their scores are more than

one year old, they may request another interview.

2. Targeted Selection Recommendations

a. The TSI team members shall consist of three administrators

with targeted selection interviewer certification (training or

updated training within the last 5 years).

b. Reasonable efforts shall be made to include one or more

interviewers who do not know the candidates.

c. TSI team will use targeted selection interview guides which

contain job related questions to sample the performance of

the candidates.

d. All candidates will be administered the same questions in

the same scheduled amount of time.

e. The committee shall receive all accumulated data.

f. The committee shall recommend candidates with scores of

three or above in all dimensions for final structured

interview.

3. Principal Interview Process for Assistant Principals

a. Principal will convene a committee of teachers, parents,

staff, or other community members to assist in

interviewing; District Based Administrators or

14

Administrators from other schools may also serve on the

committee.

b. An orientation to the structured interview process will be

provided to the interview committee members

c. The Principal and committee will interview the candidates

who have successfully completed screening stages one and

two.

d. Developed in-box activities and interview questions will be

aligned with the leadership standards, be job-related and

site specific, with opportunity for experienced-based

responses; prior leadership experiences, previous

performance appraisals and situational scenarios may be

used.

e. The committee shall list applicants in ranked order using a

scoring rubric/guide to measure responses.

f. The Principal will recommend candidates’ names in ranked

order to the Superintendent.

4. Final Selection

a. The Superintendent will review all interview data

accumulated on the recommended applicants.

b. The Superintendent may recommend an applicant to the

School Board, if he/she believes the applicant’s credentials

and experience will best fit the needs of the district and the

school for which the position is being selected.

c. The Superintendent may elect to reject all of the applicants.

d. If all the stages of the screening process have been

completed once, the Superintendent may initiate an internal

transfer, recruit and recommend an appropriate

administrator to fill the position or direct the selection

process to revert to the initial vacancy/advertisement stage.

e. The Director of HRRPD shall provide feedback and

counseling to the unsuccessful applicants upon written

request from the applicants including recommendations for

continued professional growth.

B. Principal Applicants

1. Targeted Selection Interviews

a. The Director of HRRPD shall coordinate the TSI schedule;

responsibilities shall include:

(1) Development of job dimensions, as necessary based

on Leadership Standards and individual Job

Analysis.

(2) Conduction of Site Analysis as needed.

(3) Selection of TSI interview teams and provide

orientation to the targeted selection process.

(4) Notification of applicants of the TSI interview

dates/times.

(5) Coordination of all activities during the TSI dates.

(6) Coordination of the integration of interview data.

15

b. All applicants qualifying after first stage screening shall be

interviewed.

c. The Director of HRRPD or designee shall notify all

applicants of their status and provide feedback and

counseling to the unsuccessful applicants upon request.

d. Targeted Selection scores will be valid for a period of three

years; data gathered in the targeted selection process will

be handled in a confidential manner and shall not become a

part of the candidate’s personnel file. If an applicant is

applying for another position and their scores are more than

one year old, they may request another interview.

2. Targeted Selection Recommendations

a. The TSI team members shall consist of three administrators

with targeted selection interviewer certification (training or

updated training within the last 5 years).

b. Reasonable efforts shall be made to include one or more

interviewers who do not know the candidates.

c. The TSI team will use targeted selection interview guides

which contain job related questions to sample the

performance of the candidates.

d. All candidates will be administered the same question in

the same scheduled amount of time.

e. The committee shall receive all accumulated data.

f. The committee shall recommend candidates with scores of

three or above in all dimensions for the final structured

interview

3. Principal Interview Process: Superintendent’s Interview

Committee

a. The Superintendent or designee may elect to convene an

interview committee which may consist of experienced

school/district-based administrators, teachers and/or

various other district/school-based staff and/or

parent/community representatives; otherwise, selection and

recommendation will be made as per 1012.27, F.S.

b. An orientation to the structured interview process will be

provided to the interview committee members.

c. The committee will interview the list of candidates who

have successfully completed stage one and two of the

screening process.

d. Developed in-box activities and interview questions will be

aligned with the leadership standards, be job-related and

site specific, with opportunity for experienced-based

responses; prior leadership experiences, previous

performance appraisals and situational scenarios may be

used.

e. Using a consistent scoring rubric or guide, committee

members may be asked to discuss their perceptions of

candidates’ responses along with their ratings and

recommendations regarding the finalists.

16

4. Final Selection






school for which the position is being selected.


d. If all the stages of the screening process have been

completed once, the Superintendent may initiate an internal

transfer, recruit and recommend an appropriate

administrator to fill the position or direct the selection

process to revert to the initial vacancy/advertisement stage.

e. The Director of HRRPD shall provide feedback and

counseling to the unsuccessful applicants upon written

request from the applicants including recommendations for

continued professional growth.

C. District-Based Administrative Applicants

1. Targeted Selection Interviews

a. May be recommended by department supervisor when

relevant and appropriate to determine job performance

indicators of leadership experiences; TSI process for other

school-based administrators will be followed if

recommended as a stage two screening.

2. Committee Interviews

a. The administrator/supervisor of the vacant position shall

coordinate the scheduling and delivery of these interviews

and responsibilities shall include the following:

(1) Conduct Job Analysis as needed by an experienced

trained analyst and update job dimensions based on

results of the Job Analysis where appropriate.

(2) Conduct Site Analysis as needed.

(3) Select interview committee (may include various

district and school-based staff to include

experienced administrators, support staff and other

business/community stakeholders).

(4) Notify applicants of the interview dates/times.

(5) Provide orientation for committee members to the

structured interview process.

(6) Conduct the structured interview (by supervisor and

interview committee).

(7) Facilitate the developed in-box activities and

interview questions; will be job-related and site

specific, with opportunity for experienced-based

responses regarding prior leadership experiences,

review of previous performance appraisals and

various situational scenarios.

(8) Coordinate the integration of the interview data

using a consistent scoring rubric or guide and

17

generate discussion regarding applicants’ responses

and job suitability.

b. The Supervisor shall send recommendations in ranked

order to the Superintendent.

3. Final Selection






department for which the position is being advertised and

selected.


d. If all stages of the screening process have been completed

once, the Superintendent may initiate an internal transfer,

recruit and recommend an administrator to fill the position

or direct the selection process to revert to the initial

vacancy/advertisement stage.

e. The Supervisor shall provide feedback and counseling to

the unsuccessful applicants upon written request from the

applicant, including recommendations for continued

professional growth.

18

Appendices

Appendix A Flow Chart – Assistant Principal Selection

Appendix B Flow Chart – Principal Selection

Appendix C Flow Chart – District-Based Administrator Selection

Appendix D Sample Administrative Job Descriptions

Appendix E Copy of Online Administrative Application

HRRPD Website Links to WCG Online Resources

PLI (Prior Learning Inventory) and Principal Leadership Standards

(PLSI) Inventory

Appendix F Principal Leadership Standards Assessment and Rating Forms (may

be used during application or selection process as pre-interview

screening tool or assessment of leadership competencies in

conjunction with PNP)

19


SCREENING/SELECTION/APPOINTMENT FLOW CHART

ASSISTANT PRINCIPAL (AP)

Targeted Selection

Committee Interviews:

Completes Data Analysis,

and Recommends

Candidates who have

Completed Stage 1 and

Stage 2 (with TSI scores of

3 or above in all

dimensions) to the

Interview Committee

Electronic Application Process Completed

(with references and PLI)

Electronic Application Reviewed (1st Stage

Screening)

Principal and Committee

Interviews Applicants and

Ranks Candidates

Position Vacancy

Advertised

Appointment to Position

Superintendent Reviews

Information on the Candidate

and Sends Recommendation

to the School Board

AP

Applicant

Pool

Exit

Exit

Exit

Remaining

Applicants

Applicant

Eliminated

from

Consideration

Feedback

Provided

Counseling

Provided upon

Written

Request

Appendix A

Applicant

Eliminated

from

Consideration

Feedback

Provided

20



PRINCIPAL

Appendix B

Targeted Selection

Committee Interviews:


and Recommends

Candidates who have



3 or above in all

dimensions) to the

Superintendent and

Interview Committee

Electronic Application Process

Completed(with references and PLSI)

Electronic Application Reviewed for

Minimum Qualifications (1st Stage

Screening

Superintendent and Committee

Interviews Applicants and

Ranks Candidates

Position Vacancy

Advertised





to the School Board

Principal

Applicant

Pool

Exit

E

Exit

x

Applicant

Eliminated

from

Consideration

Feedback

Provided

Applicant

Eliminated

from

Consideration

Feedback

Provided

Counseling

Provided upon

Written

Request

Exit

Remaining

Applicants

21



DISTRICT-BASED (DB) ADMINISTRATOR

Targeted Selection

Committee Interviews

where requested:


and Recommends

Candidates who have



3 or above in all

dimensions) to the

Interview Committee

Electronic Application Process Completed

(with references and competencies where

required

Electronic Application Reviewed

(1st Stage Screening)

Committee Interviews

Applicants and Ranks

Candidates

Position Vacancy

Advertised





to the School Board

DB Admin.

Applicant

Pool

Exit

x

Exit

x

Exit

Remaining

Applicants

Appendix C

Applicant

Eliminated

from

Consideration

Feedback

Provided

Applicant

Eliminated

from

Consideration

Feedback

Provided

Counseling

Provided upon

Written

Request

22

Appendix D

JOB

DESCRIPTIONS

FOR

SCHOOL-BASED

AND

DISTRICT-LEVEL

ADMINISTRATORS

The School Board of Highlands CountyThe School Board of Highlands CountyThe School Board of Highlands CountyThe School Board of Highlands County

Organizational ChartOrganizational ChartOrganizational ChartOrganizational Chart

~2007~~2007~~2007~~2007~

SUPERINTENDENT

Deputy SuperintendentAssistant Superintendent of

Curriculum/InstructionAssistant Superintendent of

Business Operations

Director of SecondaryPrograms

Director of Finance

Director of Management

Information Systems

Director of Elementary Programs

Coordinator of Career and Technical Education

Director of Transportation

Director of Student Support Services

Coordinator of Exceptional

Student Education

Director of Human Resources, Recruitment, & Professional Development

Coordinator of

Student Services

Director of

Facilities/Maintenance

Director of Food Service

Coordinator of Purchasing

Principals*

•Reports Directly to the Superintendent

School Board Approved – October 2, 2007

24


POSITION TITLE: Principal

MINIMUM QUALIFICATIONS

1. Florida certification in administration, supervision, educational leadership or school

principal

2. Five (5) years experience as a professional educator

3. Two (2) years experience in educational administration

4. Completion of a Preparing New Principals Program or documented experience as a

Principal in Florida

5. Physical Requirements: To perform essential functions and tasks which may include

exerting up to 20 pounds of force occasionally and/or 10 pounds of force as

frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and

pushing, if required

6. Satisfactory clearance of a criminal history records check and drug screening

ADDITIONAL DESIRED QUALIFICATIONS:

None at this time

PRIMARY PERFORMANCE RESPONSIBILITIES:

1. Assists with teacher screening and nominations

2. Conducts teacher conferences

3. Arranges and supervises department chairman meetings

4. Prepares and conducts faculty and staff meetings

5. Prepares for orientation of teacher new to the school

6. Prepares for teacher/public/parent relations

7. Provides individual counseling for teachers

8. Makes and evaluates classroom visits

9. Provides supervision of student discipline

10. Coordinates all assigned duties of all departments of the school

11. Formulates public relations policies affecting the school

12. Works with the district staff in carrying out the district’s goals and objectives.

13. Prepares the budget and keeps spending within the budgeted framework

14. Administers and supervises all aspects of the school: instructional, custodial,

lunchroom, clerical, maintenance, etc.

15. Makes assignments to teachers and other members of the staff in relation to their

general and specific duties

16. Keeps parents informed of events covering their children

17. Sets the tone for a healthy educational environment

18. Keeps staff members advised and informed of policy changes and new

25

developments which may affect them

19. Provides for the supervision of total staff

20. Initiates and maintains a system of pupil accounting and attendance

21. Institutes measures for the orientation of pupils

22. Selects and assigns staff personnel

23. Stimulates and provides opportunities for professional growth of staff personnel

24. Organizes professional groups for participation in educational planning and other

educational activities

25. Orders materials, supplies, textbooks, equipment, etc. as needed

26. Cooperates with other schools and central administration in the implementation of

instructional activities

27. Counsels with teachers, students, and parents on educational matters

28. Recommends staff for PEC and CEC employment as appropriate

29. Prepares and submits to appropriate agency/department all reports and plans

required by the district, state and federal offices

30. Supervises the scheduling of all teacher, students and other school personnel

31. Coordinates pre and post school planning

32. Assists in the development and implementation of appropriate in service activities

for school personnel

33. Assumes responsibility for developing and implementing effective and

appropriate school curricular and extracurricular activities

34. Assumes responsibility for the dissemination and implementation of School

Board rules and regulations as they relate to school personnel and operation

35. Establishes and maintains an effective program of articulation and communication

with other principals and schools

36. Coordinator of school volunteers

ADDITIONAL DUTIES:

Performs other duties as requested by the Superintendent

TERM:

Length of contract and number of hours worked are determined by specific allocation as

approved annually during planning-budgeting process

APPRAISAL:

Performance will be appraised annually in accordance with School Board policies

PAYGRADE:

According to the School Board of Highlands County Administrative Salary

Schedule

26


POSITION TITLE: Assistant Principal

MINIMUM QUALIFICATIONS:

1. Florida certification in administration, supervision, educational leadership or

school principal

2. Three (3) years experience as a classroom teacher

3. Satisfactory clearance of a Criminal History Records check and drug screening


Physical requirements to perform essential functions and tasks which may include

exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as

necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if

required.


1. Assists the principal in the administration of clerical activities and auxiliary services

2. Assists the principal in assessing curriculum needs, planning to meet such needs,

assisting in implementing plans and evaluating results of the instructional program at

the local level

3. Assists principal in administrative duties (discipline, student supervision, scheduling

bus transportation, maintenance, food service, etc.) when necessary

4. Supervises and ensures attendance procedures

5. Contacts and assigns substitute teachers

6. Assesses needs of personnel and provides appropriate staff development

7. Works with teachers to identify needed instructional materials and equipments

8. Assists in the preparation of the school budget

9. Performs formal assessments on annual teachers

10. Checks teacher lesson plans

11. Orders textbook and instructional materials

12. Assists principal in writing School Annual Report and Comprehensive Plan

13. Acts as a designee when principal is off campus

14. Assists in planning summer school

15. Implements performance standards and instructional objectives with teachers and

assures that they are met or exceeded

16. Coordinates school level electronic data processing services

17. Responds to faculty personnel problems

18. Assists with scheduling and course selections

19. Makes classroom observations

20. Works with Parent Advisory Committee, School Improvement Team, and Parent

Teacher Organization

21. Acts as, or designates, volunteer contact

22. Conducts parent conferences

23. Serves on guidance committee, LEP committee, attends staffing and signs IEP's

27

24. Supervises school activities after regular school hours

25. Develops of student handbook

26. Responsible for free and reduced lunch program

27. Acts as contact person for SARB, HRS and courts

28. Assists principal with student activities

29. Assists principal in curriculum planning

30. Serves on committees for new teachers

ADDITIONAL DUTIES:

Performs other duties as requested by supervising administrator

TERM:



APPRAISAL:


PAYGRADE:

According to the School Board of Highlands County Administrative Salary Schedule

28


POSITION TITLE: Assistant Superintendent of Curriculum & Instruction


1. Master’s degree from an accredited educational institution in

Administration/Supervision, Educational Leadership, Curriculum and Instruction,

or other curricular related area

2. Minimum of eight (8) years experience as a professional educator, including at least

five (5) years of administrative experience

3. Physical requirements to perform essential functions and tasks which may include


necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required



None at this time


1. Directs and supervises the overall activities of planning, developing, coordinating,

implementing, and evaluating all district curriculum and instructional support programs

for K-12

2. Plans, implements and evaluates a systemic approach to Pre-K through grade 12

curriculum

3. Initiates the development of programmatic goals and learning objectives on a district-

wide basis within the scope of School Board policy, administrative directives, assessed

student needs and operational constraints

4. Provides overall leadership and appropriate resources for on-going district-wide

curriculum development and review to ensure articulation of standards, objectives, and

skills for Pre-K through grade 12

5. Provides leadership for school improvement initiatives

6. Provides leadership for emerging, innovative and special programs

7. Provides leadership for the development and implementation of a district instructional

technology plan

8. Assists in interpreting the programs, philosophy and policies of the district to staff,

students and the community

9. Prepares and recommends to the Superintendent the implementation of alternative and

optional programs to support the requirements of the district’s annual and long-range

plans of improvement

10. Prepares, instructs, and presents reports and information to the Superintendent, the

School Board, community, and school personnel

11. Establishes necessary procedures for referral and cooperative planning with other

agencies

12. Prepares and recommends the implementation of the district’s Student Progression Plan

29

13. Assists the Superintendent in district-wide planning to link curriculum and learning

development and the use of financial and human resources to the district’s goals and

objectives

14. Maintains a working knowledge of Florida Statutes, Board Policy and applicable rules

and regulations

15. Drafts policies and procedures as they relate to areas of responsibility

16. Assists in the development and implementation of the district’s master plan for in-service

education

17. Assists in the development of educational specifications for new facilities and equipment

18. Provides leadership in planning and acquiring appropriate instructional materials and

equipment

19. Assists schools in the Southern Association of Colleges and Schools accreditation

process

20. Reviews contracts as they relate to the areas of curriculum/instruction

21. Supervises assigned personnel, conducts annual performance appraisals, and makes

recommendations for appropriate employment action

22. Develops, recommends and administers the curriculum and instructional services budget

23. Serves on the Administrative Team at the Superintendent’s request

24. Prepares all required reports and maintain all appropriate records

25. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct

participates in the district-wide emergency management team

ADDITIONAL DUTIES:

Performs all other duties as assigned by the supervising administrator

TERM:

Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process

APPRAISAL:


PAYGRADE:


30


POSITION TITLE: Director of Elementary Programs


1. Master’s degree from an accredited educational institution in Administration/Supervision,

Educational Leadership, Curriculum and Instruction, or other curricular related area

2. Minimum of five (5) years experience as a professional educator





ADDITIONAL DESIRE QUALIFCATIONS:

None at this time


1. Leads and coordinates the Plan Do Check Act (PDCA) process

2. Works and assists schools with school improvement initiatives related to the school

improvement process and integrating with PDCA

3. Provides assistance to schools related to the Southern Association of Colleges and

Schools (SACS) accreditation process and annual reporting requirements

4. Provides assistance in the revision and implementation of the Student Progression Plan

5. Assists in the alignment and mapping of curriculum, writing of curriculum, and

developing instructionally-focused calendars

6. Assists in analyzing district and school-based student data and using the data to plan

instruction

7. Seeks, evaluates, and recommends new instructional materials that align with the

Sunshine State Standards, state, and district priorities

8. Serves as a leader and/or member of district curriculum and textbook committees

9. Coordinates district-level meetings, research, training, and professional study groups in

areas related to job duties and responsibilities

10. Coordinates and administers the district’s assigned special programs, such as Title I, II,

III, V, migrant, ESOL, and preschool/early intervention

11. Initiates and assists with the need and ideas for curriculum and instructional change

12. Coordinates the implementation of effective instructional process and strategies

13. Serves as a resource and support to district staff and other curriculum resource teachers

14. Assists with the coordination of the curricular programs at the school sites

15. Works with other members of the school and district staff on instruction support and

student progression teams

16. Provides support to classroom teachers for academically-related student activities

17. Coordinates the development and selection of appropriate assessment instruments in

curricular areas to screen, diagnose, and monitor student progress

31

18. Assists in coordinating, analyzing data, and interpreting results regarding curriculum-

related assessments with district and school staffs

19. Assists district and school administrators in conducting needs assessments to determine

professional needs of school-based staff as it relates to curriculum and instruction

20. Seeks resources to support curriculum-related professional development programs

21. Develops models for teacher training

22. Plans, conducts, and coordinates professional development activities for teachers and

others related to curricular issues

23. Demonstrates and models strategies that teachers can use to improve student learning

24. Visits classrooms on a regular basis to provide support for the implementation of district

initiatives

25. Encourages and supports teachers in their efforts to implement research-based/effective

instructional processes

26. Observes and problem solves with teachers on how to overcome student learning

obstacles

27. Keeps abreast of the latest research, federal and state initiatives

28. Researches and makes available professional resources to support instruction

29. Assists in the enforcement of administrative regulations and School Board policy

30. Prepares, interprets and presents reports and information to the Superintendent, School

Board, school groups, and/or community groups

31. Drafts policies and procedures as they relate to the areas of responsibility

32. Assists the Superintendent and school principals, as needed in the recruitment and

selection of personnel

33. Supervises assigned personnel, conducts required performance appraisals, and makes


34. Establishes and maintains effective and efficient record keeping procedures including

student records subject to the requirements of the Family Rights and Privacy Act

35. Manages materials and assigned resources effectively including record keeping and other

inventory requirements

36. Communicates effectively, orally and in writing, with other professionals, students,

parents, and community

37. Conducts a personal assessment periodically to determine one’s own professional

development needs related to job position

38. Assists in the review and preparation of area, department, and district budget




ADDITIONAL DUTIES:


TERM:



32

APPRAISAL:


PAY GRADE:


33


POSITION TITLE: Director of Secondary Programs


1. Master’s degree from an accredited educational institution in Administration/Supervision,

Educational Leadership, Curriculum and Instruction, or other curricular related area






ADDITIONAL DESIRED JOB QUALIFICATIONS:

1. Evidence of a working knowledge and successful experience in implementing Florida

school law and initiatives as it relates to secondary schools

2. Evidence of recent proficiency in leading secondary school change that resulted in

documented growth in student achievement both within and beyond the immediate school

setting

3. Demonstrated ability to work collaboratively with school center personnel and other

administrators


1. Plans, leads, directs, and coordinates the planning, implementation, articulation, and

evaluation of relevant curriculum and instructional programs and materials for secondary

schools that results in increased student achievement

2. Leads and coordinates the Plan Do Check Act (PDCA) process for secondary schools

3. Works with schools on the school improvement process and integrating with PDCA

4. Assists secondary schools with school improvement initiatives and writing of school

improvement plans

5. Uses data and needs assessment information, develops a three- to five-year plan to

include goals, annual objectives, and strategies for secondary school improvement;

revises plan as necessary

6. Assists secondary schools in the review, revision, and implementation of the

requirements of the Student Progression Plan as it relates but not limited to secondary

scheduling, course offerings, new program scheduling implementation, credits, weight,

dual enrollment, etc.

7. Serves as a liaison to colleges and universities to coordinate resources and programs as it

relates to the secondary level

8. Provides assistance for secondary schools in the Southern Association of Colleges and

Schools (SACS) accreditation process

9. Leads and assists in the alignment and mapping of the curriculum and developing

instructional-focused calendars at the secondary level

10. Assists in the analyzing of district and school-based student data and using the data to

plan for effective curricular and instructional programs, processes, strategies, and

interventions

34

11. Serves as a leader and/or member of district curriculum and textbook committees

12. Coordinates district level meetings, research, training, and professional study groups in

areas related to job duties and responsibilities

13. Participates in district- and school-level meetings and serves as a resource and support to

the district staff and other curriculum resource teachers

14. Assists with the coordination of the curricular programs at the school site

15. Provides support to classroom teachers for instruction and academically-related student

activities

16. Coordinates the development and selection of appropriate assessment instruments in

curricular areas to screen, diagnose, and monitor student progress in academic areas,

especially in the area of reading

17. Assists district and school administrators in conducting needs assessments to determine

professional development needs of secondary school-based staff

18. Seeks and secures resources to support professional development programs relative to the

secondary level

19. Plans, conducts, and coordinates professional development activities for teachers and

others

20. Visits schools and classrooms on a regular basis to provide support for the

implementation of district initiatives

21. Keeps abreast of the latest research, federal, and state initiatives, as well as the

implementation of the initiatives

22. Assists in the enforcement of administrative regulations and board policy

23. Prepares, interprets, and presents reports and information to the Superintendent, School

Board, school groups, and community groups

24. Develops, as necessary, policies and procedures as they relate to the area of responsibility

25. Assists the Superintendent and school principals, as needed, in the recruitment and

selection of personnel

26. Supervises assigned personnel, conduct annual performance appraisals and make


27. Establishes and maintains effective and efficient record keeping procedures including

student records subject to the requirements of the Family Rights and Privacy Act

28. Manages materials and assigned resources effectively including record keeping and other

inventory requirements

29. Communicates effectively, orally and in writing, with other professionals, students,

parents and community

30. Assists in the review and preparation of area, department, and district budget, as needed




ADDITIONAL DUTIES:


TERM:



35

APPRAISAL:


PAY GRADE:


36

APA Approved /18/2007


POSITION TITLE: Coordinator of Career & Technical Education


1. Certified in one or more areas of vocational education or Florida certification in

administration/supervision, educational leadership, school principal

2. Three (3) years experience as a professional educator in a related vocational field






None at this time


1. Directs and coordinates the planning, implementation evaluation and reporting of

relevant vocational education programs

2. Directs and coordinates the development, implementation and ongoing evaluation of

district wide vocational education curricula, including required follow-up studies

3. Directs and evaluates vocational education curriculum studies and special projects

4. Directs the development, dissemination and implementation of district wide vocational

education curriculum objectives

5. Evaluates vocational education programs and makes recommendations concerning

additions or revisions in such programs

6. Manages the projects and grants process and serves as resource person to coordinate

related grants for assigned programs

7. Directs and coordinates program planning to involve district and school personnel,

community representatives, and students, when appropriate

8. Acts as a liaison between the school community and parents and students directly

involved in assigned programs

9. Provides liaison between the district and community college vocational programs and

serves on the Regional Coordinating Council and other related advisory committees

10. Serves as liaison between the public schools and the local employment community

11. Serves as a program consultant to school personnel with assistance in the identification of

program needs and selection of appropriate materials and equipment

12. Maintains a close working relationship with school personnel to ensure information

exchange, coordination of efforts, and general support for the decision-making process

13. Assists in the evaluation, selection and dissemination of textbooks and instructional

materials

14. Assists school personnel in initiating and implementing new programs

15. Assists in the development of instructional services activities designed to achieve priority

37

goals identified through the district's planning process and to implement the pupil

progression plan

16. Works with appropriate personnel in the planning and modification of school facilities

17. Assists principals, as needed, in the recruitment, selection, placement and appraisal of

vocational education personnel

18. Assists in the development of administrative policies and guidelines for vocational

education programs

19. Supervises assigned personnel, conducts annual performance appraisals and makes


20. Prepares all required reports and maintains all appropriate records

21. Assists in the preparation of the instructional services budget



ADDITIONAL DUTIES:


TERM:



APPRAISAL:


PAY GRADE:


38


POSITION TITLE: Director of Student Support Services


1. Master’s degree from an accredited educational institution

2. Certified in Administration/Supervision, Educational Leadership, or School Principal


4. Experience in Exceptional Student Education (ESE) or Student Services fields






1. Knowledge of current trends and research in all areas of Exceptional Student Education

and Student Services

2. Knowledge of issues related to Exceptional Student Education curriculum and

instructional techniques

3. Knowledge of federal, state, and local rules, regulations, statutes, policies, special

programs, and procedures affecting disabled individuals

4. Knowledge of and ability to use student database systems, including but not limited to

Full-Time Equivalent (FTE) reports, suspension information and student records

5. Ability to provide consultation and advice to teachers, parents, principals, and district

staff on Exceptional Student Education, Student Services, and other assigned areas of

responsibility

6. Ability to organize and conduct meetings, and provide conflict resolutions

PRIMARY PERFORMANCE RESPONSIBILITITES:

1. Oversees the operation of Exceptional Student Education (ESE), Medicaid, FTE and

Student Services departments

2. Assures that all procedures for due process have been afforded the parents and students as

it relates to the ESE Programs/Services

3. Coordinates the development, writing and submission of reports, grants, and automated

transmissions for ESE

4. Monitors and coordinates the development and implementation of a student services plan

to ensure effective and efficient delivery of guidance services, psychological services,

social work services and health services

5. Promotes adequate procedures for referral, identification, placement or transfer for

exceptional students

6. Serves as administrator for the development of all state and federal grants related to ESE

programs, student services and other programs as assigned

7. Plans with principals in providing appropriate programs and related services for

exceptional students

39

8. Assists in the development and delivery of a coordinated system of student services to

meet needs

9. Serves as liaison with the Florida Department of Education in matters related to ESE and

Students Services

10. Coordinates and interprets state and district statutes, rules and policies pertaining to ESE

and Student Services

11. Serves as a resource person to interpret ESE and Student Services policies/regulations

12. Ensures the provision of in-service training programs for ESE and Student Services

programs

13. Assists in projecting FTE and personnel needs for ESE and Student Services programs

14. Develops and monitor budgets of assigned programs

15. Assists in the development of administrative guidelines and policies for programs

assigned

16. Prepares or oversees the preparation of all required reports and maintain all appropriate

records




ADDITIONAL DUTIES:


TERM:



APPRAISAL:


PAY GRADE:


40


POSITION TITLE: Coordinator of Exceptional Student Education



2. Certified in one or more areas of Exceptional Student Education,

Administration/Supervision, Educational Leadership, or School Principal

3. Minimum of three (3) years experience a professional educator

4. Minimum of three (3) years experience in Exceptional Student Education field






1. Knowledge of current trends and research in all areas of Exceptional Student Education

(ESE)


programs, and procedures affecting students with disabilities


Full-Time Equivalent (FTE) reports, Individual Education Plans (IEP), Behavioral Plans,

suspension information and student records


staff on assigned areas of responsibility


PRIMARY PERFORMANCE RESPONSIBILITITES:

1. Assists in development, implementation and evaluation of district exceptional student

programs

2. Implements and monitors suitable procedures for screening and diagnosis of student

problems

3. Implements and monitors procedures for placement, transfer and program completion for

students in exceptional student programs

4. Implements and monitors the development and utilization of Individual Educational Plans

for Exceptional Student Education programs

5. Assists in the evaluation and selection of textbooks and other instructional materials to be

recommended for adoption in Exceptional Student Education programs

6. Serves as a program consultant to school personnel with assistance in the identification of

program needs and the selection of appropriate materials, supplies, and equipment for

programs in Exceptional Student Education

7. Maintains a close working relationship with school personnel to ensure information

exchange, coordination of efforts and general support for the decision-making process

41

8. Coordinates services of ESE teachers not based at a regular school site

9. Assists in the development of administrative guidelines and policies for exceptional

students

10. Assists in the development, implementation, and evaluation of professional development

activities




13. Develops and monitors budgets of assigned programs



ADDITIONAL DUTIES:


TERM:



APPRAISAL:


PAY GRADE:


42


POSITION TITLE: Coordinator of Student Services



2. Certified in one or more areas of Student Services, Administration /Supervision,

Educational Leadership, or School Principal

3. Minimum of three (3) years experience as professional educator

4. Minimum of three (3) years experience in Student Services field






1. Knowledge of current trends and research in all areas of student services


programs, and procedures affecting students

3. Knowledge of Response to Intervention theory


Full-Time Equivalent (FTE) reports, suspension information and student records


staff on assigned areas of responsibility



1. Assists in development, implementation of district student services

2. Assists school personnel in the development of a coordinated system to deliver student

services to meet individual school needs

3. Provides leadership and coordination for planning, development, implementation,

evaluation, and reporting of student services grants and projects

4. Serves as liaison to other agencies involved in social services, the judicial system, health

services and other public entities

5. Advises and provides in-service to school level guidance personnel as needed

6. Monitors and evaluates the advocacy of students' rights

7. Assists in coordination of work of school social workers, psychologists, school health

workers, court liaison and other student services professionals

8. Assists in the development, implementation and evaluation of professional development

activities

9. Assists in the development of administrative guidelines and policies for student services




12. Develops and monitors budgets of assigned programs

43



ADDITIONAL DUTIES:


TERM:

Length of contract and number of hours worked are determined by specific

allocation as approved annually during planning-budgeting process

APPRAISAL:


PAY GRADE:


44


POSITION TITLE: Assistant Superintendent of Business Operations

MINIMUM QUALIFICATIONS: 1. Master’s degree from an accredited educational institution in a related field plus eight (8)

years experience in School Administration, School Finance, School Food Service, School

Transportation, or School Facilities

2. Bachelor’s degree from an accredited educational institution plus ten (10) years of

specialized experience in School Administration, School Finance, School Food Service,

School Transportation, School Facilities, or other related fields






CPA preferred

PRIMARY PERFORMANCE RESPONSIBILITES:

1. Administers the functions of financial services, facilities, food services, and

transportation services

2. Prepares the annual school district budget

3. Supervises the Director of Facilities/Maintenance, Director of Transportation, Director of

Food and Nutrition Services, and Director of Finance

4. Advises and makes recommendations to the Superintendent on financial/operational

matters of the school district

5. Coordinates all maintenance, repairs and construction projects

6. Assists with the planning of educational facilities, including the annual review of school

plant and facility needs and the formulation of priorities


8. Prepares, interprets, and presents reports and information to the Superintendent, School

Board, community, and school personnel on business/operations

9. Assists in collective bargaining process

10. Reviews contracts as they relate to the areas of finance and operations

11. Maintains a working knowledge of Florida Statues, Board Policy, and applicable rules

and regulations that affect related areas of operations and services




14. Inspects various job sites and buildings under construction


16. Advises the Superintendent as to legal issues dealing with business/operations



45

ADDITIONAL DUTIES:

Plans, directs, and supervises the financial affairs and operations of the School

District. Directs and coordinates activities to provide the best possible educational

services with the available finances, facilities, food services, and transportation resources.

Reports directly to the Superintendent of Schools.

TERM:



APPRASIAL:


PAYGRADE:


Schedule

46


POSITION TITLE: Director of Facilities & Maintenance


1. Bachelor's degree from an accredited educational institution

2. Five (5) years experience in related area






None at this time


1. Coordinates the district's maintenance program and facilities development

2. Assists in the inspection of school buildings on a regular basis to determine needed

maintenance and repairs

3. Develops a long-range preventative maintenance program and prepares short-range

schedules for programmed work

4. Develops a system of priorities for non-programmed maintenance work with types of

work identified for each priority

5. Reviews requests for maintenance and repair work and establishes priority assignments

and scheduling of work

6. Supervises the estimating of cost for maintenance and repair projects in terms of labor,

materials and overhead

7. Determines specifications for needed service tools, equipment, materials and supplies;

requisitions in accordance with purchasing policies

8. Maintains accurate inventory of all tools, parts and materials stored at district

maintenance shop

9. Assigns and directs craftsmen in carrying out their assigned duties

10. Directs the inspection of all maintenance and repair work

11. Assists in the screening and recommending of outside contractors to perform certain

maintenance and repair services

12. Assists in the supervision and inspection of improvement and renovation work performed

by outside contractors

13. Assists in the supervision and inspection of capital outlay projects not requiring an

architect

14. Coordinates and manages the district's safety program

15. Assists in the preparation of the Florida Inventory of School Houses (FISH) Report

16. Assists in the development of administrative guidelines for maintenance

17. Assists in the development of policies for maintenance

18. Supervises maintenance personnel, conducts performance appraisals and makes

47



activities

20. Prepares and maintains all required reports

21. Assists in the preparation and management of the maintenance department budget



participates in the district wide emergency management team

ADDITIONAL DUTIES:


TERM:



APPRAISAL:


PAYGRADE:


48


POSITION TITLE: Director of Finance



2. Five (5) years experience in a related area






None at this time

PERFORMANCE RESPONSIBILITIES:

1. Supervises the payroll, accounts payable, and data operations departments

2. Supervises the preparation of financial statements and reports

3. Supervises accounting for federal programs, food service and scholarship funds

4. Supervises the receipt and deposit of all funds

5. Supervises the reimbursements of all payroll checks and the preparation of information

for deduction checks

6. Serves as the Risk Manager for the district

7. Supervises processing of workers' compensation claims, quarterly reports and

correspondence

8. Assists in confirmation of the FETP calculation

9. Secures or performs audits of various financial reports and internal account records

10. Performs related tasks and responsibilities




ADDITIONAL DUTIES:


TERM:

Length of contract and number of hours worked are determined by specific allocation

as approved annually during planning-budgeting process

49

APPRAISAL:


PAYGRADE:


50


POSITION TITLE: Coordinator of Purchasing



2. Three (3) years experience in a related area






None at this time

PERFORMANCE RESONSIBILITIES:

1. Serves as Coordinator of Purchasing for the School Board of Highlands County with

responsibility for coordinating and managing purchasing activities throughout the school

district; ensuring that the SBHC receives maximum value educationally and financially

from supplies, materials, equipment and purchased services

2. Initiates, coordinates and administers purchasing through the competitive bidding or

competitive negotiations process when formal sealed bids, proposals or negotiations are

required by State Statutes, SBA Rules or School Board Policy

3. Prepares or administers the preparation of all Requests for Bid Proposals (RFBP) or

Requests for Proposals (RFP) documents, including specifications, scope of work, owner-

contractor agreements, tabulations of proposals received timely, recommendation to

Superintendent for contract award, and notice of award to vendors/contractors submitting

proposals

4. Offers assistance in the preparation of purchase orders, administers the processing of

purchase orders, verifies the accuracy and validity of information entered on purchase

orders and approves the subsequent issuance of all purchase orders

5. Provides assistance to all district personnel, including HEC, with purchasing needs such

as specifications, valid sources, prices and accounting codes, especially during the

planning and budgeting process

6. Administers the warehousing/distribution system through policies and procedures

designed to provide a professional well-ordered and efficient receiving, storage and

distribution system for supplies, materials and equipment for the School Board of

Highlands County

7. Administers property records of all personal property including annual physical

inventories of all tangible personal property and vehicles owned by the SBHC; updates

property database for new property purchases, labeling of district property and physical

inventory results, communicates the results of property inventory with the property

custodian including the proper completion or non-completion of paperwork necessary to

receive, transfer or dispose of SBHC property

51

8. Administers the pick-up, storage and disposal of all SBHC surplus tangible personal

property including surplus vehicles

9. Administers policies and procedures designed to provide professional operation of

assigned departments

10. Administers district office custodial functions including security and security systems

11. Performs accounting functions for expenditure of capital project funds that include

contract administration, posting of entries to project PC spreadsheets, contractor

applications for payment, change orders, retainage payable and asset valuation

12. Performs accounting functions, including coding purchase orders, budget amendments

and PC spreadsheets for expenditure of capital funds for tangible personal property;

provides directors, coordinators, and schools a report of funds expended and any balance

remaining

13. Assists with the preparation of annual financial reports relevant to capital projects,

tangible personal property and supply inventories

14. Prepares budgets for purchasing, property records, warehouse, print shop, and district

office custodial annual operating and capital projects

15. Provides auditor general staff with documentation, records and other information relating

to purchasing, property records, warehouse and print shop as deemed necessary for the

annual audit of the SBHC financial records

16. Leads in the development of policies, procedures and administrative guidelines related to

purchasing, property records, warehouse or print shop

17. Supervises, trains, and develops teamwork atmosphere for all assigned departments;

conducts annual staff evaluations and performance appraisals

18. Assists in administering training for school based and district level staff in purchasing,

property records and warehouse/distribution procedures as they relate to data systems,

data entry, paperwork and record keeping

19. Works with MIS staff to evaluate, maintain, and develop systems and procedures to

improve efficiency and quality of services and economy of operations

20. Administers district-wide phone systems including repairs and maintenance



ADDITIONAL DUTIES:


TERM:



APPRAISAL:


PAYGRADE:


Schedule

52


POSITION TITLE: Director of Food & Nutrition Services


1. Bachelor’s degree from an accredited educational institution

2. Five (5) years supervisory, management or administrative experience in school food

service, institutional food service or related field




4. Satisfactory clearance of a criminal history records and drug screening


1. College course work in nutrition, dietetics, food and consumer science or hotel and

restaurant management

2. College course work in accounting, financial management or other business areas

3. Knowledge of nutrition education and standards for school food service programs

4. Ability to prepare specifications for purchases of supplies and equipment

5. Knowledge of purchasing requirements, cooperative purchasing, inventorying and

accounting for food and supply purchases

6. Knowledge of the state, federal and local laws and regulations applicable to school food

service programs

7. Knowledge of food service facilities, design and equipment, and practices and procedures

used in the administration and operation of school food service, including food and safety

areas

PRIMARY PERFORMANCE RESPONSIBILITES:

1. Plans, develops, direct and evaluates all activities necessary to the operation and

improvement of the district school food service programs

2. Recommends policies, procedures and directions consistent with established plans

3. Evaluates compliance with Federal, State and local laws, rules and regulations; direct

corrective action when required

4. Develops and implements financial policies and procedures necessary for proper fiscal

control and operation of the food service programs

5. Directs the establishment and maintenance of records, collection, recording, and

evaluation of data

6. Prepares departmental budget, monitor expenditure of funds and make necessary

adjustments to ensure a balanced budget

7. Maintains effective working relationships with the public, district officials,

administrators, school-based and school food service personnel

8. Develops and manages budgets

9. Analyzes, plans, organizes and establishes priorities

10. Communicates effectively orally and in writing

53

11. Prepares or assists in the preparation of required district, state and federal reports

12. Develops and implements staffing allocations for all food service personnel

13. Assists the Assistant Superintendent of Business Operations in the selection of Food and

Nutrition Services personnel

14. Supervises, manages and evaluates Food and Nutrition Services district office staff and

school and district wide managers, and makes recommendations for appropriate

employment action, when necessary

15. Develops, implements and conducts professional development activities for all food

service personnel

16. Consults with and advises the School Board’s negotiations team in preparation for

negotiations with units and/or issues involving Food and Nutrition Services personnel

17. Develops specifications for purchase of Food and Nutrition Services materials and

supplies; assists in the evaluation, procurement and administration of school Food and

Nutrition Services purchasing requirements

18. Assists in the management of cooperative purchasing activities, including bid

development, evaluation and implementation

19. Develops and recommends specifications for the initial purchase and replacement of

school Food and Nutrition Services equipment

20. Determines initial and replacement equipment necessary to meet immediate and long-

range needs

21. Coordinates the development of cafeteria kitchen layout and equipment specifications

required for new construction with appropriate district personnel and architects

22. Serves as a consultant to school administration in the identification and correction of

school Food and Nutrition Services needs and concerns

23. Serves as a resource to the district in the area of nutrition education

24. Coordinates the administration of disaster feeding during times of emergency and



26. Performs all other tasks and responsibilities consistent with the goals and objectives of

the position



ADDITIONAL DUTIES:


TERM:



APPRAISAL:


PAY GRADE:


54


POSITION TITLE: Director of Transportation



2. Five (5) years experience in a transportation system






None at this time


1. Develops and administers a district wide transportation program, including program

planning, implementation and evaluation to meet all requirements of the daily

instructional program and extracurricular activities

2. Supervises the inspection, maintenance and repair of school buses and other vehicles

owned by the district

3. Establishes specifications for repair work beyond the capacity of district personnel

4. Supervises the purchase and maintains inventory of parts and supplies

5. Develops, coordinates and administers a bus routing system

6. Considers and recommends special transportation services

7. Confers regularly with principals and district-level administrators on the adequacy of

services and safety

8. Investigates requests and complaints relating to transportation and responds or makes

recommendations to the school principal or Assistant Superintendent of Business

Operations

9. Projects need for replacement or additional buses

10. Maintains records on maintenance and repair of buses and all other appropriate records

11. Prepares Florida Education Finance Program (FEFP) transportation reports and all other

necessary reports as assigned

12. Assists in the development of administrative guidelines for transportation

13. Assists in the development of policies for transportation services

14. Supervises assigned personnel, conducts performance appraisals and makes



activities


17. Assists in the preparation and management of the transportation department budget

18. Assists in the development or changes of boundaries for school attendance zones



55


ADDITIONAL DUTIES:


TERM:



APPRAISAL:


PAY GRADE:


56


POSITION TITLE: Deputy Superintendent


1. Master’s degree and/or certification in School Administration/Supervision, Educational

Leadership, School Principal or other related administrative fields

2. Eight (8) years experience in an educational field

3. Five (5) years experience in educational administration






1. Knowledge of school systems management and operations

2. Knowledge of laws and policies governing employee relations

3. Knowledge of issues and procedures pertaining to policy/contract violations, employee

disciplinary action and legal proceedings


1. Supervises the Director of Human Resources, Recruitment and Professional Development

and Director of Management Information Systems

2. Advises the Superintendent concerning policies, procedures, Florida Statutes, and other

issues that arise from school operations

3. Develops or assists with the development of policies, procedures and rules for the

operation of the school/district operations

4. Advises school and district-based administrators/supervisors concerning issues and

incidents related to school operation

5. Assists in responding to requests from state and federal agencies concerning complaints

6. Assists in the investigation of complaints against teachers and administrators

7. Assists and advises the Superintendent and principals concerning student discipline,

including expulsion

8. Facilitates and serves on instructional and support negotiations teams/collective

bargaining process

9. Acts as the Superintendent's designee when requested

10. Serves as member of Superintendent’s Administrative Team



ADDITIONAL DUTIES:

Other duties as assigned by the Superintendent

57

TERM:



APPRAISAL:


PAYGRADE:


58


POSITION TITLE: Director of Human Resources, Recruitment & Professional Development


1. Master’s degree from an accredited institution in Administration/Supervision,

Educational Leadership, School Principal, Human Resources Management, or other

related fields, plus five (5) years experience in the field of Human Resources

Management, or

2. Bachelor’s degree from an accredited institution and eight (8) years experience in the

field of Human Resources Management






None at this time


1. Directs and coordinates the planning, implementation and evaluation of Human

Resources/Professional Development services which are necessary for the efficient and

effective operation of the school system

2. Provides overall leadership and oversight of the district’s employee relations program

3. Supervises unemployment requirements and issues

4. Facilitates/supervises Jessica Lunsford Act (JLA) implementation and FDLE/Level II

fingerprint requirements for all employees of school system

5. Oversees management of employee database-maintaining accuracy of records and

integrity of data input

6. Establishes and monitors a system of position control

7. Coordinates the identification and screening of qualified applicants


9. Prepares, interprets and presents reports and information to the Superintendent, School

Board, community, and school personnel concerning Human Resources and Professional

Development issues

10. Assists with coordination of the collective bargaining process for instructional and

support employees

11. Serves as the district contact for employee relations issues such as grievances,

harassment/equity complaints, ADA, unemployment, ESOL, etc

12. Develops/updates and administers the Human Resources Management Development plan

13. Develops appropriate procedure manuals as needed to implement School Board Policy,

Florida Statute, and State Board Rule

14. Participates in the management, allocation, and reallocation of personnel to schools and

departments

59

15. Advises and assists school principals and department supervisors in handling technical

personnel problems and issues as relates to employment law & policies

16. Oversees the maintenance of official personnel files and records

17. Coordinates the evaluation process for all personnel

18. Provides leadership and oversight for the development of job descriptions

19. Maintains a working knowledge of Florida Statutes, Board policies, and applicable rules

and regulations that affect areas of operation and services

20. Attends various legislative and professional conferences to stay abreast of updates

affecting Human Resources, Recruitment & Professional Development

21. Serves as liaison to federal/state/community departments with respect to Human

Resources, Recruitment and Professional Development areas

22. Develops/updates and maintains Master In-Service Plan

23. Provides for the coordination of professional development activities with the district’s

managerial, instructional, operational, and financial systems and services

24. Coordinates the district’s activities for professional growth and development to include:

Aspiring administrator training, Professional Education Competency program, Preparing

New Principals program, New Principal Mentoring Protégé Program, Beginning

Educator Support Team (BEST) Program, and Alternative Certification for Teachers

(ACT) Training Program

25. Provides a comprehensive program of certification services

26. Reviews contracts as they relate to the areas of responsibilities

27. Develops, recommends and administers assigned department budgets

28. Assists in the process of wage and salary plan development

29. Oversees district employee recruitment efforts

30. Coordinates the district tuition reimbursement programs for non-instructional personnel



32. Prepares all required reports and maintain all appropriate records as required

33. Provides training and professional development for substitute teachers

34. Supervises and monitors NCLB law as it relates to highly qualified instructional and non-

instructional personnel (certification, Para-Pro testing schedule, reclassification of paras,

DOE survey reports, etc.)

35. Supervises placement of interns with supervising teachers and cooperating principals and

Paid Internship Program

36. Advises the Superintendent as to legal issues dealing with Human Resources,

Recruitment & Professional Development

37. Serves on the Administrative Team as requested by Superintendent

38. Facilitates and maintains records and documents regarding ongoing legal personnel issues

and employee discipline



ADDITIONAL DUTIES:


60

TERM:


approved annually during planning-budgeting process.

APPRAISAL:


PAYGRADE:


61


POSITION TITLE: Director of Management Information Services


1. Bachelor’s degree from an accredited educational institution

2. Minimum of five (5) years experience in Management Information Systems related area






1. Master’s degree from an accredited educational institution in area of Management

Information Systems preferred

2. Ability to organize and supervise the district’s area processing and management

information services by:

3. Providing specific information necessary for the efficient operation of the school system

4. Research and development of comprehensive plans for analysis of technology feasibility

and implementation


1. Coordinates short and long range planning for Management Information Services (MIS)

2. Provides a system of reporting routinely and upon request specified information needs for

instructional, administrative, planning, and public relations purposes

3. Plans and manages data processing services that will minimize staff time while

maximizing the application of automated student and financial accounting systems

through the design, development, and maintenance of a centralized computer system

4. Provides efficacy and secure computer systems and services to meet organizational needs

5. Reports to the Deputy Superintendent on progress in data processing development

projects, resource utilization and production performance

6. Supervises lawful procedures for collecting, imaging and destroying public records

7. Coordinates the district e-Rate application

8. Coordinates the district technology committee and development of the District

technology plan

9. Coordinates the district website

10. Evaluates educational, managerial and administrative operating systems and plans and

recommends systems designed to improve the operational efficiency of the school system

11. Administers the student information system

12. Acts as liaison between school district personnel and consultants on the development of

management information system within the district

13. Serves as district liaison with local, state, and federal educational and governmental units

to improve the compatibility of the school district’s information system with

corresponding systems of other units

62

14. Acts as the forms controller and serves on various committees of data users and providers

in order to coordinate the identification of data elements and forms used for all necessary

reporting

15. Supervises assigned personnel, conducts annual performance appraisals and makes



17. Assists in the development, implementation, and evaluation of professional development

activities for assigned personnel

18. Assists in the preparation of the budget for MIS

19. Oversees the management and maintenance of the district-wide area network

20. Oversees the district disaster recovery plan an annual recovery testing for critical

databases




ADDITIONAL DUTIES:


TERM:



APPRAISAL:


PAY GRADE:


Schedule

63

Online Administrative Application

Including the Following Attachments:

Online Position Vacancy Advertisement

and Applicant List

HRRPD Webpage

Links to WCG Online Resources

WCG Overview

Prior Learning Inventory

Principal Leadership

Standards Inventory

Leadership Experiences Assessment Tool

Succession Management Strategy

64

Appendix E

ONLINE APPLICATION

ADVERTISEMENT/POSITION

VACANCY

APPLICANT LIST

78

DEPARTMENT OF HUMAN

RESOURCES, RECRUITMENT AND

PROFESSIONAL DEVELOPMENT

WEBPAGE

PROFESSIONAL DEVELOPMENT

INFORMATION

LINKS TO WCG ONLINE

RESOURCES

• WCG OVERVIEW

• PLI

• PLSI

• ILDP

80

Florida School Leaders - Florida Department of Education

• Home

• What's New

• WCG Overview

• Florida Principal Leadership Standards

• FOCUS on Student Achievement

• Statewide Professional Development

• Online Support Resources

• Leadership Partners

• FAQ's

• Need Help?

• Contact Us

William Cecil Golden Overview

The William Cecil Golden School Leadership Development Program

Florida's Principal Leadership Standards require high-performing instructional leaders

that possess and utilize the competencies and skills necessary to successfully lead the

improvement of student achievement in our public schools. The William Cecil Golden School

Leadership Development Program was established by the 2006 Florida Legislature to provide a

high quality, competency-based, customized, comprehensive and coordinated statewide

professional development system for current and emerging school leaders. The program initially

called DELTA (Developing Educational Leaders for Tomorrow’s Achievers) is aligned with and

supports Florida's Principal Leadership Standards, the standards of the National Staff

Development Council, the Florida Professional Development Protocol Standards and NCLB

requirements for high quality professional development.

The William Cecil Golden School Leadership Development Program consists of several

distinct components that are integrated with Florida's Continuous Improvement Model that

focuses on student achievement. Components of the program address the needs of emerging

school leaders engaged in formal educational leadership programs, district principal preparation

programs and district professional development programs for current school leaders.

Development of the components of the WCG Program is being coordinated by a unique

statewide partnership involving educational leadership development providers with proven

expertise in this area.

Critical Components of the WCG Program include:

• Training in Instructional Leadership (tools for effective classroom visits, literacy

leadership, using data to drive instruction, etc.)

• Training in Effective Business Practices (training related to high priority education

issues, strategies for personnel recruitment and retention, Florida's Continuous

Improvement Model, technology, etc.)

• Parent, Community and Business Outreach Training (parental outreach strategies,

leveraging business and community partnerships, communication strategies, etc.)

81

• Ongoing Mentoring and Coaching (provided by a network of highly qualified, retired

school leaders trained to use their knowledge and experience to support the effective

implementation of the DELTA program)

• Online resources and support of all stages of school leadership development for Florida’s

school leaders

The William Cecil Golden School Leadership Development Program provides Florida

with the opportunity to develop the highly qualified school leaders needed to effectively lead our

schools to higher student achievement.

For more information regarding the Program contact:

• Henry Pollock, Director of Educator Retention Programs, Florida Department of

Education at [email protected]

Copyright © 2006 Florida Department of Education

82



• Home

• What's New

• WCG Overview






• FAQ's

• Need Help?

• Contact Us

Developing Educational Leaders for

Tomorrow's Achievers

Welcome to the William Cecil Golden School Leadership Development Program.

Coordinated through the Florida Department of Education, the program uses a collaborative

network of state and national leadership development organizations to support the needs of

principals, principal leadership teams, and candidates for principal leadership positions.

We provide Florida’s current and aspiring school leaders with easy access to all elements

of our school leadership development program, including electronic tools and resources to help

manage your professional growth in Florida's Principal Leadership Standards.

Be sure to regularly explore the "What's New" section listed on the left menu for the

latest information on upcoming academies, forums, institutes and additions to our website

resources.

More information on use of this website is available through the link below.

How to use this website

The William Cecil Golden School Leadership Development Program was established by

the 2006 Florida Legislature.

All state approved university and district school leadership development programs are required

to incorporate appropriate elements of the William Cecil Golden Program to ensure a statewide

83

foundation for leadership development. State Board of Education Rule 6A-5.081 Approval of

School Leadership Programs

Register for Full Access

USER

NAME:

PASS

WORD:

Need help to login or register?

The William Cecil Golden School Leadership Development Program was established by

the 2006 Florida Legislature.

All state approved university and district school leadership development programs are required

to incorporate appropriate elements of the William Cecil Golden Program to ensure a statewide

foundation for leadership development. State Board of Education Rule 6A-5.081 Approval of

School Leadership Programs


84


• Home

• What's New

• WCG Overview






• FAQ's

• Need Help?

• Contact Us

Florida Principal Leadership Standards

Florida’s school leaders must possess the abilities and skills necessary to perform their

designated tasks in a high-performing manner. The school leader, commensurate with job

requirements and delegated authority, shall demonstrate competence in the following standards:

Instructional Leadership


High Performing Leaders promote a positive learning culture, provide an effective instructional

program, and apply best practices to student learning, especially in the area of reading and other

foundational skills.

Managing the Learning Environment

High Performing Leaders manage the organization, operations, facilities and resources in ways

that maximize the use of resources in an instructional organization and promote a safe, efficient,

legal, and effective learning environment.

Learning, Accountability, and Assessment

High Performing Leaders monitor the success of all students in the learning environment, align

the curriculum, instruction, and assessment processes to promote effective student performance,

and use a variety of benchmarks, learning expectations, and feedback measures to ensure

accountability for all participants engaged in the educational process.

Operational Leadership

Decision Making Strategies

High Performing Leaders plan effectively, use critical thinking and problem solving techniques,

and collect and analyze data for continuous school improvement.

Technology

High Performing Leaders plan and implement the integration of technological and electronic

tools in teaching, learning, management, research, and communication responsibilities.

85

Human Resource Development

High Performing Leaders recruit, select, nurture and, where appropriate, retain effective

personnel, develop mentor and partnership programs, and design and implement comprehensive

professional growth plans for all staff – paid and volunteer.

Ethical Leadership

High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.

School Leadership

Vision

High Performing leaders have a personal vision for their school and the knowledge, skills, and

dispositions to develop, articulate and implement a shared vision that is supported by the larger

organization and the school community.

Community and Stakeholder Partnerships

High Performing Leaders collaborate with families, business, and community members, respond

to diverse community interests and needs, work effectively within the larger organization and

mobilize community resources.

Diversity

High Performing Leaders understand, respond to, and influence the personal, political, social,

economic, legal, and cultural relationships in the classroom, the school and the local community.

SBE Rule 6B-5.0012, Approved April 19, 2005


86


•

•

• Home

• Return to the Learning Library

Learning Library

Tools

Plan, organize and monitor your development as a school leader with these easy to use

tools.

Prior Learning Inventory

The Prior Learning Inventory (PLI) helps you correlate your prior learning with

the 10 leadership standards. Based on your input, the PLI will create a report that shows

where your prior learning has prepared you to implement the various standards and may

indicate areas of strength as well as professional growth needs.

Prior Learning

Inventory

Principal Leadership Standards

Inventory

Leadership Resource

Locator

Individual Leadership

Development Plan

Leadership Development

Progress Log

Time Management Analysis

A set of resources to help identify time spent in activities and how closely that

aligns with how you would like to be using your time as a school leader so you can

restructure and focus more on instructional improvement.

Time Management

Analysis

Resources

These resources help you use the Tools and Learning Library to maximize your skills as a

school leader.

The William Cecil Golden Program: The Big Picture

This facilitated module will help you to better understand the changing role of

school leaders in Florida and how the resources of the William Cecil Golden School

Leadership Development Program can provide the foundation for developing and

supporting high performing school principals.

87

The William Cecil Golden Program: The Big

Picture

Introduction to the Florida Principal Leadership Standards

An understanding of Florida’s Principal Leadership Standards and the

expectations for each standard are essential for success as a school leader. This

module outlines each standard and the key indicators of competency expected of

school leaders at each level of their professional growth.

Introduction to the Florida Principal Leadership

Standards

Change Toolkit

The IBM Reinventing Education Change Toolkit was created to provide

educators with real, actionable tools to support leadership development and

change management expertise.

Change

Toolkit

School Improvement Plan

This resource provides a direct link to the Florida DOE’s School Improvement

website to allow you easy access to your school improvement planning documents.

School

Improvement Plan

Florida School Report

The Florida School Report provides an online resource for comparing your

school’s performance with that of schools that have successfully overcome challenges

similar to your school (INFORM) and comparing your practices with those that

distinguish higher performing schools (INSPIRE). Knowledge gained from these

comparisons will then guide you to deliberate, laser-focused action (IMPROVE).

Florida

School Report

88

Promising Practices Locator

This online resource helps Florida school leaders share practices making a

difference in school quality and supports growth of collegial networks focused on

systemic change. Florida educations can post practices than work so that others may, with

the search engine, make contact and learn more.

Promising Practices

Locator

Professional Partner Services

Professional Partners (retired, high-performing school leaders) provide school

leaders with follow-up mentoring, support and assistance for all William Cecil Golden

program training modules, academies and activities.

Professional Partner

Services

Learning Library

Select a Principal Leadership Standard below to view related resources.



Learning, Accountability and Assessment


Technology


Ethical Leadership

Vision


Diversity



• Home

• What's New

• WCG Overview






• FAQ's

• Need Help?

• Contact Us

Online Support Resources

Principal Leadership Standards Inventory

The Principal Leadership Standards Inventory provides educational leaders with a self-

evaluation process to help inventory their current practices and identify their strengths and

weaknesses for each of the Florida Principal Leadership Standards.

89

To access Principal Leadership Standards Inventory online in the WCG Resource

Library, login at the home page.


90

LEADERSHIP

EXPERIENCES

ASSESSMENT

TOOL

(Appendix F is required for all administrative applicants; the document will be

scanned and attached to each candidate’s online application file for review by the

Structured Interview Team.)

91

Appendix F

Leadership Experiences

Aligned with Principal Leadership Standards

Directions:

Please align one (1) past leadership experience with each of the ten (10)

Principal Leadership Standards.


Instructional Leadership: High Performing Leaders promote a positive learning culture, provide an effective

instructional program, and apply best practices to student learning, especially in the area

of reading and other foundational skills.

Managing the Learning Environment:

High Performing Leaders manage the organization, operations, facilities and resources in

ways that maximize the use of resources in an instructional organization and promote a

safe, efficient, legal, and effective learning environment.

92

Learning, Accountability, and Assessment: High Performing Leaders monitor the success of all students in the learning environment,

align the curriculum, instruction, and assessment processes to promote effective student

performance, and use a variety of benchmarks, learning expectations, and feedback

measures to ensure accountability for all participants engaged in the education process.


Decision Making Strategies: High Performing Leaders plan effectively, use critical thinking and problem solving

techniques, and collect and analyze data for continuous school improvement.

Technology: High Performing Leaders plan and implement the integration of technological and

electronic tools in teaching, learning, management, research, and communication

responsibilities.

93

Human Resource Development: High Performing Leaders recruit, select, nurture and, where appropriate, retain effective

personnel, develop mentor and partnership programs, and design and implement

comprehensive professional growth plans for all staff-paid and volunteer.

Ethical Leadership: High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.

School Leadership

Vision: High Performing Leaders have a personal vision for their school and the knowledge,

skills, and dispositions to develop, articulate and implement a shared vision that is

supported by the larger organization and the school community.

94

Community and Stakeholder Partnership: High Performing Leaders collaborate with families, business, and community members,

respond to diverse community interests and needs, work effectively within the larger

organization and mobilize community resources.

Diversity: High Performing Leaders understand, respond to, and influence the personal, political,

social, economic, legal, and cultural relationships in the classroom, the school, and the

local community.

95

Assessment of Principal Leadership Standards

This is an assessment form that should be completed by candidates seeking school administrative positions, along with their current and former supervisors. Please use this instrument as a self assessment tool and a tool for your prior supervisors to use in helping the selection team be aware of and/or your support team determine your strengths, adequacies, and developmental needs. It should be remembered that the person doing the rating should realize that no one person is going to be strong in all areas. When completed, there should be one or two strengths, many adequate and efficient ratings and some low ratings to indicate areas for emerging or developing skills. Please place a rating of 1-10 with 1 being the lowest and 10 being the highest in the appropriate blank.

INSTRUCTIONAL LEADERSHIP

Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program,

and apply best practices to student learning, especially in the area of reading and other foundational skills.

1 2 3 4 5 6 7 8 9 10 _______

Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that

maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and

effective learning environment.

1 2 3 4 5 6 7 8 9 10 _______


High Performing Leaders monitor the success of all students in the learning environment, align the

curriculum, instruction, and assessment processes to promote effective student performance, and use a

variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all

participants engaged in the educational process

1 2 3 4 5 6 7 8 9 10 _______

OPERATIONAL LEADERSHIP

Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and

collect and analyze data for continuous school improvement

1 2 3 4 5 6 7 8 9 10 _______

Technology High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and

collect and analyze data for continuous school improvement.

1 2 3 4 5 6 7 8 9 10 _______

96

OPERATIONAL LEADERSHIP (Con’t)

Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel,

develop mentor and partnership programs, and design and implement comprehensive professional growth

plans for all staff – paid and volunteer.

1 2 3 4 5 6 7 8 9 10 _______

Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner

1 2 3 4 5 6 7 8 9 10 _______

SCHOOL LEADERSHIP

Vision High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions

to develop, articulate and implement a shared vision that is supported by the larger organization and the

school community.

1 2 3 4 5 6 7 8 9 10 _______

Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to

diverse community interests and needs, work effectively within the larger organization and mobilize

community resources.

1 2 3 4 5 6 7 8 9 10 _______

Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic,

legal, and cultural relationships in the classroom, the school and the local community.

1 2 3 4 5 6 7 8 9 10 _______

Please indicate your association with the candidate by checking the most appropriate

category.

Candidate _______ Other____

Former Supervisor _______ Relationship with candidate__________________

Current Supervisor _______

97

Data Collection Charts for Assessment Ratings

The charts on page 1 and page 2 are used for collecting individual respondents’ ratings. Please use

a check mark (√) to transfer information from each assessment to the corresponding rating charts below.

Ratings of 8-10 are considered a strength; ratings of 4-7 are considered adequate or efficient; ratings of 1-

3 are considered a developmental need or emerging skill.

Developmental Need Adequate and Efficient Strength

Participant Ratings 1 2 3 4 5 6 7 8 9 10 Instructional Leadership




Technology


Ethical Leadership

Vision


Diversity


Current Supervisor Ratings 1 2 3 4 5 6 7 8 9 10 Instructional Leadership




Technology


Ethical Leadership

Vision


Diversity

98

Data Collection Charts for Assessment Ratings


Former Supervisor Ratings 1 2 3 4 5 6 7 8 9 10 Instructional Leadership




Technology


Ethical Leadership

Vision


Diversity


Former Supervisor Ratings 1 2 3 4 5 6 7 8 9 10 Instructional Leadership




Technology


Ethical Leadership

Vision


Diversity

99

Compilation of Assessment Ratings

This form is used to compile the ratings of the participant’s self assessment, prior supervisor’s

assessment, and current supervisor’s assessment. Please use a check mark (√) to transfer information from

each assessment to the compilation chart below. You may have up to four (4) check marks in a box

depending on the frequency of the rating. Please use a different colored pen when transferring “participant”

ratings to compilation chart. All other ratings from former and current supervisors can be done in the same

color, but different than the participant’s color.


Compilation

L H L H L H Instructional Leadership




Technology


Ethical Leadership

Vision


Diversity

L = Low H = High

Level 1 Principal Leadership Standards are identified by bold font.

100

Final Compilation of Assessment Ratings

Analyze the data compilation on page 3. Most ratings will cluster under the category of a

Developmental Need, Adequate and Efficient, or Strength. If not, then the team will need to reach a

consensus. Transfer those consensus decisions to the chart below in developing goals for the participant’s

professional development goals.

Final Compilation

Principal Leadership Standards Developmental Need Adequate/Efficient Strength Instructional Leadership




Technology


Ethical Leadership

Vision


Diversity

101

SUCCESSION

MANAGEMENT

STRATEGY

OVERVIEW

Sample Attachments:

DROP/Retirement Report

Administrator’s Retirement Survey Response Professional Development Report School Accountability Report

Sample AYP Report Student Enrollment Report

Educational Leadership Report PNP Participants and Program Completers

Aspiring Administrators Leadership Training Participants

102


Leadership Capacity Study and Succession Management Strategy

School-Based Administrators

The District’s L.E.A.D. Management Program stipulates development of ongoing leadership

capacity for the purposes of determining a succession management strategy for school-based

administrators. The Superintendent or designee and the administrative search committee (Deputy

Superintendent, Assistant Superintendents for Curriculum and Instruction and Business Operations,

Director of HRRPD, and selected Principals) will annually review and assess the following

information:

1. Annually review the DROP/retirement report for administrators to project potential administrative

vacancies and predict shortages at various school levels.

2. Annually review all district/school accountability and assessment data to include Professional

Development requirements (Survey 5), school grades, AYP and student learning gains, to track

administrative performance and correlate to leadership competency levels for leadership program

review/assessment, retention purposes, and determination of performance-based pay.

3. Annually review the list of aspiring administrators to provide a gap analysis of future vacancies based

on the DROP/retirement report and the number of potential administrators who meet Educational

Leadership requirements. Levels of preparedness, criteria-specific grade level expertise, prior and

current leadership experiences, participation in professional development opportunities, and

preference of available administrative opportunities will be considered.

Promotion of continuous improvement will be realized through the compilation and review

of data (reports attached). The information will be used to further define and enhance leadership

preparation and development in the District and assist the administrative search committee in

projecting administrative vacancies from three to five years in advance. The number(s) and

leadership potential of aspiring administrators will be assessed to determine a gap analysis for the

purposes of forecasting leadership capacity and development of a succession management strategy.

Collaboration with higher education partners will be fostered to assist in the review of data regarding

educational leadership programs and determining how to best prepare and recruit graduates from

those programs for District administrative positions.

District-Based Administrators

In an effort to maximize on the potential of internal staff interested in and preparing for a

career path in management, leadership opportunities may be provided if the candidate meets and/or

has demonstrated recognized indicators of readiness for a managerial or supervisory role. Surveys

may be conducted to initially identify interested candidates. The following considerations may be

used to determine leadership capacity:

• Pursuit of a degree related to the position area

• Membership in a professional organization related to the position area

• Service on organization or community committees that affect or impact position area

• Participate in professional development opportunities to stay current in field of expertise or position

area

• Volunteer to assist with various responsibilities to enhance job knowledge and skills in position area

• Request to shadow managers in existing position areas of interest

103

ADMINISTRATIVE RETIREMENT REPORT

ADMINISTRATORS' TENTATIVE PLANS FOR RETIREMENT FOR 07/08

First Name Last Name Job Title Plans

RODNEY HOLLINGER Deputy Superintendent Currently in the DROP

REBECCA FLECK Director of Curriculum and Instruction Plans to work 5 to 10 more years

MICHAEL AVERYT Director of Business/Operations

VIVIANNE WALDRON Coordinator of Human Resources/Staff Development

VACANT Coordinator of Student Services ADV 07/5/07

CONSTANCE TZOVARRAS Coordinator of Exceptional Student Education

CCCC -

LEASED

REBECCA JOHNSON Asst. Coordinator of Exceptional Student Education Currently in DROP/Planning for 2 more yrs

VACANT Coord of Management Inform. Systems Research and Dev

RE-ADV

06/29/07

RICHARD BIRT Coordinator of Finance Not eligible for retirement

C. ALLEN PARKER Coordinator of Purchasing Around 6/30/09 (Currently in the DROP)

JOYCE MCCLELLAND Coordinator of Elementary Programs

CCCC -

LEASED

KATINA KRAMER Coordinator of Secondary Programs

DAVID SOLOMON Coordinator of Transportation None from transportation

DAVID BURNHAM Coordinator of Facilities/Maintenance

MARTHA BROWN Coordinator of Food Service Not eligible for the next 5 years

JOHN ROUSCH Coordinator of Career & Technical Education

ANDREW LETHBRIDGE Principal - The Kindergarten Center No plans to retire

SANDRA WHIDDEN Principal - Sebring Middle School Not for 3 to 5 years

DOUGLAS THOBURN Asst. Principal - Sebring Middle School

MAJEL BOWERMAN Principal - Lake Country Elementary

CCCC -

LEASED Not longer than 5 years

JUDY DYER Asst. Principal - Lake Country Elementary

CCCC -

LEASED

DERREL BRYAN Principal - Lake Placid Middle Plans to enter DROP Feb 2/08 for 5 years

104

ADMINISTRATORS' TENTATIVE PLANS FOR RETIREMENT FOR 07/08 First Name Last Name Job Title Plans

LOTTIE BOWERS Principal - Woodlawn Elementary Not eligible for the next 5 years

LAURA WALDON Asst. Principal - Woodlawn Elementary

BRENDA LONGSHORE Principal - Park Elementary

DEBRA THOMPSON Asst. Principal - Park Elementary

RICHARD DEMERI Principal - Cracker Trail Elementary Retiring June 30, 2009

PAGE GREEN Asst. Principal - Cracker Trail Elementary

RUBY HANDLEY Principal - Fred Wild Elementary Plans to enter DROP in 1 or 2 years

HARVEY WILDER Asst. Principal - Fred Wild Elementary

CHRIS DOTY Principal - Hill Gustat Middle School Not retiring anytime soon

TED EVANS Asst. Principal - Hill Gustat Middle School

PAMELA BURNHAM Principal - Avon Elementary

KARIN DOTY Asst. Principal - Avon Elementary Not retiring anytime soon

CHARLES JOHNSON Principal - Avon Park Middle School Retiring at the end of 2008-2009 school yr

RICHARD RUCKER Asst. Principal - Avon Park Middle School Retiring at the end of 2008-2009 school yr

CAROLE DISLER Principal - Lake Placid Elementary 5 yrs is the earliest date that she can retire

VALERIE JAMES Asst. Principal - Lake Placid Elementary

TONI STIVENDER Principal - Sebring High School Not retiring within the next 5 years

JAMES HOWARD Asst. Principal - Sebring High School

DEBORAH WOOD Asst. Principal - Sebring High School

TEALY WILLIAMS Asst. Principal - Sebring High School

STUART GUTHRIE Principal - Avon Park High

SANDRA JOHNSON Asst. Principal - Avon Park High No plans to retire

105

ADMINISTRATORS' TENTATIVE PLANS FOR RETIREMENT FOR 07/08 First Name Last Name Job Title Plans

RUTH HECKMAN Principal - Lake Placid High DROP until 06/09

MICHAEL HALEY Asst. Principal - Lake Placid High Plans on staying for at least 15 more years

DIANE LETHBRIDGE Principal - Sun 'N Lake Elementary Plans to wk a min of 4 more yrs/begin 23rd yr

LINDA LAYE Asst. Principal - Sun 'N Lake Elementary

Heartland Educational Consortium WILLIAM GIBBS Director Of Heartland Educational Consortium

SHARON CONLEY

Coordinator of Federal Programs / Regional Asst. Center

Title I

AMY BRASWELL Coordinator of Professional Development of Music Grant

07/30/07-

09/30/07

DEBRA ELLIOTT Coordinator of HEC Projects-Staff Development DROP until 12/11 - at least until the age of 66

106

Inservice for Administrators

2006-07

3 SPC 4 FY

5

SCHOOL. 7 Last Name 7 First Name

23 State Job

Code 6 PD Comp.

5 0607 0071 DEMERI RICHARD 73001 7512002

5 0607 0071 DEMERI RICHARD 73001 7507001

5 0607 0021 WHIDDEN SANDRA 73002 7512002

5 0607 0101 KEEN TRACI 73097 7512001

5 0607 9001 FLECK REBECCA 77208 7507001

5 0607 0291 LAYE LINDA 73008 7507001

5 0607 0291 LAYE LINDA 73008 7512001

5 0607 0221 WOOD DEBORAH 73010 7507001

5 0607 0051 WALDON LAURA 73008 7507001

5 0607 0081 HANDLEY RUBY 73001 7507001

5 0607 0061 LONGSHORE BRENDA 73008 7507001

5 0607 0231 GUTHRIE STUART 73003 7507001

5 0607 0041 BRYAN DERREL 73002 7507001

5 0607 0101 THOMPSON DEBRA 73019 7507001

5 0607 0101 THOMPSON DEBRA 73019 7512001

5 0607 0101 THOMPSON DEBRA 73019 7513003

5 0607 0101 LIND DAVID 79025 7512001

5 0607 0061 EZELL BELINDA 73093 7512001

5 0607 0221 STIVENDER LAURIS 73003 7507001

5 0607 0251 HALEY MICHAEL 73010 7512002

5 0607 0251 HALEY MICHAEL 73010 7507001

5 0607 0111 JOHNSON CHARLES 73002 7507001

5 0607 0061 MCCLELLAND JOYCE 73001 7512001

5 0607 0061 MCCLELLAND JOYCE 73001 7507001

5 0607 0231 REVELS CAROL 73010 7507001

5 0607 0091 EVANS TED 73009 7507001

5 0607 0221 HOWARD JAMES 73010 7507001

5 0607 0211 DISLER CAROLE 73001 7507001

5 0607 0101 KLOSTERMANN JUDITH 73091 7512001

5 0607 0221 WILLIAMS TEALY 73010 7507001

5 0607 0221 WILLIAMS TEALY 73010 7513002

5 0607 0221 WILLIAMS TEALY 73010 7512001

5 0607 0081 WILDER HARVEY 73008 7507001

5 0607 0251 HECKMAN RUTH 73003 7507001

5 0607 0251 HECKMAN RUTH 73003 7512002

5 0607 0031 BOWERMAN MAJEL 73001 7507001

5 0607 0031 DYER JUDY 73008 7507001

5 0607 0101 BURNHAM PAMELA 73001 7507001

5 0607 0101 BURNHAM PAMELA 73001 7512001

5 0607 0061 HEIRING TERESA 73091 7512001

5 0607 9001 WALDRON VIVIANNE 77324 7513002

5 0607 0111 RUCKER RICHARD 73009 7507001

5 0607 0061 WRIGHT TRISHA 73093 7512001

5 0607 0021 DOTY CHRISTOPHER 73008 7512002

5 0607 0021 DOTY CHRISTOPHER 73008 7507001

5 0607 0041 KRAMER KATINA 73009 7507001

5 0607 0231 LAMBERT SETH 73010 7507001

5 0607 0101 DOTY KARIN 73008 7507001

5 0607 0101 DOTY KARIN 73008 7512001

109

2006-2007 AYP REPORT

2006‐2007 School Grade & AYP

School Name AYP School Grade

AVON ELEMENTARY SCHOOL YES A

AVON PARK HIGH SCHOOL NO D

AVON PARK MIDDLE SCHOOL NO C

CRACKER TRAIL ELEMENTARY

SCHOOL YES A

FRED WILD ELEMENTARY

SCHOOL NO C

HILL‐GUSTAT MIDDLE SCHOOL NO B

HOPEWELL ACADEMY FOR THE

ARTS NO D

LAKE COUNTRY ELEMENTARY

SCHOOL NO A

LAKE PLACID ELEMENTARY

SCHOOL YES A

LAKE PLACID HIGH SCHOOL NO D

LAKE PLACID MIDDLE SCHOOL NO C

PARK ELEMENTARY SCHOOL NO C

SEBRING HIGH SCHOOL NO CC

SEBRING MIDDLE SCHOOL NO A

SUN 'N LAKE ELEMENTARY

SCHOOL NO A

WOODLAWN ELEMENTARY

SCHOOL NO A

110


426 School Street - P. O. Box 9300 Sebring, FL 33870

ENROLLMENT - May 25, 2007(End of Year)

SCHOOL \ GRADE

Mig

PK/TPB PK KG 1 2 3 4 5 6 7 8 9 10 11 12 Total:

Avon Elementary School 2 140 132 121 104 117 121 737

Cracker Trail Elementary 140 141 115 129 107 122 754

Fred Wild Elementary 38 126 121 136 119 114 110 764

Lake Country Elementary * 20 95 85 85 106 93 96 580

Lake Placid Elementary 22 143 128 142 128 121 118 802

Park Elementary School * 38 134 109 124 114 98 103 720

Sun 'n Lake Elementary 5 147 156 158 135 136 154 891

Woodlawn Elementary * 24 145 129 135 132 115 128 1 1 1 1 813

ELEMENTARY TOTALS: 0 149 1070 1001 1016 967 901 952 0 1 1 0 1 1 6061

Avon Park Middle School 215 214 255 684

Hill-Gustat Middle School 223 211 225 659

Lake Placid Middle School 218 193 221 632

Sebring Middle School 278 273 288 839

MIDDLE TOTALS: 0 0 0 0 0 0 0 0 934 891 989 0 0 0 0 2814

Avon Park High School 11 346 259 220 228 1064

Lake Placid High School 8 267 160 183 138 756

Sebring High School 13 489 348 331 315 1496

HIGH TOTALS: 0 32 0 0 0 0 0 0 0 0 0 1102 767 734 681 3316

SUBTOTAL 0 181 1070 1001 1016 967 901 952 934 892 990 1102 768 735 682 12191

Academy @ Youth Care 1 4 8 3 1 2 19

Hopewell Academy 7 5 9 7 10 6 5 11 60

Homebound 21 2 1 2 2 3 2 33

GRAND TOTALS: 0 202 1070 1010 1021 976 908 962 942 901 ### 1107 772 739 682 12303

Migrant PK and Teen Parent Babies are included in the totals

111

EDUCATIONAL LEADERSHIP CERTIFICATION 2007-2008 SCHOOL YEAR

Last Name First Name

Location

Name

Primary

Assignment

Cert

Type

Cert

Rank

Endorsement

Code Description Expiration Date CERT #

Continuous

Service Hire

Date

Employment

Date Current

Position

ALBRITTON LINDA APM 51069A RG 002 1011-F ED LEADERSHIP 6/30/2013 803339 8/10/1998 8/10/1998

ALLEN JACKIE APM 51069A RG 002 1011-F ED LEADERSHIP 6/30/2009 815424 8/9/1999 8/9/1999

BLACKMAN MELISSA ESE 51090A RG 003 1011-F ED LEADERSHIP 6/30/2011 731105 8/16/1994 1/26/2000

BRYAN DERREL LPM 73002B RG 002 1011-F ED LEADERSHIP 6/30/2010 332003 5/3/2004 5/3/2004

BURNETT JULIA LPM 73009C RG 002 1011-F ED LEADERSHIP 6/30/2009 636383 9/21/1992 7/30/2007

BURNHAM PAMELA AES 73001B RG 002 1011-F ED LEADERSHIP 6/30/2011 664810 8/21/1989 7/1/2001

DANIELS MARIE AES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2009 491169 1/3/1983 8/7/2000

DISLER CAROLE LPE 73001B RG 002 1011-F ED LEADERSHIP 6/30/2012 585503 8/18/1986 7/1/2003

DOTY CHRISTOPHER HGM 73002B RG 002 1011-F ED LEADERSHIP 6/30/2010 721017 8/17/1993 7/2/2007

DOTY KARIN AES 73008C RG 002 1011-F ED LEADERSHIP 6/30/2011 731019 10/25/1995 3/1/2006

DWYER CYNTHIA APM 51069A RG 011 1011-F ED LEADERSHIP 6/30/2010 974217 8/1/2005 8/1/2005

ESHELMAN ILENE SHS 51070A RG 002 1011-F ED LEADERSHIP 6/30/2009 631039 8/15/1988 8/15/1988

EVANS TED HGM 73009C RG 003 1011-F ED LEADERSHIP 6/30/2013 617853 8/18/1987 7/22/2002

GOODWIN DONN SNL 51068A T3YR 002 1011-F ED LEADERSHIP 6/30/2010 537460 8/13/2007 8/13/2007

GREEN PAGE CTE 73008C RG 002 1011-F ED LEADERSHIP 6/30/2009 784790 8/4/2003 7/30/2007

HALEY MICHAEL LPH 73010C RG 002 1011-F ED LEADERSHIP 6/30/2011 895279 7/24/2006 7/24/2006

INAGAWA JEANNIE SNL 51068A RG 002 1011-F ED LEADERSHIP 6/30/2012 876116 8/13/2007 8/13/2007

JAMES VALERIE LPE 73008C RG 002 1011-F ED LEADERSHIP 6/30/2010 941739 8/1/2005 9/18/2007

JOHNSON REBECCA ESE 63040C RG 002 1011-F ED LEADERSHIP 6/30/2010 333172 8/23/1976 10/6/1999

JOHNSON SANDRA APH 73010C RG 002 1011-F ED LEADERSHIP 6/30/2010 993275 8/1/2005 7/30/2007

LAMBERT SETH APH 73010C RG 002 1011-F ED LEADERSHIP 6/30/2013 832236 5/26/2006 5/26/2006

LANIER PAMELA AES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2011 715057 9/19/2007 9/19/2007

LEE PATRICIA LPH 51070A RG 002 1011-F ED LEADERSHIP 6/30/2010 281064 8/25/1981 8/5/2002

LITTLE RICK SECURITY 79023X RG 002 1011-F ED LEADERSHIP 6/30/2009 704589 8/7/2000 8/7/2000

MILLER JENNIFER LPH 51070A RG 002 1011-F ED LEADERSHIP 6/30/2013 780263 8/6/2001 8/6/2001

NUGENT JUDY WES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2011 359582 8/22/1977 8/17/1993

POOL THEODORE AES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2011 295220 8/21/1989 8/21/1989

PORTIS PATRICIA HGM 51069A RG 002 1011-F ED LEADERSHIP 6/30/2011 655110 8/21/1989 8/21/1989

RHOADES MARGARET SMS 51069A RG 002 1011-F ED LEADERSHIP 6/30/2011 406143 8/4/2003 8/4/2003

ROBERTS PATRICIA AES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2009 710053 10/27/1992 10/27/1992

SAUNDERS TAMI LPM 51069A RG 011 1011-F ED LEADERSHIP 6/30/2013 696896 8/7/2006 8/7/2006

SCHOMMER DAWN HGM 51069A RG 002 1011-F ED LEADERSHIP 6/30/2013 404737 8/23/1976 8/7/2000

SLICKER LINDA HGM 51069A RG 003 1011-F ED LEADERSHIP 6/30/2012 751201 8/14/1995 8/14/1995

SOHN MELISSA LPH 51070A RG 001 1011-F ED LEADERSHIP 6/30/2011 743872 3/20/1995 8/14/1995

STIVENDER LAURIS SHS 73003B RG 002 1011-F ED LEADERSHIP 6/30/2011 310823 12/6/1971 7/1/2003

SUMMERS ANDREA LPE 51068A RG 002 1011-F ED LEADERSHIP 6/30/2011 823125 8/6/2001 8/6/2001

THOBURN DOUGLAS SMS 73009C RG 002 1011-F ED LEADERSHIP 6/30/2012 1013934 6/25/2007 6/25/2007

THOMPSON DEBRA PES 73008C RG 002 1011-F ED LEADERSHIP 6/30/2011 737985 8/16/1994 7/30/2007

VAN HORN LAURA HR/PD 51090A RG 002 1011-F ED LEADERSHIP 6/30/2009 151328 10/7/1985 10/7/1985

VARADY JOHN LPE 51068A RG 002 1011-F ED LEADERSHIP 6/30/2013 722218 8/9/1999 8/9/1999

VEITH MARY FWE 51068A RG 002 1011-F ED LEADERSHIP 6/30/2012 760744 8/12/1996 8/12/1996

VELEY LINDA LCE 51068A RG 002 1011-F ED LEADERSHIP 6/30/2013 573567 12/15/1986 12/15/1986

WEBB HALLIE SHS 51070A RG 002 1011-F ED LEADERSHIP 6/30/2011 586838 8/6/2001 8/6/2001

WEST SHAWN SMS 51069A RG 002 1011-F ED LEADERSHIP 6/30/2010 796817 8/10/1998 8/10/1998

WHIDDEN SHERRI AES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2011 551132 8/19/1985 8/19/1985

WILDER HARVEY FWE 73008C RG 002 1011-F ED LEADERSHIP 6/30/2009 608682 8/15/1988 7/23/2001

WILSON ALENCIA APM 51069A RG 002 1011-F ED LEADERSHIP 6/30/2010 524201 8/24/1982 8/24/1982

112

PNP Program Completers 2002 – 2008

Name Program Dates Completion

Date

Hired

Following

School

Year

Selected For

Principal

Position

Year Selected

Lottie Kaye Bowers 9/19/2000 – 4/5/2002 4/5/2002 Yes Yes 1/2/2004

Lauris Stivender 9/18/2000 – 5/15/2002 5/17/2002 Yes Yes 7/1/2002

Carol Revels 8/24/2001 – 4/7/2003 4/7/2003 Yes No N/A

Harvey Wilder 8/31/2001 – 4/29/2003 4/29/2003 Yes No N/A

James Howard 8/27/2001 – 5/12/2003 5/12/2003 Yes No N/A

Stuart Guthrie 8/27/2001 – 5/14/2003 5/14/2003 Yes Yes 5/1/2006

Deborah Wood - 12/17/2004 12/17/2004 Yes No N/A

Linda Laye 8/20/2003 – 4/26/2005 4/26/2005 Yes No N/A

Christopher Doty 8/19/2003 – 5/20/2005 5/20/2005 Yes Yes 7/2/2007

Brenda Longshore 8/26/2003 – 6/7/2005 6/4/2005 Yes Yes 7/2/2007

Laura Waldon 1/28/2004 – 12/16/2005 12/16/2005 Yes No N/A

Andrew Lethbridge 8/8/2004 – 5/30/2006 5/30/2006 Yes Yes 7/2/2007

Katina Kramer 12/8/2004 – 6/15/2006 6/15/2006 Yes No N/A

Tealy Williams 8/1/2005 – 3/12/2007 3/12/2007 Yes No N/A

Ted Evans 8/22/2002 – 4/16/2007 4/16/2007 Yes No N/A

Karin Doty 3/15/2006 – 11/6/2007 11/6/2007 Yes No N/A

113

Current PNP Participants

Revised Oct. 2007

Name School Program Dates Comp. Date Date

Andrew Lethbridge CTES Aug. 2004 – Aug. 2006 May 30., 2006

Katina Kramer LPMS Dec. 2004 – Dec. 2006 June 15, 2006

Tealy Williams SHS Aug. 2005 – Aug. 2007 March, 2007

Ted Evans HGMS Aug. 2002 - Aug, 2006? April 16, 2007

Karin Doty AES Mar. 2006 – Mar. 2008 Nov. 6, 2007

Seth Lambert APHS Aug. 2006 – Aug. 2008

Valerie James LPES Aug. 2006 – Aug. 2008

Michael Haley LPHS Aug. 2006 – Aug. 2008 April 15, 2008

Julia Burnett LPMS Aug. 2007 – Aug. 2009

Page Green CTES Aug. 2007 – Aug. 2009

Debra Thompson PES Aug. 2007 – Aug. 2009

Sandra Johnson APHS Aug. 2007 – Aug. 2009

Doug Thoburn SMS New A.P. (not PNP participant)

Carey Conner LPE Aug. 2008 – Aug. 2010

Carla Ball MEM Aug. 2008 – Aug. 2010

Melissa Blackman WES Aug. 2008 – Aug. 2010

Margie Rhoades HGMS Aug. 2008 – Aug. 2010

Jackie Allen SMS Aug. 2008 – Aug. 2010

114

Aspiring Administrator Leadership Training Interested Participants

4/25/2007

Name School Ed Leadership FELE WCG

Degree Complete Training___

Linda Albritton Avon Park Middle yes yes no

Jackie Allen Avon Park Middle yes yes yes

Melissa Blackman ESE yes yes yes

Ilene Eshelman Sebring High yes yes yes

Jeannie Inagawa Sun N Lake Elementary yes yes no

Sandra Johnson Avon Park High yes yes yes

Hired as AP 2007-2008 School Year (moved to PNP list)

Pam Lanier Avon Elementary yes yes no

Ted Pool Avon Elementary yes yes yes

Patricia Portis Hill-Gustat Middle yes yes no

Margie Rhoades Sebring Middle yes yes yes

Tami Saunders Lake Placid Middle yes yes no

Linda Slicker Hill-Gustat Middle yes yes yes

Debra Thompson Park Elementary yes yes yes

Hired as AP 2007-2008 School Year (moved to PNP list)

John Varady Lake Placid Elementary yes yes no

Betsy Veith Fred Wild Elementary yes yes yes

Hallie Webb Sebring High yes yes yes

Shawn West Sebring Middle yes yes no

Sheri Whidden Avon Elementary yes yes yes

Alencia Wilson Avon Park Middle yes yes yes

Section II

Leadership Development For School-Based and

District-Level Administrators:

Aspiring Administrators

Preparing New Principals (PNP)

Program

New Principal Protégé (NPP)

Program

Management Training

Opportunities


PREPARING

NEW PRINCIPALS

PROGRAM

(PNP)

Department of Human Resources, Recruitment,


Revised August 2010

117

TABLE OF CONTENTS I LEAD Program Overview

Developing Teacher Leaders Aspiring Administrator Training PNP Program

• Goals • Responsibilities • Planning meetings • Portfolio • Program evaluation

Administrator Training

II PNP Introduction & Instructions

Participant Information Form Welcome Letter PNP Protocol PNP Timeline III PNP Program Forms, Required Documents and Due Dates

PNP-1 Strengths and Developmental Needs Worksheet PNP-2 Participant Self-Appraisal Form PNP-3 Individual Leadership Development Plan Support Team Review Form PNP-4 (Form located in Section V) PNP-5 Support Meeting Schedule Form PNP-6 Support Team Observation Log PNP-7 (Form located in Section VII) PLI-Professional Learning Inventory Instructions and Report ILDP-Individual Leadership Development Plan IV Leadership Standards

Documentation Logs for Leadership Standards Principal Leadership Standards: Sample Key Indicators for Entry Level

Principals V Program Assessments

PNP Leadership Standards Assessment Matrix PNP-4 Principal Leadership Standards Competency Rating Form VI Leadership Development Resources

VII Florida School Principal Certification Recommendation Form

PNP-7 Florida School Principal Certification Recommendation Form

VIII Program and Participant Survey Forms

118

SECTION I

LEAD PROGRAM OVERVIEW

119

LEADERSHIP EFFECTIVENESS, ASSESSMENT, AND DEVELOPMENT PROGRAM (LEAD)

Introduction The School Board of Highlands County Leadership Effectiveness, Assessment and Development (L.E.A.D.) Management Program includes developing Teacher Leaders and Aspiring Administrators, Preparing New Principals, and training existing administrators to become “effective high-performing leaders of learning” based upon the Department of Education’s William C. Golden (WCG) School Leadership Development Program’s Leadership Standards. The Director of Human Resources, Recruitment and Professional Development (HRRPD) and/or his/her designee will be responsible for the direction and facilitation of the Program. The Leadership Development Program is designed to: 1. Meet the requirements of the State of Florida WCG School Leadership

Development Program and Principal Leadership Standards; 2. Direct focus on student growth and achievement; 3. Facilitate continuous improvement of the individual and organization; 4. Align with roles, responsibilities and expectations of the organization; 5. Maintain a consistent, on-going program that is relevant to the goals and

career path of the individual; 6. Provide orientation and support to new administrative staff as well as existing

administrators. The Director of HRRPD shall assess projected administrative needs and prepare an annual report of potential administrative vacancies anticipated for the next three to five years. The district’s planning process shall consider the impact these personnel changes will have on district programs and reflect adjustments as necessary. The report will be submitted to the Superintendent for review and/or discussion and the Superintendent will update the School Board Members.

I. DEVELOPING TEACHER LEADERS

School-based and district-based administrators will identify teachers who are potential leaders and will assist in directing those individuals in leadership roles and experiences that may lead to other key leadership positions. Such experiences may include teacher-leader team positions, district curriculum team positions, various committee assignments, mentoring responsibilities, supervision of interns or substitute administrative days. Teachers selected for quasi-administrative positions such as school and district resource teachers and teacher-leader teams should have made at least an initial commitment to becoming aspiring administrators. Such commitment may include enrollment in Educational Leadership college courses or participation in various training for Aspiring Administrators.

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The Director of HRRPD shall periodically survey school administrators and teachers for interest in leadership development and provide information/direction about Educational Leadership Programs. Additional input from collaboration with higher education leadership program consultants, regional consortia specialists, and/or participation on leadership development committees will be used to enhance program function and continuous improvement for aspiring administrators.

II. ASPIRING ADMINISTRATOR TRAINING

Those persons who are currently designated as Level I, with certification in Educational Leadership or Administration and Supervision, but who are currently not in the position of assistant principal, may be selected to participate in various Aspiring Administrators training. Training may be provided by the state, district, regional consortia, higher ed partners, or outside agencies/consultants that specialize in leadership development. Selection criteria may include recommendations from supervising administrators, evidence of participation in various leadership roles at the school or district level, and/or previous performance appraisals. Due to limited capacity at various leadership development opportunities, priority consideration will be given to those individuals who have made a commitment to pursue an administrative career path in the district. The length of program participation will depend on the developmental leadership needs of the individual. Successful completion will occur when the candidate fulfills his/her goals as reflected in a Professional Development Plan (may access/utilize the ILDP on the WCG website) or enters the Preparing New Principals (PNP) Program as a new Assistant Principal. The Aspiring Administrators training will consist of the following components: 1. Participants will engage in a variety of personal and professional assessments

to determine strengths and developmental needs with regard to leadership development. Prior Learning/Leadership style inventories may be used as well as self-review of experiences in various administrative job functions and environments (WCG/PLI, Educational Impact’s 360 degree assessment).

2. Participants will create Professional Development Plans (WCG – ILDP) to develop learning goals and provide direction for professional growth.

3. Participants will identify mentors who will agree to assist in providing leadership development opportunities, support and feedback.

4. Participants will engage in a variety of leadership development opportunities such as state and district scheduled professional conferences, seminars covering leadership philosophy and administrative roles/job functions, workshops, shadowing, on-the-job experiences, school-based Teacher-Leader Team positions, district curriculum committees, Professional Educator Competency (PEC)Program Peer-Teacher/Alternative Certification Training for Teachers (ACT) Program Mentor-Teacher, School Advisory Council membership, and attendance at School Board meetings.

5. Participants will maintain a portfolio of materials and information from professional conferences and leadership development opportunities, reflective practices and additional evidence regarding leadership development training or application; Professional Development/Individual Leadership Development

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(ILDP) Plans developed in collaboration with experienced, administrative mentors, will be reviewed periodically to reflect feedback regarding professional growth areas.

III. PREPARING NEW PRINCIPALS PROGRAM

Successful completion of the Preparing New Principals (PNP) program will lead to Level II Principal Certification. The time it will take to achieve Level II certification is dependent upon a comprehensive experience directly related to the participant’s role and responsibilities in accordance with the following eligibility status: 1. Interns: One full year (10 months, of which 180 days release time is

minimum) 2. Intern Assistant Principal: One full year (10 months, of which 91 days release

time is the minimum) 3. Assistant Principal: All individuals selected to become an assistant principal

who do not have Level II Principal Certification will participate in a comprehensive PNP program for two or more years

4. Interim Principal: Assigned one full year (10 months minimum) when deemed necessary by the Superintendent with approval by the School Board

5. District Level Administrator: Two or more years (91 days release time is the minimum)

PNP PROGRAM GOALS The Preparing New Principals Program has four major goals as stated below: 1. To assist each participant in identifying his/her strengths and developmental

needs in relationship to leadership roles and responsibilities. 2. To provide for professional growth experiences and support in the

participant's areas of developmental needs in order to satisfy all competencies relevant to the WCG Leadership Standards.

3. To provide the participant with support, assistance, and counsel/feedback from experienced, high-performing, accomplished administrators.

4. To collect the information necessary to make an informed decision regarding the Florida School Principal certification and future administrative positions.

PNP PROGRAM ADMISSION

The entry process into the Preparing New Principals Program is as follows: 1. Meet all minimum position requirements for administrative application. 2. Become an assistant principal through the district’s selection process. 3. Discuss the PNP program expectations and requirements (the supervising

principal/supervisor and the potential participant). 4. Write a letter (potential participant) to the Superintendent indicating

readiness to participate in the PNP program and send a copy to the principal/supervisor.

5. Approval of program participation (by Superintendent) and letter forwarded to Director of HRRPD.

6. Forward PNP portfolio (by Director of HRRPD) to the Supervising Principal.

PNP PROGRAM CONTENT

The content for the PNP Program consists of six sets of scheduled activities: (1) orientation, (2) diagnostic assessments, (3) on-the-job experience, (4) completion of required program components, (5) support team meetings, and (6) ongoing

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relevant training and professional development.

Orientation

Prior to beginning their roles in the PNP program, all participants and all members of the support teams will receive an orientation regarding the PNP Program guidelines, expectations and requirements.

Diagnostic Assessment PNP participants will participate in assessment activities to determine the relative strengths and areas of developmental need of the individuals, as related to the State’s WCG School Leadership Development Program. Each participant will complete a Self-Appraisal (PNP-2) and an online Prior Learning Inventory (PLI) which focuses on the participant’s previous leadership experiences. These assessment instruments will primarily focus on the participant’s current level of leadership competencies as well as functions and responsibilities of the principal position. During the second year of the program, developing Principals will have the opportunity to participate in a 360 degree assessment exercise with online modules designed to further enhance and develop Principal leadership skills. Participants may also complete personality and/or technical knowledge assessments upon request. Results from these assessment activities may be considered in determining the special training needs of each participant.

On-The-Job Experience

Each participant will participate in a comprehensive experience as deemed appropriate to the assessed skill level and be provided an opportunity to further develop the essential leadership skills necessary to transition from an early career/entry level administrator to becoming an effective, high-performing school-based administrator. These skills will be demonstrated in a full-time, on-the-job, school-based environment. Program Components Participants will complete an online ILDP based on the PLI, self-assessment, and support team’s assessments. Prior administrative performance appraisals may be used where appropriate. Evidence of reflective practices and successful on-the-job experience should be used to document satisfaction of leadership competencies. The Principal Leadership Standards Rating Form and assignments will be used to further define mastery of Leadership Standards. Support Team Meetings In addition to the guidance provided by the immediate supervisor, the participant will also benefit from having a support team. Each participant's support team meets at least three times per year to discuss experiences and progress. At these meetings the participant shares critical incidents and/or events experienced on the job and benefits from the feedback and counsel provided by the experienced administrators on the support team. At each meeting there is a review of progress, suggestions for developmental activities or opportunities, and an updating of the Individual Leadership Development Plan and PNP Portfolio.

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Program Extension The PNP Program may be extended for an additional year beyond the initial two-year program requirement (based on extenuating circumstances). If this is the case, the supervising Principal, Support Team, and Director of HRRPD will collectively determine that it will be an advantage to the participant to further strengthen his/her leadership potential and level of performance. The Superintendent will make the final decision to extend the program participation if extenuating circumstances exist to warrant approval of the requested extension.

Upon program extension approval, a revised leadership development plan will be created by the existing support team or a newly appointed support team. Additional assessments may be required to determine an appropriate individual leadership development plan.

PNP Training

Participants will receive training throughout their PNP experience. This training is geared to the WCG School Leadership Development Program and the functions, role and responsibilities of the principal position in Highlands County, highlighting student growth and achievement. Focus will be given to entry level leadership standards and an effort will be made to individualize, to the degree possible, the training for each participant, based upon assessments/inventories, ILDP, observations, and special developmental needs. Opportunities may include training in three basic areas: 1. Classroom-Based Training will be provided by a variety of resources, agencies,

professional organizations, and higher education partners or affiliates. These seminars, academies, workshops, and online modules will provide research-based knowledge to make candidates aware of WCG Leadership Competencies at entry level standards to include Managing the Learning Environment, Learning, Accountability, and Assessment, Technology, Human Resource Development, and Ethical Leadership, and Diversity. Additional leadership standards at the next level may also include Instructional Leadership, Decision-making Strategies, School Vision/Culture, and Communication and Stakeholder Partnerships. The WCG online training program modules (ASAP) will be emphasized.

2. Job Specific Training will be provided to fully inform the candidate of the policies and practices essential to functioning as a school principal. These may consist of district shadowing experiences, various district orientations and training sessions, and conferences/seminars/workshops covering such critical topics as: a. School Finance/Budget/Allocations b. Curriculum

c. Facilities and Transportation d. Personnel Practices and Employment Law e. ESOL for Administrators f. Labor Relations g. Student Services h. Vocational and Career Education i. Federal and State Programs; legislation governing public school organizations j. Management Information Services k. Exceptional Student Education l. Professional Development and Professional Development Protocol Review; National

State Board Standards m. Overview of System Organization, Policies, and Procedures

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n. Scheduling o. Parental/Community Involvement

3. School Site Training/Field Experiences shall provide the PNP candidate with relevant on-the-job learning experiences. These experiences shall take place primarily at one site but may include visits to other schools sites within the district. These experiences will be guided by the Supervising Principal and may include shadowing of other high-performing principals and/or assignment of projects applicable to the leadership standards learning process.

The Supervising Principal is responsible for assigning the field experiences and providing the PNP candidate with opportunities to learn and grow through various means/methods on a continuous basis. The candidate will periodically update the supervising Principal regarding selected field experiences and status of learning opportunities reflected by level of leadership development. The PNP candidate may participate in the following learning-teaching roles under the direction of the Supervising Principal to document the WCG Leadership Development Standards. a. Observation and Demonstration

An individual observes an activity or an individual without taking part in the activity. For example, the PNP candidate observes the Supervising Principal or the Supervising Principal observes the PNP candidate or the PNP candidate

observes others, providing ongoing feedback. b. Delegated Assignment

The Supervising Principal delegates a problem, task or responsibility for the PNP candidate to handle with minimal guidance, providing ongoing feedback.

c. Supervised Assignment The Supervising Principal assigns the PNP candidate a specific task and

provides training and supervision, offering ongoing feedback. d. Cooperative Assignment

The Supervising Principal and PNP candidate work as peers in a collegial

relationship in a specific situation. e. Structured Study

The PNP candidate completes a structured training module or other professional development activity which is reviewed by the Supervising

Principal and discussed collaboratively. f. Informal Study

The PNP candidate completes a self-study program resulting from a diagnosis by the Supervising Principal and/or self-diagnosis.

g. Discussion and Reflection The Supervising Principal and PNP candidate discuss topics of professional/personal interest surrounding the field experience such as 1) practical tips or techniques or 2) orientation or briefing on a task, event, or situation.

SUPPORT TEAM

Each PNP participant will have a support team consisting of the following individuals:

1. The Supervising Principal, 2. A former experienced principal or supervisor with at least three years of school-based administrative experience and

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3. Another experienced professional (principal or district-level administrator), preferably one who holds a valid Florida School Principal Certification.

Support team members will be recommended by the Supervising Principal to the Superintendent. Should the participant not have a former principal available, the Supervising Principal will recommend an appropriate substitute who meets the qualifications for experience and success in the field. RESPONSIBILITIES OF THE SUPERINTENDENT

The Superintendent will have the following responsibilities in the Preparing New Principals Program: 1. Forward participant’s readiness letter to Director of HRRPD; 2. Approve the candidate’s support team members recommended by the

Supervising Principal; 3. Address any issues which arise during program implementation; 4. Review completed portfolios and discuss candidate’s status, accomplishments,

and/or performance deficiencies with Director of HRRPD; 5. Assess status, where appropriate, with Supervising Principal, Support Team

Members and Director of HRRPD to determine successful completion; a one-year extension of the program may be granted under special circumstances;

6. Make the final Florida School Principal Certification recommendation decision. RESPONSIBILITIES OF HRRPD The Director of HRRPD will have the following responsibilities in the Preparing New Principals Program: 1. Coordinate/facilitate PNP Program guidelines/implementation; 2. Plan/deliver the program orientation session; 3. Participate in the support team training; 4. Provide portfolio materials; 5. Notify candidates of participation in professional development activities,

trainings, workshops, conferences and academies relevant to program requirements and job responsibilities;

6. Conduct mid-program review and assessment; 7. Review completed program portfolio for satisfaction of program requirements

and sign-off if approved; 8. Return incomplete program portfolios to participants for further review with

Supervising Principal and Support Team Members; provide remediation, corrections and/or additional documentation where necessary;

9. Forward portfolio to Superintendent for final review and approval for recommendation of Florida School Principal Certification;

10. Survey participants, principals and support team for end-of-program assessment and possible revision.

RESPONSIBILITIES OF THE SUPERVISING PRINCIPAL The Supervising Principal will have the following responsibilities in the Preparing New Principals Program: 1. Recommend the other administrators for the support team, in consultation

with the Superintendent; 2. Submit the letter to the Superintendent naming the team being

recommended;

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3. Participate in the program orientation and training for support team members;

4. Schedule and conduct the planning meeting for the participant; 5. Complete, in consultation with other support team members, the Strengths

and Developmental Needs Worksheet (PNP-1) on the participant and assist participant with Individual Leadership Development Plan (ILDP);

6. Facilitate, update, and maintain the PNP Portfolio timeline and requirements;

7. Maintain a Support Team Observation Log (PNP-6); 8. Schedule and conduct the review team meetings; 9. Provide support and assistance to the participant as needed; 10. Complete each of the required ongoing evaluations of the participant; 11. Schedule and conduct the year-end performance review of the participant; 12. Sign and submit the completed portfolio to the Director of HRRPD for review

and approval to forward to the Superintendent for final recommendation of Principal Certification;

13. Complete program assessment survey and return to Director of HRRPD. The supervising principal will receive supplemental compensation based on the current salary schedule at the time that the portfolio is completed and forwarded to the Director of HRRPD.

RESPONSIBILITIES OF THE SUPPORT TEAM MEMBERS The following are responsibilities of the support team members with regard to the Preparing New Principals Program: 1. Participate in the program orientation and training provided for support team

members; 2. Participate in the planning meeting; 3. Provide support, feedback and assistance to the participant, as needed; 4. Complete Strengths and Developmental Needs Worksheet Form (PNP-1) in consultation with Supervising Principal and assist participant with

Individual Leadership Development Plan (ILDP); 5. Maintain a Support Team Observation Log (PNP-6); 6. Complete and return program survey/assessment forms; 7. Attend all review meetings; 8. Contribute to the ongoing evaluation of the participant; 9. Verify successful completion of program (final sign-off) RESPONSIBILITIES OF THE PNP PARTICIPANT The following are responsibilities of the participant with regard to the Preparing New Principals Program: 1. Read and sign PNP Program Letter/Statement of Understanding regarding

program requirements; 2. Discuss the PNP program expectations and requirements with the supervising

principal and submit program participation request letter to Superintendent and Director of HRRPD indicating readiness to begin the program;

3. Participate in the orientation provided for all PNP participants; 4. Attend and participate in the planning meeting; 5. Complete Participant Self Appraisal (PNP 2) and Prior Learning Inventory

(online via WCG website); participant may have completed inventory

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previously during application process as required component of online administrative application;

6. Initiate work on ILDP collaboratively with Supervising Principal and Support Team; provide feedback regarding program needs/concerns and field experiences/learning opportunities;

7. Maintain a log of activities/accomplishments using the Principal Leadership Competency Rating Form (PNP-4) and other formats as chosen by the participant and approved by the Supervising Principal;

8. Attend and participate in all review meetings; 9. Participate in the individualized training opportunities identified by the

Supervising Principal and support team and/or recommended by the Director of HRRPD;

10. Complete all additional required assignments to demonstrate Principal Leadership Standards competencies and to meet program requirements;

11. Attend and participate in the year-end performance review; 12. Successfully demonstrate mastery of each of the WCG Leadership Standards

including “Satisfactory” or above ratings on performance appraisals; 13. Achieve significant progress toward accomplishing all individual goals; 14. Complete program assessment survey and return to Director of HRRPD. PROGRAM ORIENTATION A L.E.A.D. Management Program orientation, to include the PNP Program, will be provided to the School Board and all administrative staff. Prior to beginning their roles in the Preparing New Principals Program, all participants and all members of the support teams will participate in an orientation regarding the Preparing New Principals Program. The orientation will focus on the rationale and procedures for the program as well as program expectations/requirements, and will orient all participants regarding their respective roles in the program. The orientation program will be designed and delivered by the Director of HRRPD with input from experienced Principals and other appropriate stakeholders. SUPPORT TEAM TRAINING One of the responsibilities of support team members will be to participate in training topics identified for support team members. The contents of this training program will be determined by the Director of HRRPD and supervising Administrators. The training content may include such topics as Managing Performance, Interaction Management, Conflict Resolution, and Coaching and Feedback Skills. Such training may be provided by the district or by outside consultants (regional consortia, DOE educational partners, higher ed/community business partners).

PREPARING FOR THE PLANNING MEETING The following steps will occur prior to the initial planning meeting of the PNP participant and support team. 1. Within the first ten workdays following appointment as a participant, the

Supervising Principal will identify the support team members. 2. Within the first twenty workdays following appointment, the Supervising

Principal will notify the participant and support team members of the time and place for the planning meeting.

3. Prior to the planning meeting the Supervising Principal will collect the data

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necessary to complete a diagnostic profile on the participant. The supervising principal will tap as many of the following data sources as are available:

a. assessment results; b. personality inventory results; c. previous performance appraisal results; d. interview with the participant’s previous supervisor; e. technical knowledge assessment results;

f. Targeted Selection Interview results; g. interview with the participant; h. personal knowledge of participant’s previous assignments and work style.

4. Prior to the planning meeting, the supervising principal will convene a meeting of the entire support team. The supervising principal will share with the team all of the diagnostic information available on the participant, and the team will collaborate on the completion of the Strengths and Developmental Needs Worksheet (PNP-1).

5. Prior to the planning meeting, the supervising principal will ask the participant to complete a self-appraisal of strengths and developmental needs, using the PNP Participant Self-Appraisal Form (PNP-2) and the online Prior Learning Inventory (PLI). The participant will bring the completed self-appraisal form and learning inventory report to the planning meeting.

CONDUCTING THE PLANNING MEETING Within the first thirty workdays following appointment as an intern, each participant will meet with his/her support team for an initial planning meeting. The following activities will occur during the initial planning meeting. 1. The participant will be asked to share the results of his/her self-appraisal and

Prior Learning Inventory (PLI). Previous performance appraisals may also be considered.

2. The participant and support team members will review the Strengths and Developmental Needs Worksheet (PNP-1) and PLI. The support team members and the participant will discuss past experiences; the lack of experience in a given leadership competency area may indicate a developmental need. For instance, if the participant has not had experience with developing budgets, this would indicate a developmental need which the Individual Leadership Development Plan (ILDP) would need to address.

3. The support team will identify three to six goals related to the participant’s developmental needs.

4. The support team and participant will identify the specific training/leadership development experiences which will be provided. This information will be recorded on the ILDP.

5. The support team will review with the participant the Principal Leadership Competency Rating Form (PNP-4) in conjunction with the Leadership Standards for Entry Level/Early Career Principal based on the WCG School Leadership Development Program. The purpose of this activity is to assure that the participant is aware of his/her specific performance expectations as they align with the competency level of leadership program standards. The support team will review with the participant the criteria that will be applied in reaching a decision regarding Florida School Principal Certification. To be eligible for certification, the participant must:

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a. receive a satisfactory rating or above on each of the leadership standards (performance appraisal and program requirements);

b. demonstrate significant progress on all of the individual goals (ILDP); c. complete all activities and assignments that demonstrate competency in

each of the leadership standards; d. receive Supervising Principal and Support Team “sign-off”; e. receive program portfolio approval by the Director of HRRPD; f. receive final approval and recommendation for Principal Certification by

the Superintendent. 6. The support team members will discuss and agree upon what observations

each team member will make and how those observations will contribute to decisions regarding whether mastery of the leadership standards have been demonstrated.

7. The participant and support team members will agree upon a meeting schedule. This meeting schedule will vary based on the participant’s past experiences and identified developmental needs. However, as a minimum, the participant and the support team will be scheduled to meet three times per year.

8. The participant and support team will complete a PNP Support Meeting Schedule Form (PNP-5).

9. Upon completion of the planning meeting, the following materials will be placed in the PNP Portfolio:

a. a copy of the completed Strengths and Developmental Needs Worksheet (PNP-1) and the PLI report;

b. a copy of the Meeting Schedule Form (PNP-5); c. a copy of the Individual Leadership Development Plan (ILDP); d. a copy of the Principal Leadership Competency Rating Form (PNP-4). SUPPORT TEAM ACTIVITIES

Each support team member will have the responsibility of conducting observations of those skills which he/she was assigned during the planning meeting. The observations will occur in accordance with the schedule agreed upon at the planning meeting. It is anticipated that each team member will complete at least one observation per semester; however, the Supervising Principal should observe the participant often throughout the year. The support team member should conduct the observations in an informal manner, and in the spirit of providing assistance to the intern/PNP Participant. The team member should remember that his/her role is primarily one of support and feedback, not formal evaluation. The results of each observation should be recorded in the Support Team Observation Log (PNP-6) by the support staff member. Entries in the log should include the date of the observation, the observation setting, the competency or goal being observed, and a brief summary of what was observed. A copy of each support team member's log will be included in the portfolio at the subsequent support team meeting.

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CONDUCTING PNP MEETINGS PNP meetings will occur at least three times a year. During each of the meetings, the following activities will occur:

1. The support team members will meet without the participant present to discuss information related to his/her performance. At these meetings the support team members also will discuss the participant’s performance relative to the competencies listed on the Principal Leadership Competency Rating Form (PNP-4). Any area(s) where the participant has demonstrated competence will be rated as “meets expectations” by the Supervising Principal. Also to be noted are areas where the participant has either: (1) not demonstrated satisfactory performance and/or (2) demonstrated unprofessional, inappropriate, and/or unacceptable behavior.

One purpose of these meetings will be to provide an opportunity for each support staff member to share with other support staff members the results from the observations he/she conducted since the planning meeting or previous PNP meeting. Based upon these observations, the support staff members will plan their strategy for providing feedback to the participant.

2. The participant will meet with the support team members and this segment of the meeting will begin with the participant sharing information relative to his/her self-assessment of progress and prior learning inventory. The participant will: (1) share areas of accomplishment, (2) identify specific leadership standards which he/she feels have been demonstrated, and (3) identify any areas where he/she is experiencing difficulty or requests further development.

3. The Supervising Principal will share with the participant the support team members' perceptions concerning the same three areas (listed in #2 above) where the participant conducted his/her self-assessment and completed the learning inventory.

4. The support team and participant will update the ILDP. Updating will entail: (a) indicating any observed progress relative to a developmental need, (b) identifying new training/development experiences relative to a previously identified developmental need, and/or identifying new developmental needs. The Supervising Principal may also use Performance Appraisal results to modify the Leadership Development Plan.

5. Additional activities and assignments will be discussed and implemented where further development is indicated. The Leadership Competency Rating Form and competency indicators will provide the opportunity to enhance required Leadership Standards to meet program requirements.

6. The support team and intern/PNP Participant will verify the date for the next PNP meeting.

7. By the end of each PNP meeting, the following notations or entries will be made in the PNP Portfolio:

a. the ILDP will have been updated; b. Support Team Observation Logs (PNP-6) will have been added; c. supportive evidence of performance competency may have been added

by either the participant or support team members.

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PNP PORTFOLIO Each participant will have a PNP Portfolio. The portfolio will be originated during the planning meeting and will be updated at each PNP meeting. The Supervising Principal will have responsibility for facilitating, updating and maintaining the program portfolio requirements.

The portfolio will consist of a notebook or file into which the following materials will be placed: 1. a copy of the documents used in the planning meeting (PNP-1, PNP-3, PNP-4, and PNP-5); 2. assessment/inventory forms and information 3. Individual Leadership Development Plan (ILDP) 4. copies of all Support Team Observation Logs (PNP-6); 5. any required materials, products, or evidence which exemplify the participant's

performance (other documentation may be at the discretion of the Supervising Principal, participant or support team members);

6. a copy of the composite Principal Leadership Competency Rating Form (PNP-4);

7. a copy of the Florida School Principal Certification Recommendation Form (PNP-7).

END OF PNP PROGRAM PARTICIPANT EVALUATION The following procedures will be used to conduct the evaluation of the PNP Program for each participant. 1. The Supervising Principal will finalize rating the leadership standards and

competencies as “meets expectations”/”does not meet expectations” from the completed Principal Leadership Competency Rating Form (PNP-4) provided by the participant; “does not meet expectations” ratings will be given opportunities for correction and or further development throughout the program and prior to final program evaluation; various leadership development training sources (WCG online modules/ASAP, Educational Impact, higher education collaborative training partnerships, leadership academies, professional conferences, district-driven professional development requirements, etc.) will be used to assess and assist the participant in meeting required leadership program competencies and/or individual program extension remediation plans.

2. The Supervising Principal will schedule a final summary PNP review meeting; participants will include only the Supervising Principal and the PNP participant.

3. The Supervising Principal will share with the participant during the final summary PNP meeting the rating results from the Principal Leadership Competency Rating Form (PNP-4) as well as results of previous additional opportunities for development, where appropriate.

4. The Supervising Principal will give the participant an opportunity to discuss their program success or needs and present information or documentation that reflects a different level of performance should the participant not agree with any of the ratings.

5. The participant will have an opportunity to include a statement to accompany the form if he/she so desires.

6. The Supervising Principal will complete the Florida School Principal Certification Recommendation Form (PNP-7); support team members will be asked for input into the final approval process indicated by their

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signatures. 7. The supervising principal will insert in the PNP Portfolio the completed copy

of the Principal Leadership Competency Rating Form (PNP-4) and the Florida School Principal Certification Recommendation Form (PNP-7).

8. The completed portfolio will be forwarded to the Director of HRRPD for review of program components and subsequently to the Superintendent for approval.

9. The Superintendent will make the final decision regarding recommendation for Level II Florida School Principal Certification.

10. If the PNP participant is not recommended for certification (due to extenuating circumstances determined by Supervising Principal, Director of HRRPD and Superintendent) the Superintendent may allow the participant one additional year to complete the program's requirements, either with the same support team or a new team.

PNP PROGRAM ASSESSMENT

Participant and program survey/assessment forms (pg 186-189 at the end of PNP Program Section) will be completed by the PNP participant/A.P., the first-year Principal after completing the program, and the supervising New Principal Mentor (pg 245-246 at the end of New Principal Protégé Program Section). The compilation of results of participant and program surveys/assessments will be used to plan, strengthen and further define program components and leadership development opportunities. When appropriate, a committee comprised of various program stakeholders may be convened to review program data and make necessary revisions for the purpose of continuous improvement.

IV. ADMINISTRATOR TRAINING

New demands for school leaders and the changing face of school leadership require specialized knowledge and skills of Principals. The ongoing process of producing effective school leaders who demonstrate standards that affect school change and impact student achievement involves leadership development at three administrative levels: Entry Level/Early Career Assistant Principals and Principals, Experienced Assistant Principals and Principals, and Career/Accomplished or High-Performing Principals. In accordance with the Department of Education’s William Cecil Golden Leadership Development Program and The School Board of Highlands County L.E.A.D. Management Program, leadership development opportunities appropriate to individuals’ experiences and developmental needs will be provided for all levels of administrators. Results from Performance Appraisals, School Improvement Plans, and Individual Leadership Development Plans will also be used to identify district-wide leadership professional development training needs. Periodic interest surveys and needs assessments for professional training topics will be conducted to assist in the Human Resources, Recruitment, and Professional Development Department’s (HRRPD) Comprehensive Planning Process for professional development offerings.

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Training for administrators will focus on providing high standards for school leaders and support for Principals as instructional leaders. Beginning with Level I Entry-Level Administrators through Level III Career/High Performing Principals, emphasis on developing and mastering leadership standards will include the following areas:

Level I: Entry-level Assistant Principals and Early Career/New

Principals • Learning, Accountability and Assessment • Managing the Learning Environment • Human Resource Development • Technology • Ethical Leadership • Diversity

Level II: Current/Experienced Assistant Principals and Principals • Instructional Leadership • Decision-Making Strategies • School Vision and Culture • Building Community and Stakeholder Partnerships

Level III: Current Experienced/Career, Accomplished, or High-Performing Principals:

• Establish goals and strategies in conjunction with school/district support team to lead change

• Develop a learning project around the implementation of a school reform effort with a goal resulting in increased student achievement

• Serve as mentors to aspiring and beginning principals • Train and prepare high-performing principals to deal with challenging growth

opportunities.

ADMINISTRATOR RECERTIFICATION All school-level and certain district-level administrators are expected to hold and maintain a valid five-year professional educator’s certificate reflecting the appropriate administrative coverage. District inservice workshops and ongoing professional development training, conferences, and courses may be used to accumulate the required 120 inservice points to renew the administrator’s Florida Educator Certificate. Professional Development components aligned with the WCG Leadership Development Program and the L.E.A.D. Management Plan’s emphasis on development of school leaders are listed and described in the district’s Master Inservice Plan. The Professional Development Management System (My-Points.org) is used to notify, register, and record activities that result in the assignment of inservice points for certificate renewal.

This section of the LEAD Management Program was revised by the Department of

Human Resources, Recruitment and Professional Development from the latest version (1998) of the Human Resources Management Development Plan (HRMD)

and the Florida William C. Golden School Leadership Development Program. The

revised program was reviewed, evaluated and edited by a district and school-based administrative review team with final approval by the Superintendent and the

School Board. May, 2008

134

SECTION II

PROGRAM

INTRODUCTION

AND

INSTRUCTIONS

135

SCHOOL BOARD OF HIGHLANDS COUNTY

Preparing New Principals Program

(PNP) Participant Information

Biographical Information

PNP Participant Name ________________________________________ Title______________________________ School___________________ School Year _________________________________________________ Beginning date of PNP Program___________________________________ Completion date of PNP Program__________________________________

Support Team Members

Supervising Principal __________________________________________ Support Team Member _________________________________________ Support Team Member _________________________________________

Please send a copy of this completed form to Sandy Smith in the Office of Professional Development

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PREPARING NEW PRINCIPALS PROGRAM

WELCOME LETTER & STATEMENT OF UNDERSTANDING

Welcome PNP Program Participant!

The Preparing New Principals Program (PNP) is a two-year leadership development training program focused on developing high performing leaders of learning. It is designed to meet leadership standards and statutory requirements of the State of Florida William Cecil Golden Leadership Program and provide orientation, support and assistance to new administrative employees. The program will be ongoing and aligned with specific job responsibilities and organizational expectations that impact student growth and achievement as well as provide and promote professional career goals and continuous improvement of the individual, program and organization. The timeline that it takes to achieve Level II Certification is dependent upon the participant’s comprehensive experience directly related to his/her specific job responsibilities and the individual’s ability to meet the leadership competencies outlined in the program requirements. Options are available to request an extension of the training program should extreme extenuating circumstances exist that prohibit successful completion within the two-year time period.

Recommendations for successful program completion are made by the Supervising Principal with input from Support Team Members and the Director of Human Resources, Recruitment and Professional Development. Subsequently, successful completion of the PNP Program will lead to the Superintendent’s recommendation of Level II Principal Certification.

Reappointment in an Assistant Principal position for the following school year immediately

after completion of the PNP Program is contingent upon the following:

• Satisfactory or higher performance appraisals during the PNP Program • Successful completion of program/portfolio requirements documenting leadership

competency in all program areas • Recommendation by Principal, Support Team, and Director of HRRPD • Superintendent’s approval and recommendation for Level II Principal Certification

Failure to successfully complete the leadership training program will result in a

recommendation for withdrawal from the program and will affect the participant’s eligibility for reappointment as an Assistant Principal in the district.

The PNP Program was developed and structured to help ensure that the program participant

receives the necessary assistance to be successful. Therefore, it is the school district’s desire and intent to fully support your administrative experience and provide you with the tools and resources you need to demonstrate and enhance your leadership skills. We welcome your participation in the Principal training program and invite you to contact us if you have any questions and/or concerns. Sincerely, Wally Cox Vivianne Waldron Superintendent Director of Human Resources, Recruitment


My signature below signifies that I have read and understand the

conditions/requirements of the PNP Training Program described above.

______________________________________ __________________________ PNP Participants signature Date

cc: Personnel file

137

Preparing New Principals (PNP) Protocol

The following checklist is offered to assist all program constituents through the PNP Program process: Checklist

_____ Participant writes a letter to the Superintendent indicating intent to participate in the district PNP Program (cc: Human Resources/Professional Development Coordinator)

_____ Participant signs Statement of Understanding _____ Principal recommends other administrators for Support Team Members (with the

superintendent’s approval) _____ Principal submits Support Team names in writing to the Superintendent _____ HRRPD Director schedules/conducts orientation meeting for PNP participant

(Participant, Principal and HRRPD Director must attend) _____ Participant completes Participant Information Form _____ Principal (and HRRPD Director if needed) provides orientation/training for PNP

participant and Support Team Members _____ Principal schedules/conducts planning meetings for PNP participant and Support Team _____ Participant completes Self-Appraisal (PNP-2) and on-line Prior Learning Inventory

(PLI) _____ Participant works with Support Team to complete Strengths and Developmental Needs

Worksheet (PNP-1) _____ Participant begins on-line ILDP with input from Support Team based on PLI and other

assessments _____ Principal maintains/updates and oversees the PNP Portfolio with participant and

Support Team Members _____ Participant and Support Team maintain the Support Team Observation Log – PNP-6 _____ Principal schedules and conducts Support Team meetings _____ Participant works on completing various program requirements: WCG Leadership

Standards via online modules, district professional development offerings, leadership academies, professional conferences via regional consortia, higher education institutions, and DOE/professional partners; Leadership Standards Competency Dimensions in areas of “Developmental Needs”(PNP-4), reflective practices, field experiences and other evidence of meeting competency standards directly related to administrative responsibilities

_____ Principal and Support Team complete observations and evaluations as required _____ HRRPD Director surveys participants, Principal and Support Team for mid-program

review in standards assessment

138

PNP PROTOCOL Page 2 _____ Participant completes 360 degree assessment in second year of program participation

to determine strengths and/or further development in identified areas of leadership competency (when required)

_____ Supervising Principal reviews Competency Dimensions and verifies successful program

completion by signing the Principal Leadership Standards Competency Rating Form (PNP-4)

_____ Principal conducts end of program review/assessment _____ Principal and participant complete ALL requirements for PNP Portfolio; Principal signs

Florida School Principal Certification Recommendation Form and forward to Sandy Smith in the Office of Professional Development for the HRRPD Director’s review, approval and signature; PNP recommendation is submitted to Superintendent

Guidelines

The guidelines and sequence of required activities are clearly outlined in the PNP Portfolio itself; may also refer to PNP Program Matrix for program components timeline. Support Team Members

Will consist of the Supervising Principal and two others – a former experienced principal AND another professional/administrator who may be an experienced principal or district-level administrator who (preferably) holds Principal Certification and/or has previous successful school Principal experience.

Professional Development Opportunities

As part of the PNP Program, the District encourages and funds specific professional development training opportunities for the PNP Participants to attend. Participants will be notified when opportunities arise. Included (however not limited to) each year are:

• FPMS Training • The Assistant Principals Conference • DOE & Professional Partners – William Cecil Golden Leadership Development

Academies, Conferences or Workshops • SACS Review Training • Targeted Selection Interview Training • ESOL for Administrators • HEC Leadership Conference • Model Schools Conference • Facilitative Leadership • Classroom Walk-Through Training

139

PNP PROGRAM TIMELINE FOR LEADERSHIP DEVELOPMENT Program Components: Two-Year Timeline

Program Entry

(First 30 - 60 Days in Program)

Program Entry to Mid-Year

(After 60 Days in Program)

Mid-Year to End-of-Year

Year

One

PNP Intent Letter to Superintendent Sign Statement of Understanding Principal Recommends Support Team Superintendent Approves Support Team Program Orientation for Participant, Supervising

Administrator and Support Team Members Complete Participant Information Form Support Team/Participant Planning Meeting Complete Self-Assessment (PNP2) Complete Prior Learning Inventory (PLI) Support Team Complete Strengths/Needs Worksheet

(PNP1) Begin Online ILDP/Develop Goals with Support Team Assign Field Experiences Begin PNP Portfolio Documentation Begin Observations

*Begin Program Leadership Development Training Requirements (Focus on WCG Entry Level Standards: Online Modules, District In-Service, Higher Ed Collaborative Workshops/Regional Consortia, Leadership Academies, etc.)

Begin Work on Principal Leadership Standards and Competency Indicators for Identified Developmental Areas

Assess Goals/Continue Work on ILDP Continue Support Team Meetings-Feedback and

Revision to ILDP Continue Assigned Field Experiences Continue Observations and Maintain Support

Team Observation Log Required District Professional Development Continue PNP Portfolio Documentation Mid-Year Participant/Program Review Meeting

*Continue Leadership Development Training Requirements Continue PNP Portfolio Documentation Continue District Program Professional Development

Activities Continue Field Experiences Continue Support Team Meetings Continue Observations/Support Team Log Assess Goals/Revise ILDP Where Needed Continue Work on Principal Leadership Standards and

Competency Indicators for Identified Developmental Areas

Mid-Program Leadership Standards Competency Indicators Evaluation

Support Team Review Form End of First Year Participant and Program Review Meeting Administrative Performance Appraisal

*WCG Leadership Standards: Managing the Learning Environment, Learning, Accountability, and Assessment, Technology, Human Resource Development, Ethical Leadership and

Diversity

District Professional Development: FPMS Training, SACS Review Training, Assistant Principal’s Conference, HEC Leadership Conference, Performance Appraisal Orientation, Facilitative Leadership Training, Classroom Walk-Through Training

Beginning of Year Two Beginning to Mid-Year Mid-Year to End of Year

Year

Two

360 Degree Assessment (Ed Impact/ASAP) Determine Second-Year Growth/Needs Areas Assess Goals/Revise ILDP Where Needed Continue Work on Principal Leadership Standards and


*Continue Leadership Development Training Requirements

Continue PNP Portfolio Documentation Continue District Program Professional Development

Activities Continue Field Experiences Continue Support Team Meetings Support Team Continue Observations/Support Team

Log

*Continue Leadership Development Training Requirements

Continue Work on Principal Leadership Standards and Competency Indicators for Identified Developmental Areas

Continue PNP Portfolio Documentation Continue District Program Professional

Development Activities Continue Field Experiences Continue Support Team Meetings Support Team Continue Observations and

Support Team Log Mid-Year Participant/Program Review

*Continue Leadership Development Training Requirements Continue Work on Principal Leadership Standards and


Continue District Program Professional Development Activities

Continue Field Experiences Complete All Requirements for PNP Program Portfolio Final Assessment Rating of Competency

Indicators/Completion Verification Support Team Completes All Observations Final Support Team Meeting/Forms Conduct End of Program Review Complete Program Survey Supervising Administrator Submits Program

Completion/Recommendation Form to HRRPD Director for Review

Superintendent Recommends for Level II Principal Certification

PNP Program Completer Applies for School Principal Certification

Administrative Performance Appraisal *WCG Leadership Standards: Managing the Learning Environment, Learning, Accountability, and Assessment, Technology, Human Resource Development,

Ethical Leadership and Diversity; Optional Year Two – Instructional Leadership, Decision-Making Strategies, Vision, Community and Stakeholder Partnerships

District Professional Development: Mentoring New Teachers, Targeted Selection Training, ESOL for Administrators, Leadership Academies, Model Schools Conference, HEC Leadership Conference

140

SECTION III

PROGRAM FORMS

REQUIRED DOCUMENTS

AND

DUE DATES

141

PNP Program Portfolio Forms and Timeline for Completion

FORM DESCRIPTION

DUE DATE

PNP-1 Strengths and Developmental Needs Worksheet

The Supervising Principal and Support Team Members collaboratively determine the participant’s Strengths and Developmental Needs based upon responses on the Prior Learning Inventory (PLI) and Participant Self-Appraisal Form (PNP-2).

Sept. 1

PNP-2 Participant Self-Appraisal Form The participant completes this form based upon self-reflective practices and his/her responses regarding leadership experiences and competencies listed on the Prior Learning Inventory (PLI) (if not completed during the application phase, the PLI is required to be completed during the beginning of the participant’s experience in the PNP Program)

Aug. 25

PLI Prior Learning Inventory Completes the online DOE/WCG Prior Learning Inventory; a report is generated for the participant to use to develop his/her ILDP and leadership goals in collaboration with the Support Team

Aug. 15

ILDP Individual Leadership Development Plan This is an ongoing reflective process which will be updated though-out the two-year program; the participant will initially develop the ILDP based on the PNP-1, PNP-2, and PLI

Sept. 15

PNP-3 ILDP – Goal Review Form The participant and Support Team Members will complete one Form for each goal listed on the Individual Leadership Development Plan (ILDP)(based on PNP-1, PNP-2, and PLI: areas of leadership development); goals should also align with SIP. Successful completion of program requires documentation of collaborative identification of 3-6 goals

Sept. 30

PNP-4 Principal Leadership Standards Competency

Dimension/Indicators Rating Form Located in Section V, this document will be used to further define mastery of leadership competency based upon the participant’s Self-Appraisal Form, Prior Learning Inventory, observations, field experiences, and identification of develop-mental needs on the PNP-1. The Support Team and participant will collaboratively select assignments covering the standards in the identified areas of need; participant will provide evidence of Meeting leadership competencies in each of the standards

Ongoing -

to be completed

by the end

of the program

142

Use the PNP Leadership Standards

Documentation Log to List activities and place

supporting documents (evidence and products)

behind each corresponding log

PNP-5 PNP Support Meeting Schedule Form To be completed by Supervising Principal or Support Team

Member at each meeting. Program requires at least 3 meetings per year.

Complete at each

meeting

PNP-6 PNP Support Team Observation Log To be completed by Support Team Member for each observation made. Team Members will conduct observations at least once per semester. Supervising Principal observations should be regular and ongoing.

Complete after each

observation

PNP-7

Florida School Principal Certification Recommendation Form Located in Section VII, this form will be completed by the Supervising Principal and participant’s support team; upon submission of PNP Portfolio recommendation form to the Director of HRRPD, the Superintendent’s final approval is required for recommendation of Florida School Principal Certification.

Complete after 2nd

year in the

program

Note:

• The William Cecil Golden and Educational Impact online training resources are available for use throughout the two-year program. Modules in selected leadership standards may be recommended by the Supervising Principal and Support Team.

• Additional training in the leadership standards may include professional development training provided by the district, DOE educational partners or higher education institutes, i.e., Leadership Academies, Assistant Principal Conferences, etc.

• Training should be completed by the participant and documentation provided in the PNP Portfolio prior to successful completion of the program. Documentation will be placed behind the corresponding leadership standard in Section IV.

143


STRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEET

Participant: Date: ___________________

Support Team Member Completing Form: _____________________________________

Note: Mark (��) a skill area only if the participant has a significant strength or significant

developmental need in the area.

FLORIDA PRINCIPAL LEADERSHIP STANDARDS

Strength Need


1. Instructional Leadership __________ __________

2. Managing the Learning Environment __________ __________

3. Learning, Accountability, and Assessment __________ __________


4. Decision Making Strategies __________ __________

5. Technology __________ __________

6. Human Resource Development __________ __________

7. Ethical Leadership __________ __________

School Leadership

8. Vision __________ __________

9. Community and Stakeholder Partnerships __________ __________

10. Diversity __________ __________

FUNCTIONS 1. Curriculum __________ __________

2. Personnel __________ __________

3. Student Services (Includes Discipline) __________ __________

4. Student Activities __________ __________

5. Transportation __________ __________

6. Finance/Budget __________ __________

7. Facilities __________ __________

8. Community Relations __________ __________

OTHER AREAS 1. School Law __________ __________

2. School Board Policy __________ __________

3. Records/Reports __________ __________

4. __________ __________

5. __________________ __________ __________

MIS 05.04

2/08

PNP - 1

144


PARTICIPANT SELF-APPRAISAL FORM

Participant: Date: ____________________

Note: Mark (��) in the appropriate column for each skill area where you

feel you have either significant strength or significant developmental need.

FLORIDA PRINCIPAL LEADERSHIP STANDARDS

Strength Need







5. Technology __________ __________



School Leadership

8. Vision __________ __________


10. Diversity __________ __________

FUNCTIONS 1. Curriculum __________ __________

2. Personnel __________ __________

3. Student Services (Includes Discipline) __________ __________


5. Transportation __________ __________

6. Finance/Budget __________ __________

7. Facilities __________ __________


OTHER AREAS 1. School Law __________ __________


3. Records/Reports __________ __________

4. __________ __________

5. __________________ __________ __________

MIS 05.05

2/08

PNP - 2

145


Individual Leadership Development Plan

Support Team Review Form

Participant: _______________________________________ Date: _______________________

Directions: The participant and Support Team Members will complete one form for each goal

listed on the Individual Leadership Development Plan (ILDP); program requires successful

documentation of 3 – 6 goals based on identified developmental needs.

*EVIDENCE OF SUCCESSFUL COMPLETION FOR EACH GOAL SHOULD BE PLACED

BEHIND THE PNP-3 FORM FOR THE CORRESPONDING GOAL.

Goal:

_________________________________________________________________________________

_________________________________________________________________________________

Applicable Leadership Competency Area:

________________________________________________________________________________________

________________________________________________________________________________________

*Recommended Leadership Development Experiences and/or Activities:

________________________________________________________________________________________

________________________________________________________________________________________

Review Goal, Provide Comments on Goal Status, and Date/Initial:

Goal Review Status Comments: Date: _____________ Initials______________

________________________________________________________________________________________

Goal Review Status Comments: Date: _____________ Initials______________

________________________________________________________________________________________

Goal Review Status Comments: Date: _______________ Initials________________

_________________________________________________________________________________________

Upon Completion of Goal:

Signatures: Supervising Principal _________________________________________________

Support Team _________________________________________________

Support Team _________________________________________________

PNP Participant ___________________________________________ Date__________________________

MIS 05.06

09/10

PNP - 3

146

MIS 05.08

2/08

PNP-5


PNP Support Meeting Schedule Form

To be completed by Supervising Principal or Support Team Member at each meeting.

Program requires at least 3 meetings per year.

Participant: _________________________________________________________________________

Support Team Members:

(1) _________________________________________________________________________________

(2) _________________________________________________________________________________

(3) _________________________________________________________________________________

SUPPORT

MEETING DATE TEAM MEMBER

INITIALS

Planning Meeting (Page 7 & 10) _______________________ __________________

(Program Overview)

PNP Meeting _______________________ __________________

PNP Meeting _______________________ __________________

PNP Meeting _______________________ __________________

PNP Meeting _______________________ __________________

PNP Meeting _______________________ __________________

PNP Meeting _______________________ __________________

End of Program Evaluation Meeting ________________________ _________________

147


PNP Support Team Observation Log

Directions: To be completed by Support Team Member for each observation made. Team Members will conduct

observations at least once per semester. Supervising Principal observations should be regular and

ongoing.

Participant: ______________________________________________________________

Team Member: ______________________________________________________________

Activity Observed: ______________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Competencies Observed: ______________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Competencies Met: ______________________________________________________________

__________________________________________________________________________

Competencies Not Met: _______________________________________________________

__________________________________________________________________________

Comments by Observer: _______________________________________________________

___________________________________________________________________________

__________________________________ _____________________________________ Signature of Observer Date

MIS 05.09

2/08

PNP - 6

148

Prior Learning Inventory (PLI)

__________________________________________________________________________________________________________________

The Prior Learning Inventory (PLI) helps you correlate your prior learning with the 10 Leadership Standards contained in the Florida State Board of Education Rule (6B-5.012). Educators seeking leadership roles and to improve their performance in such roles may benefit from use of the PLI.

Based on your input, the PLI will create reports that show where your prior learning has prepared you to implement the various standards. Areas you leave incomplete will indicate possible professional growth needs.

The PLI is useful as a self-assessment tool to guide your professional growth. It will help guide your reflective study of the Leadership Standards and is a useful addition to application packets for those seeking positions as school leaders.

The Reports

Once you enter your prior learning into the PLI it presents the information in two reports: the Learning Summary Report and the Detailed Report.

• The Learning Summary Report lists the Leadership Standards, skill sets, and Relative Leadership Strengths in which you have experience. The Future Learning Issues area of the report summarizes the Leadership Standards and skills sets in which you may wish to pursue further professional growth.

• The Detailed Report lists all of the specific professional growth experience you have entered into your PLI for each of the Leadership Standards.

Upon completion of this program you may print out PDF versions of your reports or, if you choose, you may save the reports to your computer and email the PDFs to a Florida School district. School district personnel offices may benefit from information that presents your prior learning in the context of the state Leadership Standards. As your professional growth continues, you may return to the PLI and update your information at any time.

Ethical Leadership

One of the 10 Leadership Standards focuses on ethical behavior. One aspect of ethical behavior is honest input into the PLI. It is not a replacement for your resume but a special supplement to it. With honest and accurate input, the PLI will help you and your school district review how your prior learning relates to the Leadership Standards.

Directions

To access the PLI log on to the following website:

http://www.floridaschoolleaders.org

Create a user name and password

Click on Prior Learning Inventory on the left side and follow the directions to complete the PLI.

After completion, print out the report

You can also access this information via the District Website www.highlands.k12.fl.us

(HRRPD Web Page - Professional Development under “links”

© 2005 Developed by the Council for Educational Change for the Florida Department of Education's DELTA School Leadership Development Program

149

Individual Leadership Development Plan

ILDP

The Individual Leadership Development Plan (ILDP) is an electronic tool to assist in

organizing, planning and monitoring your professional development as a school leader. The

tool allows you to incorporate your school’s student data, school improvement goals and

your personal leadership development plan into one electronic document.

Directions:

Website: www.FloridaSchoolLeaders.org

Type in user name and choose password

LOGIN

Under “TOOLS” on the left, click on “Individual Leadership Development Plan”

To access your 2010-2011 Plan – Click where it says - Click here

Click “e-Annual Professional Development Plan” button

Step 1) Select school district

Select school

Next

Step 2) Select name from list

Don’t see you name? Click on “Don’t see your name?”

Create an account (read directions carefully)

Place a printed copy of your ILDP behind this tab.

150

Section IV

Leadership Standards

• Documentation Logs • Principal Leadership Standards: Sample Key Indicators

151

Leadership Standards

Documentation Log

The PNP Log should be used to document activities for each of the competency indicators under the three areas of leadership standards:

� Instructional Leadership � Operational Leadership � School Leadership

For each activity listed, please provide the evidence, artifacts or products to

document successful completion of the competencies. The documentation should be placed behind the corresponding TAB for that

particular standard’s log.

152

PNP Leadership Standards

Documentation Log

Name: _________________________________ Program Dates: _____________________________

INSTRUCTIONAL leadership Date Task/Activity Description Competency Indicator

153


Documentation Log


INSTRUCTIONAL leadership

Date Task/Activity Description Competency Indicator

154


Documentation Log


OPERATIONAL leadership

Date Task/Activity Description Competency Indicator

155


Documentation Log


OPERATIONAL leadership Date Task/Activity Description Competency Indicator

156


Documentation Log


SCHOOL leadership Date Task/Activity Description Competency Indicator

157


Documentation Log


SCHOOL leadership Date Task/Activity Description Competency Indicator

158


Sample Key Indicators

For

The Entry Level Principal

159

Florida Department of Education


Entry Level Principal

Vision –

High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and

implement a shared vision that is supported by the larger organization and the school community.

Sample Key Indicators at the Entry Level: � Can describe how to develop and implement a shared vision and strategic plan for the school

� Works with staff, students and families to achieve the school’s vision

� Can describe how instructional objectives, curricular goals and the shared vision relate to each other

� Allows time for the achievement of goals

� Identifies needs that will be targeted in the shared vision and strategic plan

� Communicates the school’s vision, mission and priorities to the community

� Understands the basic concepts of the change process

� Is aware that external influences have impact upon the school

� Establishes plans to accomplish goals

� Relates the vision, mission and goals to students

� Understands the effect of having a community of learners working together

� Articulates and reinforces the vision in written and spoken communications

Instructional Leadership – High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices

to student learning, especially in the area of reading and other foundational skills.

Sample Key Indicators at the Entry Level � Sets annual learning gains, school improvement goals and other targets for instructional improvement

� Uses data as a component of planning for instructional improvement

� Includes provisions in the instructional program for students with special needs

� Engages staff in ongoing study of current best practices

� Reads research, applied theory and informed practice related to the curriculum

� Works to create high expectations and standards among the staff, teachers and community members

� Relates content and instruction to the achievement of established standards by students

� Provides instructional leadership

� Is aware of research on instructional effectiveness and will use it as needed

� Demonstrates knowledge of student performance evaluation

� Has identified skills necessary for the planning and implementation of improvements of student learning

� Assesses the curriculum needs in a particular setting

� Works to relate state standards, the needs of the students, the community and the goals of the school

� Understands the effect that a positive school culture has on student learning

� Recognizes differences in the staff’s desire and willingness to focus energy on achieving educational excellence

� Identifies teaching and learning needs among the staff and teachers

� Communicates the instructional program to the community, the staff and district personnel

� Models professionalism, collaboration and continuous learning

� Understands and recognizes the benefits for students in:

○ balanced reading instruction

○ curriculum integration

○ active teaching and learning strategies

○ standards-based instructional programs

○ the use of technology for instructional purposes

○ aligning classroom assessments to standards

Managing the Learning Environment –

High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of

resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment.

Sample Key Indicators at the Entry Level: � Administers policies that provide a safe school environment

160

� Has a plan for the accomplishment of strategic goals

� Manages the daily operations of the school

� Is aware of the various fiscal and non-fiscal resources for the school including business and community resources

� Manages the school to promote and encourage student learning

� Uses financial resources and capital goods and services to support school priorities � Uses an efficient budget planning process

� Uses school resources to achieve curricular and instructional goals

� Understands techniques and organizational skills useful in leading and managing a complex and diverse organization

� Plans and schedules one’s own and others’ work so that priorities and goals can be met

� Conforms to legal and ethical standards in the management of the learning environment

Community and Stakeholder Partnerships –

High Performing Leaders collaborate with families, business, and community members; respond to diverse community interests

and needs; work effectively within the larger organization; and mobilize community resources.

Sample Key Indicators at the Entry Level: � Understands how student and family conditions affect learning � Identifies opinion leaders in the community and their relationships to the school � Communicates the school’s vision, mission and priorities to the community � Understands the effect that school image caused by impressions created by the students and staff and its use in promoting

the school � Uses shared leadership and decision-making model in the operation of the school

� Identifies resources of families, business and community members that could support the school

� Understands the benefits of having and using a variety of partnerships, coalitions and network

� Establishes relationships within and external to the school

� Actively engages the community to promote student and school success � Relies on agencies to connect students to the health, human and social services they need to stay focused on learning � Provides opportunities to involve family and community in a broad range of school activities

Decision Making Strategies –

High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for

continuous school improvement.

Sample Key Indicators at the Entry Level:

� Establishes goals and targets

� Is developing a set of problem solving techniques and decision making skills

� Understands that events and problems can have a variety of explanations

� Can explain and defend decisions made

� Uses data to inform decisions

� Uses others to assist in the accomplishment of organization goals

� Supports student learning when making curricular and instructional decisions

� Has a problem-solving model to use when confronted with unsettled questions or undesirable situations

� Conforms to appropriate legal standards

� Makes decisions in a timely fashion using the best available information

� Provides opportunities to involve family and community in a broad range of school activities

Diversity – High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural

relationships in the classroom, the school and the local community.

Sample Key Indicators at the Entry Level: � Has skills necessary for interactive and interpersonal situations

� Understands how multicultural awareness, gender sensitivity and racial and ethnic appreciation affect an educational

organization

� Is able to interact with the various cultural, ethnic, racial and special interest groups in the community

� Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student population and school

community

� Provides opportunities to involve the school community in a broad range of school activities

� Interacts effectively with diverse individuals and groups

� Conforms to legal and ethical standards related to diversity

� Is perceptive and tactful in dealing with diverse populations

� Recognizes when crisis communications are necessary and is building a repertoire of skills to deal with them

161

� Arranges for students and families whose home language is not English to engage in school activities and communication

through oral and written translations

� Defuses contentious situations

� Has a plan for the hiring and retention of a diverse staff

� Has a plan to develop ways to improve relations with various cultural, ethnic, racial and special interest groups in the

community

Technology – High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning,

management, research, and communication responsibilities.

Sample Key Indicators at the Entry Level: � Is aware of the technology, telecommunications and information systems and their uses to enrich curriculum, instruction and

assessment

� Plans for technology integration for the school community

� Works with tech-savvy staff to plan for increased technology usage

� Models the use of technology as a tool in support of both educational and community activities

� Develops an effective teacher professional development plan to increase technology usage

� Has assessed and analyzed the extent to which technology has been integrated throughout the teaching and learning

environment

� Within the available resources, increases access to educational technologies within and beyond the school

� Has a plan for the provision of support to increase the use of technology already in the school/classrooms

� Uses technology to support the educational efforts of staff and teachers

Learning, Accountability, and Assessment –

High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and

assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and

feedback measures to ensure accountability for all participants engaged in the educational process.

Sample Key Indicators at the Entry Level: � Uses data to assess and monitor school improvement

� Uses multiple sources of data to inform decisions and improvement processes

� Monitors and assesses student progress

� Monitors and assesses the progress of activities

� Demonstrates an understanding of the methods and principles of program evaluation

� Develops and demonstrates skills in evaluating instructional strategies and materials

� Understands how to use diagnostic tools to assess, identify and apply instructional improvement

� Works with staff to identify strategies for improving student achievement appropriate to the school population

Human Resource Development –

High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership

programs, and design and implement comprehensive professional growth plans for all staff – paid and volunteer.

Sample Key Indicators at the Entry Level: � Uses multiple data sources in working with teachers to plan for individual professional development � Utilizes a variety of supervisory skills to improve teaching and learning � Understands adult learning strategies useful for assisting staff in professional development � Demonstrates an understanding of the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers others to achieve personal, professional and organizational goals � Connects professional growth plans and professional development to individual teacher and school learning goals � Understands the processes necessary for use in the hiring and retention of high quality teachers � Sets expectations that will ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan and work together � Pursues improvement of his/her own professional development

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Ethical Leadership –


Sample Key Indicators The Leader at Every Level1: � Manifests a professional code of ethics and values

� Makes decisions based on the legal, moral and ethical implications of policy options and political strategies

� Creates, models and implements a set of values for the school

� Develops well-reasoned educational beliefs based upon an understanding of teaching and learning

� Understands ethical and legal concerns educators face when using technology throughout the teaching and learning

environment

� Develops a personal code of ethics embracing diversity, integrity and the dignity of all people

� Acts in accordance with federal and state constitutional provisions, statutory standards and regulatory applications

� Demonstrates ability to make decisions within an ethical context

1 Sample Key Indicators for Ethical Leadership is the same at all three levels. Ethical Leadership Standards are identical for all

educational leaders.

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For

The Experienced Principal Level


164



The Experienced Principal

Vision –

Experienced leaders have a personal vision for their school and the knowledge, skills, and dispositions to

develop, articulate and implement a shared vision that is supported by the larger organization and the school

community.

Sample Key Indicators The Experienced Principal: � Develops and implements a shared vision and strategic plan for the school

� Develops and implements a shared vision that places student and faculty learning at the center

� Motivates staff, students and families to achieve the school’s vision

� Aligns instructional objectives and curricular goals with the shared vision


� Works with faculty to identify instructional and curricular needs

� Interacts with the community concerning the school’s vision, mission and priorities

� Uses the basic concepts of the change process � Responds to external influences that impact upon the school

� Working with staff and others, establishes plans to accomplish goals

� Relates the vision, mission, and goals to the instructional needs of students

� Works to create a community of learners among the staff, students and faculty

� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement related to vision and

vision development

Instructional Leadership –

Experienced Leaders promote a positive learning culture, provide an effective instructional program, and apply

best practices to student learning, especially in the area of reading and other foundational skills.

Sample Key Indicators The Experienced Principal: � Plans for the achievement of annual learning gains, school improvement goals, and other targets

� Uses more than one source of data to plan and assess instructional improvement



� Describes where research, applied theory, and informed practice were used in making curricular decisions

� Has high expectations and standards for the academic and social development of students

� Demands content and instruction that ensures student achievement of established standards

� Provides instructional leadership with consideration for the community, its makeup and its diversity

� Has knowledge of research on instructional effectiveness

� Coaches staff and teachers on the evaluation of student performance

� Develops skills necessary for the planning and implementation of improvement of student learning

� Identifies the curriculum needs for different student populations

� Develops curriculum aligned to state standards

� Builds a positive school culture for learning

� Understands and promotes conditions that enhance the staff’s desire and willingness to focus energy on

achieving educational excellence

� Insures that teachers get the help they need to improve teaching and learning

� Communicates the instructional program to the community, the staff, and district personnel

� Models professionalism, collaboration and continuous learning related to instructional leadership

� Understands, recognizes and supports:

o balanced reading instruction

o curriculum integration

o active teaching and learning strategies

o standards-based instructional programs

o the use of technology for instructional purposes

o aligning classroom assessments to standards

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Experienced Leaders manage the organization, operations, facilities and resources in ways that maximize the

use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning

environment.

Sample Key Indicators The Experienced Principal: � Develops and administers policies that provide a safe school environment

� Applies operational plans and processes to accomplish strategic goals

� Attends to student learning goals in the daily operation of the school

� Identifies and analyzes the major sources of fiscal and non-fiscal resources for the school including business

and community resources

� Is building a culture of learning at the school � Manages financial and material assets and capital goods and services in order to allocate resources

according to school priorities

� Uses an efficient budget planning process that involves staff and community

� Demonstrates ability to identify and organize resources to achieve curricular and instructional goals.

� Is developing techniques and organizational skills necessary to lead/manage a complex and diverse

organization

� Plans and schedules one’s own and others’ work so that resources are used appropriately in meeting

priorities and goals

� Conforms to legal and ethical standards in the management of the learning environment � Has a personal professional development plan for his/her own continuous improvement related to managing

the learning environment


Experienced Leaders collaborate with families, business, and community members, respond to diverse

community interests and needs, work effectively within the larger organization and mobilize community

resources.

Sample Key Indicators The Experienced Principal: � Addresses student and family conditions affecting learning � Identifies major opinion leaders in the community and their relationships to school goals and programs � Communicates the school’s vision, mission and priorities to the community � Demonstrates concern for the image of the school via impressions created by the students and staff, and

serves as primary spokesperson in the community.

� Shares leadership and decision-making with others

� Seeks resources of families, business, and community members in support of the school’s goals

� Develops partnerships, coalitions, and networks

� Uses relationships within and external to the school to support the school � Actively engages the community to share responsibility for student and school success � Involves staff in connecting students to the health, human and social services they need to stay focused on

learning

� Involves family and community in appropriate policy implementation, program planning, and assessment

efforts � Has a personal professional development plan for his/her own continuous improvement related to community

and stakeholder partnerships

Decision Making Strategies – Experienced Leaders plan effectively, use critical thinking and problem solving techniques, and collect and

analyze data for continuous school improvement.

Sample Key Indicators The Experienced Principal:

� Uses goals and targets to manage activities

� Uses a variety of problem solving techniques and decision making skills to resolve problems

� Provides more than one explanation for events and problems

� Displays confidence in his/her own behavior

� Uses more than one source of data to inform decisions

� Understands moral and ethical implications of policy options and political strategies

� Recognizes situations that require forcefulness and self-confidence in making decisions

� Delegates tasks clearly and appropriately to accomplish organization goals

� Focuses upon student learning as a driving force for curriculum, instruction, and institutional decision-making

� Analyzes unsettled questions or undesirable situations before jumping to conclusions

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� Has a process for gathering information to use when making decisions


efforts � Has a personal professional development plan for his/her own continuous improvement related to decision-

making strategies and their use

Diversity – Experienced Leaders understand, respond to, and influence the personal, political, social, economic,


Sample Key Indicators The Experienced Principal: � Selects from a variety of interpersonal skills in any given situation

� Recognizes and responds to multicultural, gender, racial, and ethnic needs in the organization

� Communicates with various cultural, ethnic, racial, and special interest groups in the community

� Monitors the delivery of instructional content that provides for the diverse perspectives appropriate to the

situation

� Involves school community in appropriate policy implementation, program planning, and assessment efforts



� Perceives the needs and concerns of others and is able to deal tactfully with them

� Handles crisis communications in both oral and written form

� Arranges for students and families whose home language is not English to engage in school activities and

communication through oral and written translations

� Hires, develops, and retains a diverse staff

� Represents the school and the educational establishment in relations with various cultural, ethnic, racial, and

special interest groups in the community � Has a personal professional development plan for his/her own continuous improvement related to diversity

Technology – Experienced Leaders plan and implement the integration of technological and electronic tools in teaching,

learning, management, research, and communication responsibilities.

Sample Key Indicators The Experienced Principal: � Implements a plan for the use of technology, telecommunications and information systems to enrich curriculum

instruction, and assessment

� Develops a plan for technology integration for the school community

� Discovers practical approaches for developing and implementing successful technology planning


� Develops an effective teacher professional development plan to increase technology usage to support

curriculum-based integration practices

� Promotes the effective integration of technology throughout the teaching and learning environment

� Increases access to educational technologies for the school

� Provides support for teachers to increase the use of technology already in the school/classrooms

� Uses technology to support the analysis and use of student assessment data � Has a personal professional development plan for his/her own continuous improvement related to technology

Learning, Accountability, and Assessment – Experienced Leaders monitor the success of all students in the learning environment, align the curriculum,

instruction, and assessment processes to promote effective student performance, and use a variety of

benchmarks, learning expectations, and feedback measures to ensure accountability for all participants

engaged in the educational process.

Sample Key Indicators The Experienced Principal: � Creates a school leadership team which is comfortable using data

� Uses multiple sources of data to manage the accountability process

� Assesses student progress using a variety of techniques and information

� Monitors and assesses instructional programs, activities, and materials

� Uses the methods and principles of program evaluation in the school improvement process

� Develops and demonstrate skills in evaluating instructional strategies and materials

� Uses diagnostic tools to assess, identify, and apply instructional improvement

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� Identifies successful schools with similar demographics to use as a source for ideas for improving student

achievement � Has a personal professional development plan for his/her own continuous improvement related to learning,

accountability, and assessment

Human Resource Development – Experienced Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop

mentor and partnership programs, and design and implement comprehensive professional growth plans for

all staff – paid and volunteer.

Sample Key Indicators The Experienced Principal: � Works collaboratively with teachers to plan for individual professional development � Utilizes a variety of supervisory models to improve teaching and learning � Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Manages a program of continuous professional development tied to student learning and other school goals � Hires and retains high-quality teachers � Works with staff so they have the skills to ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement related to human

resource development

Ethical Leadership – Experienced Leaders act with integrity, fairness, and honesty in an ethical manner.

Sample Key Indicators The Leader at Every Level 1: Manifests a professional code of ethics and values




� Understands ethical and legal concerns educators face when using technology throughout the teaching and

learning environment

� Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people

� Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory

applications


_____________ 1 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical

Leadership Standards are identical for all educational leaders

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For

The High Performing Principal

169



High Performing Leader

Vision –

High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions


school community.

Sample Key Indicators The High Performing Leader: � Facilitates the development and implementation of a shared vision and strategic plan for the school

� Facilitates the development and implementation of a shared vision that places student and faculty learning

at the center

� Creates conditions that motivate staff, students and families to achieve the school’s vision



� As part of the planning process, works with faculty and other stakeholders to identify needs


� Embraces and uses the basic concepts of the change process

� Develops and implements a plan to shape/use the external influences that impact upon the school � Using a collaborative process, establishes plans to accomplish goals

� Relates the vision, mission, and goals to the welfare and learning needs of the students

� Develops a community of learners centered on student learning

� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement related to vision

and vision development


High Performing Leaders promote a positive learning culture, provide an effective instructional program, and

apply best practices to student learning, especially in the area of reading and other foundational skills.

Sample Key Indicators The High Performing Leader: � Works with staff, teachers, parents and students to achieve annual learning gains, school improvement

goals, and other targets

� Uses multiple sources of data, some of which are self-generated, to plan and assess instructional

improvement



� Bases curricular decisions on search, applied theory, and informed practice

� Collaboratively determines high expectations and standards for the academic and social development of

all students

� Aligns content and instruction that ensures student achievement of established standards

� Provides instructional leadership with consideration for the community’s values, goals, social needs and

changing conditions

� Uses knowledge of research on instructional effectiveness to inform decision

� Uses student performance evaluation to improve instruction

� Uses skills necessary for the planning and implementation of improvement of student learning

� Assesses the varying curriculum needs at the school

� Develops curriculum aligned to state standards based upon the needs of the students, the community and

the goals of the school

� Has created and manages a positive school culture for learning

� Creates conditions that enhance the staff’s desire and willingness to focus energy on achieving

educational excellence

� Coaches to improve teaching and learning



� Understands, recognizes and provides resources and motivation for




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High Performing Leaders manage the organization, operations, facilities and resources in ways that



Sample Key Indicators The High Performing Leader � Develops and administers policies that provide a safe school environment

� Establishes and implements operational plans and processes to accomplish strategic goals

� Ties the daily operations of the school to school and student learning goals

� Identifies, analyzes, and works to improve the major sources of fiscal and non-fiscal resources for the

school including business and community resources

� Develops and sustains the culture of learning at the school

� Acquires and manages financial and material assets and capital goods and services, allocating resources


� Develops an efficient budget planning process that is driven by school priorities and involves staff and

community

� Identifies and organizes resources to achieve curricular and instructional goals

� Demonstrates techniques and organizational skills necessary to lead/manage a complex and diverse

organization

� Plans and schedules one’s own and others’ work so that resources are used appropriately, and short- and

long-term priorities and goals are met

� Conforms to legal and ethical standards in the management of the learning environment � Has a personal professional development plan for his/her own continuous improvement related to

managing the learning environment


High Performing Leaders collaborate with families, business, and community members, respond to diverse


resources.

Sample Key Indicators The High Performing Leader � Enables staff and teachers to address student and family conditions affecting learning � Uses major opinion leaders in the community to support and promote school goals and programs � Communicates the school’s vision, mission and priorities to the community � Manages and markets the image of the school via impressions created by the students and staff � Shares leadership and decision-making with others in the community and within the school

� Mobilizes the resources of families, business, and community members in support of the school’s goals

� Develops and sustains family-school-community-higher education partnerships, coalitions, and networks

� Nurtures relationships within and external to the school � Actively engages the community to create shared responsibility for student and school success � Has created a process that enables the school to connect students to the health, human and social

services they need to stay focused on learning

� Continuously builds family and community involvement in appropriate policy implementation, program

planning, and assessment

� Has a personal professional development plan for his/her own continuous improvement related to

community and stakeholder partnerships

Decision Making Strategies – High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect

and analyze data for continuous school improvement

Sample Key Indicators The High Performing Leader:

� Defines success based upon results

� Frames, analyzes, and resolves problems using appropriate problem solving techniques and decision

making skills

� Routinely views events and problems from multiple perspectives

� Leads and decides from a position of confidence

� Uses multiple sources of data to inform decisions

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� Considers moral and ethical implications of policy options and political strategies when making decisions

� Exhibits forcefulness and self-confidence in making decisions, when appropriate

� Delegates authority and responsibility clearly and appropriately to accomplish organization goals

� Promotes student learning as the driving force for curriculum, instruction, and institutional decision-making

� Becomes aware of an unsettled question or undesirable situation, breaks it into parts, and examines those

parts before proceeding to problem solving


� Evaluates the quality of information being used when making decisions � Continuously builds family and community involvement in appropriate policy implementation, program

planning, and assessment � Has a personal professional development plan for his/her own continuous improvement related to

decision-making strategies and their use

Diversity - High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal,

and cultural relationships in the classroom, the school and the local community.

Sample Key Indicators The High Performing Leader � Uses interpersonal skills appropriate to the situation

� Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation in all aspects of

the educational organization

� Communicates effectively with various cultural, ethnic, racial, and special interest groups in the community

� Works with the staff to develop instructional content that provides for the diverse perspectives appropriate

to the situation � Continuously builds school community involvement in appropriate policy implementation, program


� Manages situations and interacts effectively with diverse individuals and groups


� Anticipates the needs and concerns of others and is proactive in dealing with them

� Handles crisis communications and conflict management effectively




� Serves as a role model in relations with various cultural, ethnic, racial, and special interest groups in the

community

� Has a personal professional development plan for his/her own continuous improvement related to diversity

Technology – High Performing Leaders plan and implement the integration of technological and electronic tools in

teaching, learning, management, research, and communication responsibilities.

Sample Key Indicators The High Performing Leader � Manages the staff and teachers in their use of the technology, telecommunications and information

systems to enrich curriculum instruction, and assessment

� Creates and communicates a clear vision of technology integration for the school community

� Plans for the increased development and implementation of technology

� Models the use of technology as a tool in support of both educational and community activities.

� Develops an effective professional development plan for individual teachers and the entire school for

technology usage to support curriculum-based integration practices

� Implements innovative strategies for promoting the effective integration of technology throughout the

teaching and learning environment

� Obtains whatever resources are necessary to increase access to educational technologies for the school

� Provides educational and technical support to increase the use of technology already in the

school/classroom

� Uses technology for student assessment and the evaluation of the impact of technological and

instructional initiatives


technology

Learning, Accountability, and Assessment – High Performing Leaders monitor the success of all students in the learning environment, align the



172

participants engaged in the educational process.

Sample Key Indicators The High Performing Leader � Creates a school culture that is comfortable using data

� Uses multiple sources of data to manage the accountability and instructional improvement process

� Assesses student progress using a variety of appropriate techniques and informational sources




� Trains the staff in the use of diagnostic tools to assess, identify, and apply instructional improvement

� Utilizes successful schools with similar demographics to identify strategies for improving student

achievement


learning, accountability and assessment

Human Resource Development – High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop


all staff – paid and volunteer

Sample Key Indicators The High Performing Leader � Works collaboratively with teachers to plan for individual professional development � Uses supervisory models appropriate to individual staff members to improve teaching and learning

� Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance

procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Creates a staff culture of continuous professional development tied to student learning and other school

goals � Hires and retains high-quality teachers and holds them responsible for student learning � Works with staff so they have the skills to ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement related to human


Ethical Leadership – High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.

Sample Key Indicators The Leader at Every Level 2: � Manifests a professional code of ethics and values

� Makes decisions based on the legal, moral and ethical implications of policy options and political

strategies



� Understands ethical and legal concerns educators face when using technology throughout the teaching

and learning environment



applications


___________ 1 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical

Leadership Standards are identical for all educational leaders

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SECTION V

PROGRAM ASSESSMENTS

• Leadership Standards Assessment Matrix • COMPLETED PNP-4 Principal Leadership Standards Competency Rating

Form

174


Leadership Standards Assessment Matrix

PNP Participant’s Name _______________________________________________ School _________________________ Date ________________________

Rate the following standards based on the PNP participant’s level of performance observed through Assigned Field Experiences, Feedback and Reflection an/or

Transfer/Application of Professional Development Training in the Leadership Standards; use KEY below chart to indicate method of assessment.

For standards areas rated Does Not Meet during the first year of participation, recommendations for remediation are required using the Interim Review Form provided in

the Performance Appraisal Document for School-Based Administrators. Recommendations that are not met within the expected program timeline must be reflected on

the final Program Recommendation and Completion Form and if an extension is requested and approved, a Professional Improvement Plan must also be attached.

STANDARD HIGH

PERFORMING

MEETS/EXCEEDS

EXPECTATIONS

DOES NOT MEET

EXPECTATIONS

RECOMMENDATIONS

FOR REMEDIATION

MET

YES/NO

NOTES

Instructional Leadership Instructional Leadership

Managing the Learning

Environment

Learning, Accountability,

and Assessment

Operational Leadership Decision Making Strategies

Technology

Human Resources

Development

Ethical Leadership

School Leadership Vision

Community and

Stakeholder Partnerships

Diversity

KEY: OFE-Observations/Field Experiences IFR-Interview/Feedback/Reflection PDA-Professional Development Application/Evidence

_____________________________________________________ ________________________________________________ PNP Participant’s Signature Date Supervising Principal’s Signature Date

175


Principal Leadership Standards Competency Dimension/Indicators 1 of 10 pages

Rating Form

Participant: ______________________________________________________________

Reviewer: ________________________________________________________________

Directions:

Preparing new administrators to become high performing leaders is an ongoing process. A variety of

field experiences and training opportunities should be provided to each program participant. Continual

observation(s) and feedback by the Supervising Principal and Support Team is critical to the process of

enhancing skills and strengthening developmental areas.

This document is intended to further define mastery of the required leadership competencies. Areas

identified as “developing” are based on the participant’s self-appraisal, PLI report, and collaborative

recommendations and field experience observations of the Supervising Principal and Support Team.

The participant and Support Team will select assignments covering the leadership standards in the

identified areas of developmental need.

The Supervising Principal and Support team will use the PNP-4 Rating Form to determine competency

in each of the three categories of leadership standards: Instructional Leadership, Operational

Leadership, and School Leadership. If the individual dimension ratings within the standards categories

do not meet expectations, additional remedial training will be required as evidence of mastery prior to

successful completion of the program.

The participant will complete assignments and/or provide products/evidence to document competency

within each standard by using the PNP Leadership Standards Documentation Log. Support

documentation should be placed behind each of the corresponding logs for that leadership standard.

I. Knowledge of instructional leadership standard as related to curriculum development and

continuous school improvement process.

� Meets Expectations � Does Not Meet ___________ Reviewer Initials

1. Given a scenario, assess the curriculum and school-wide professional development needs of an

instructional program.

2. Given a set of school data, identify appropriate objectives and strategies for developing,

implementing, assessing, and revising a school improvement plan.


MIS 05.07

09/10

PNP - 4

176

3. Given a school data set, determine an appropriate instructional improvement strategy.

4. Identify functions and implications of various curriculum designs.

5. Given grade level data on reading, identify strategies to align curriculum, instruction, and

assessment.

II. Knowledge of instructional leadership standard as related to research-based best practices

� Meets Expectations � Does Not Meet ____________ Reviewer Initials

1. Given school-based student assessment data on reading performance, identify research-based

reading instruction to improve student achievement.

2. Given school-based student assessment data on reading performance, identify instructional

strategies to facilitate students’ phonemic awareness, phonics, fluency, vocabulary, and reading

comprehension throughout the content areas.

3. Given a scenario, which may include data, identify programs or initiatives that are research-

based to integrate reading, writing, and mathematics across all subject areas to increase student

achievement.

4. Given a description of recurring problems in student performance in a content area, select

strategies for engaging teachers in ongoing study of current best practices.

5. Identify scientifically based research applications to effective teaching and learning methods.

6. Identify practices in teacher planning, instructional organization, and classroom management that

enhance student learning and achievement.

7. Identify instructional delivery methods that enhance student learning and achievement.

III. Knowledge of instructional leadership standard as related to school culture


1. Given data from a school climate survey, identify appropriate strategies for improving student

learning.

2. Given data from a school climate survey, identify factors contributing to morale and

performance.

IV. Knowledge of instructional leadership standard as related to instructional design, teaching and

learning


1. Given taxonomy of learning, identify instructional objectives to facilitate varying levels of

learning.

177

2. Identify age-appropriate learning strategies based on principles of human growth and

development.

3. Identify practices for evaluating the appropriateness of instructional strategies.

4. Identify practices for evaluating the appropriateness of instructional materials.

V. Knowledge of instructional leadership standard as related to instructional program for students

with special needs


1. Given student special needs characteristics in a specific classroom and walk-through observation

notes, identify an appropriate instructional adaptation/modification to provide for students with

special needs in that classroom.

2. Given an IEP, determine whether or not provisions made are adequate to meet student needs.

VI. Knowledge of instructional leadership standard as related to federal and state law in

education and schooling


1. Given a scenario, identify the state requirements for students to participate in interscholastic or

extracurricular student activities.

2. Given a scenario, identify employee and student rights and responsibilities under federal statutes.

VII. Knowledge of managing the learning environment standard as related to tort and contract

liability in the operation of Florida public schools


1. Given a scenario, identifying legal standards of negligent tort liability applicable to school

employees and districts.

2. Given a scenario, identify legal standards of intentional tort liability applicable to school

employees and districts.

3. Given a scenario, identify legal standards that are applicable to site administrators in negotiating

contracts for goods and services.

VIII. Knowledge of managing the learning environment standard as related to funding of Florida

Schools


1. Given an FTE report, identify, interpret, and apply each formula factor used in computing the

Florida Education Finance Program allocation.

2. Given a school budget, identify funding categories available to a school beyond the Florida

Education Finance Program allocation.

178

3. Given a school budget, identify or apply the processes of planning, developing, implementing,

and evaluating a budget.

VIX. Knowledge of managing the learning environment standard as related to financial accounting and

auditing


1. Given an FTE audit report (i.e., State, district, or school), identify categories that are out of

compliance with Florida Statures (e.g., Attendance records, teacher certification, vocational time

cards, ESE and ESOL student records).

2. Given a school internal funds audit report, identify violations of the Stare Board of Education

policies and procedures for the administration and accounting of internal funds (e.g., fund

raisers, purchases, monthly financial reports, bonding of the treasurer).

X. Knowledge of managing the learning environment standard as related to facilities management


1. Given a State request for a school room utilization update, identify the requirements of the

Florida Inventory of School Houses as specified in Florida Statures (e.g., space requirements for

ESE, vocational courses, class size reduction).

2. Given a school building’s security plan, determine compliance with Florida Statutes and State

Board of Education rules.

XI. Knowledge of managing the learning environment standard as related to student services


1. Given a school guidance report, determine compliance with Florida Statutes.

2. Given a faculty handbook, identify the duties of school administrators governing student

discipline and school safety per Florida Statures (e.g., zero tolerance, discipline of exceptional

students, emergency management plan, Student Code of Conduct).

3. Given a parent request to administer medication, identify the guidelines in Florida Statures

regulating the administration of prescribed medications to students by public school employees.

XII. Knowledge of managing the learning environment standard as related to student and parental

rights


1. Given the student/parent handbook, determine compliance with Florida Statutes governing

parents’ rights and responsibilities and/or student’s rights and privacy to access student

educational records (e.g. deny, release, challenge content, FERPA).

179

2. Given a scenario, identify standards and procedures applicable to United States Citizenship and

Immigration Services and student attending public schools.

XIII. Knowledge of managing the learning environment standard as related to federal law for



1. Given a scenario, identify exceptional education entitlements, equal access for students and staff

with disabilities, and related rights under federal statutes.

XIV. Knowledge of learning, accountability and assessment standard as related to state law for



1. Given a scenario, identify legal standards and procedures applicable to school accountability

legislation.

2. Given a scenario, identify the standards and procedures applicable to the Meta Consent Decree.

XV. Knowledge of learning, accountability and assessment standard as related to measurement of

effective student performance


1. Given data (e.g., national, state, district, school, classroom, individual student), analyze student

achievement.

2. Given a scenario, determine aspects of adequate progress of the lowest 25% in reading and

mathematics at the school level.

3. Given school data sets with differing accountability designations compare and contrast multiple

measures of data to analyze school needs.

4. Given school data, analyze or develop a plan to address statewide requirements for student

assessment (e.g. FCAT science, reading, math, writing)

5. Given school data, analyze or develop a plan to address national requirements for student

assessment (e.g. NCLB science, reading, math, writing).

XVI. Knowledge of learning, accountability and assessment standard as related to assessment

instruments and their applications


1. Given a scenario, identify the appropriate type of formal assessment instrument (e.g., norm

referenced, criterion referenced) to determine student strengths and needs.

2. Given a scenario, identify the appropriate informal assessment instrument (e.g., observations,

checklists, inventories, interviews) to determine student strengths and needs.

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XVII. Knowledge of learning, accountability and assessment standard as related to diagnostic

tools to assess, identify, and apply instructional improvement


1. Given a data set of reading test results for ESE or ESOL students, identify diagnostic tools

appropriate for assessing student learning needs.

2. Given a data set of reading rest results for ESE or ESOL students, identify appropriate

instructional strategies to improve student performance in reading.

I. Knowledge of technology standard in the use of technology for teaching and learning


1. Given a technology plan, identify hardware, software, and related technologies appropriate to

design and delivery of instruction.

2. Given a technology plan to integrate technology to improve student performance in a subject

area identify appropriate technology applications to address student performance needs.

II. Knowledge of technology standard related to school operations


1. Given a school technology plan, assess compliance with State technology goals (e.g., copyright

law, Internet usage, digital learning environment, instructional leadership, Florida’s Digital

Educators, access to technology, infrastructure, support).

2. Given a scenario, select computer hardware and software appropriate to school operations.

3. Given a scenario, identify components of a technology infrastructure related to school and

student safety.

4. Given a scenario, select Web-based communication applications.

5. Given a scenario, select presentation software applications.

III. Knowledge of human resource development standard as related to recruitment, selection,

induction, and retention of staff


1. Given policies for teacher recruitment, selection, induction, professional development, and

retention, determine compliance with Florida Statutes and No Child Left Behind legislation.


181

2. Given an out-of-field teacher report, identify various methods for acquiring Florida Teacher

Certification (e.g., highly qualified teachers, critical shortage, special needs).

3. Given a sample of an interview, identify violations of Federal and State laws that protect an

applicant from job discrimination (e.g., AIDS, civil rights, Americans with Disability Act).

IV. Knowledge of human resource development standard as related to performance assessment

procedures


1. Given an instructional assessment instrument, determine compliance with Florida Statutes and

State Board regulations for employee evaluation (i.e., management of students, maintenance of

discipline, knowledge of subject matter, pay for performance, use of technology, criteria for

continuous improvement).

2. Given an unsatisfactory performance evaluation, identify the Florida statutory requirements to

facilitate employee growth (i.e., the performance improvement plan, notification of deficiencies,

conference for the record).

3. Given an individual professional development plan, determine compliance with Florida Statutes

governing the School Community Professional Development Act (i.e., requirement to establish

and maintain an Individual Professional Development Plan for each teacher).

V. Knowledge of human resource development standard as related to managing personnel records


1. Given a sample of content from an employer’s personnel file, determine compliance with Florida

Statutes governing personnel files.

2. Given public information requests, determine compliance with Florida Statutes governing access

to personnel files and records (e.g., medical records, complaints related to investigation, payroll

deduction records, social security numbers).

VI. Knowledge of human resource development standard as related to processes and procedures for

discipline, dismissal, and non-renewal of school employees


1. Given a recommendation to terminate an employee’s contract, identify the school site

administrator’s responsibilities regarding termination as required in Florida Statutes (e.g., union

contract, professional service contract, annual contract, continuing contract).

2. Given case studies with accompanying documentation, identify and apply the Standard of Just

Cause for any adverse employment decision as required by Florida Statutes (e.g., dismissal,

suspension, demotion, reinstatement).

182

VII. Knowledge of human resource development standard as related to collective bargaining

agreements


1. Given a collective bargaining agreement, identify the role of the administrator in managing the

contract per Florida Statures (e.g., grievances, school policies, enforcement, and punitive actions

related to all classifications of school personnel).

VIII. Knowledge of human resource development standard as related to data analysis


1. Given school or classroom data, analyze teacher performance over time.

IX. Knowledge of human resource development standard as related to state law for education and

schooling


1. Given a scenario, identify standards and procedures applicable to State certification, selection,

evaluation, discipline, and reappointment of school district employees.

X. Knowledge of ethical leadership standard as related to ethical conduct


1. Given the Code of Ethics of the Education Profession in Florida, identify violations of ethical

conduct as stated in Florida Statutes (e.g., conviction of a crime involving moral turpitude, gross

insubordination, misconduct in office, neglect of obligations to students, public, school

personnel).

XI. Knowledge of ethical leadership standard as related to federal and state law for education and

schooling


1. Given a scenario, identify judicially recognized rights and responsibilities guaranteed under the

Constitution (e.g., 1st, 4

th, 14

th amendments).

2. Given a scenario, identify the statutory powers and duties of the Florida Board of Education,

Commissioner of Education, local school boards, superintendents, and principals.

3. Given a situation, identify standards and procedures of State administrative law, public

disclosure, record keeping, and child welfare.

XII. Knowledge of decision-making strategies standard as related to federal and/or state law for



1. Given a scenario, identify standards and procedures applicable to federal and/or state statutory

provisions for accomplished practices, student progression, compulsory school attendance,

183

sexual harassment, charter schools, alternative schools, safe schools, curricula, and facilities.

XIII. Knowledge of decision-making strategies standard as related to change


1. Apply current concepts of leadership (e.g., systems theory, change theory, situational leadership,

visionary leadership, transformational leadership, learning organizations).

2. Select examples of organizational conditions or leadership actions that create positive attitudes

toward change.

XIV. Knowledge of decision-making strategies standard as related to data analysis


1. Given school data, perform procedural measures for school grade calculation.

2. Given an Instructional Leadership Plan-of-Action, identify criteria for learning gains of varying

subgroups using disaggregated data.

I. Knowledge of community and stakeholder partnerships standard as related to community

relations


1. Select strategies to promote community cooperation and partnerships.

II. Knowledge of community and stakeholder partnerships standard as related to assessment

instruments and their applications


1. Given an audience, interpret standardized test results (e.g., percentiles, stanines, raw scores, scale

scores).

III. Knowledge of community and stakeholder partnerships standard as related to state law for



1. Given a situation, identify reporting procedures of the Florida Department of Law

Enforcement’sMissing Children Program.

2. Given a scenario, interpret School Advisory Committee (SAC) requirements as identified in

State statutes.

IV. Knowledge of community and stakeholder partnerships standard as related to student

services


School Leadership

184

1. Given case studies of students with disabilities, identify the accommodations and services

required per Florida Statutes (e.g., Florida Diagnostic and Learning Resource Centers, ADA

facilities, interagency support services).

V. Knowledge of community and stakeholder partnerships standard as related to student and

parental rights and responsibilities


1. Given the student/parent handbook, identify rights and responsibilities of students, parents, and

guardians per Florida Statutes (i.e. notification, due process hearings, student academic progress,

school choice preference, health examinations/immunizations, student academic improvement

plan, truancy procedures, instructional materials).

VI. Knowledge of diversity standard as related to federal and state law for education and schooling

and organizational communication


1. Given a scenario, apply legal interpretations of the purpose and intent of federal statutes related

to equal access and the prohibition of all forms of discrimination in public schools.

2. Given a scenario, identify effective, research-based communication strategies.

VII. Knowledge of vision standard that works to relate state standards, the needs of the students, the

community, and the goals of the school


1. Identify effective strategies for communicating relevant information about state standards,

student needs, community needs, and the goals of the school to appropriate stakeholders.

2. Identify effective strategies for communicating relevant information about the instructional

program to the community, staff, and district personnel.

3. Identify practices and implications of effective communication and interpersonal relationships.

VIII. Knowledge of vision standard as related to data analysis


1. Given school data, develop and organize a school action-plan that includes methods and

approaches to communicate the need for the plan to teachers, students, and the community.

IX. Effective Writing and Data Analysis for a School-based Application


1. Given a scenario including data, analyze, interpret, and evaluate data for a specific target audience.

185

SECTION VI

LEADERSHIP DEVELOPMENT RESOURCES

186

• William Cecil Golden Overview and Website Resources • Educational Impact Information and Directions


Overview

Florida's Principal Leadership Standards require high-performing instructional leaders that possess and utilize

the competencies and skills necessary to successfully lead the improvement of student achievement in our

public schools. The William Cecil Golden School Leadership Development Program was established by the

2006 Florida Legislature to provide a high quality, competency-based, customized, comprehensive and

coordinated statewide professional development system for current and emerging school leaders. The program

initially called DELTA (Developing Educational Leaders for Tomorrow’s Achievers) is aligned with and

supports Florida's Principal Leadership Standards, the standards of the National Staff Development Council, the

Florida Professional Development Protocol Standards and NCLB requirements for high quality professional

development.

The William Cecil Golden School Leadership Development Program consists of several distinct components

that are integrated with Florida's Continuous Improvement Model that focuses on student achievement.

Components of the program address the needs of emerging school leaders engaged in formal educational

leadership programs, district principal preparation programs and district professional development programs for

current school leaders. Development of the components of the WCG Program is being coordinated by a unique

statewide partnership involving educational leadership development providers with proven expertise in this

area.


• Training in Instructional Leadership (tools for effective classroom visits, literacy leadership, using data

to drive instruction, etc.)

• Training in Effective Business Practices (training related to high priority education issues, strategies for

personnel recruitment and retention, Florida's Continuous Improvement Model, technology, etc.)

• Parent, Community and Business Outreach Training (parental outreach strategies, leveraging business

and community partnerships, communication strategies, etc.)

• Ongoing Mentoring and Coaching (provided by a network of highly qualified, retired school leaders

trained to use their knowledge and experience to support the effective implementation of the DELTA

program)

• Online resources and support of all stages of school leadership development for Florida’s school leaders

The William Cecil Golden School Leadership Development Program provides Florida with the opportunity to

develop the highly qualified school leaders needed to effectively lead our schools to higher student

achievement.


• Henry Pollock, Director of Educator Retention Programs, Florida Department of Education at

[email protected]

187



Approval Resources

Educational Leadership and School Principal certification program approval resources

All of the following links will open in new windows.


State Statute 1012.986 William Cecil Golden School Leadership Development Program

State Board of Education Rules:

• 6A-5.080 Florida Principal Leadership Standards

• 6A-5.081 Approval of School Leadership Programs

• 6A-4.0081 Florida School Leaders Certification

• 6A-4.0082 Specialization Requirements for Educational Leadership Certification

• 6A-4.0083 School Principal Certification

Department of Education:

• Memo: Adoption of Rule 6A-5.081, Approval of School Leadership Programs

• Memo: Changes In Certification Rules

• Attachment: Changes In Certification Rules

• Workpaper: Standards for Approval of School Principal Preparation Programs

• Workpaper: Criteria for Transitional Approval of School Principal Preparation Programs

• Workpaper: Matrix for Educational Leadership Components

• Workpaper: Matrix for School Principal Professional Development Components

• Workpaper: Matrix for ASAP Educational Leadership Modules

• Workpaper: Rubric for Evaluation/Transitional Approval of School Principal Preparation Programs

(revised format 3/17/08)

• Workpaper: Checklist for Evaluation/Transitional Approval of School Principal Preparation Programs

(revised format 3/17/08)

• Workpaper: Rubric for Evaluation of Educational Leadership Preparation Programs (revised format

3/17/08)

• Workpaper: Checklist for Evaluation of Educational Leadership Preparation Programs (revised format

3/17/08)


Aligning Classroom Assessment with High Stakes Testing

A free CEC micro-module on high stakes testing.

Arts in Education 7-12

A free CEC online module providing research, background, and practical strategies for using the fin

performing arts in innovative ways at the secondary school level to motivate and enhance student learning.

Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity

(Learning Styles, Culture)

Arts in Education K-6

A free CEC online module promoting a heightened awareness of the importance of the fine and the performing

arts for teaching reading.


(Learning Styles, Culture)

Building Instructional Leadership Teams: The Mission of the Principal as Instructional Leader

A free CEC micro-module on instructional leadership teams and how the principal is the instructional le

the school.

Classroom Walk-Through

The NEFEC created Classroom Walk-Through Online Support Tool is an important supplementary

of expert commentary, practice walk-throughs and assistance for developing reflective prompts.

Classroom Walk-Through for Florida K-

The NEFEC created Classroom Walk-Through for Florida K

reference for principals who would like to see examples of the reading indicators depicted in a classroom

setting.

Creating a Learning Community

This ASAP module provides practical strategies to assist school leaders in creating a learning community

will shape a school's shared vision, facilitate committees, and establish a climate that supports a collegial and

caring environment that enhances student achievement. Module includes pre and post assessments that become

part of your Individual Leadership Development Plan.

Creating Parent Partnerships

A free CEC online module for principals and assistant principals on methods to promot

involvement.

188

Online Resources


h stakes testing.

A free CEC online module providing research, background, and practical strategies for using the fin






module on instructional leadership teams and how the principal is the instructional le

Through Online Support Tool is an important supplementary

throughs and assistance for developing reflective prompts.

-3 Reading

Through for Florida K-3 Reading Online Resource Tool provides a quick


This ASAP module provides practical strategies to assist school leaders in creating a learning community



ship Development Plan.

A free CEC online module for principals and assistant principals on methods to promote effective parent

A free CEC online module providing research, background, and practical strategies for using the fine and






module on instructional leadership teams and how the principal is the instructional leader of

Through Online Support Tool is an important supplementary warehouse

throughs and assistance for developing reflective prompts.

3 Reading Online Resource Tool provides a quick


This ASAP module provides practical strategies to assist school leaders in creating a learning community that



e effective parent

Data Analysis for Instructional Leaders

NEFEC created online data analysis and interpretation c

Data Analysis: A Comprehensive Overview of the Process

A web-based resource developed by PAEC that provides an overview of the process that should be used in data

analysis based on the latest strategic leadership research.

Decision Making Methods

This module provides strategies and practice for effective and decisive decision making in a variety of everyday

and crisis situation, as well as an understanding of the role of decision making in school leadership.

FCIM Online Support Tool

This NEFEC created online tool provides a diverse set of resources for instructional leaders who are either in

the process of implementing the Continuous Improvement Model or are seeking to raise their own awareness of

the steps in this powerful school reform process.

High Quality Teaching and Learning in the Science Classroom: What the Administ

A web-based resource developed by PAEC that provides both a video interview and video vignettes of

classroom activity demonstrating high yield strategies for science instruction.

Improving Literacy Instruction in Middle and High Schools

Created by the Florida Center for Reading Research at FSU, this guide on the improvement of literacy is

for principals of both middle and high schools and is based on scientific research on reading and reading

instruction and on studies of successful schools and interviews with successful principals.

Improving Practice in Literacy (7-12)

This ASAP module addresses reading in the content areas and the concept of reading instruction a

secondary level. Leaders will learn to recognize and promote effective literary instruction at the secondary

level. Module includes pre and post assessments that become part of your Individual Leadership Development

Plan.

Improving Practice in Literacy (K-6)

This ASAP module provides an introduction to the fundamental components of literacy

speaking, and listening - and will help leaders to recognize and promote effective literacy instruction at the

elementary level. Module includes pre and post assessments that become part of your Individual Leadership

Development Plan.

Improving Practice in Mathematics

This ASAP module introduces leaders (even those without a mathematical background) to best practices in

mathematics education. The content assists leaders in recognizing appropriate instruction and relevant

terminology for discussions relating to mathematics education. Module includes pre and post assessments that

189

NEFEC created online data analysis and interpretation course for educational leaders.


eveloped by PAEC that provides an overview of the process that should be used in data

analysis based on the latest strategic leadership research.


situation, as well as an understanding of the role of decision making in school leadership.

tool provides a diverse set of resources for instructional leaders who are either in


the steps in this powerful school reform process.

High Quality Teaching and Learning in the Science Classroom: What the Administrator Needs to Know

based resource developed by PAEC that provides both a video interview and video vignettes of

classroom activity demonstrating high yield strategies for science instruction.


Created by the Florida Center for Reading Research at FSU, this guide on the improvement of literacy is



This ASAP module addresses reading in the content areas and the concept of reading instruction a

Leaders will learn to recognize and promote effective literary instruction at the secondary


This ASAP module provides an introduction to the fundamental components of literacy

and will help leaders to recognize and promote effective literacy instruction at the



t assists leaders in recognizing appropriate instruction and relevant


eveloped by PAEC that provides an overview of the process that should be used in data


situation, as well as an understanding of the role of decision making in school leadership.

tool provides a diverse set of resources for instructional leaders who are either in


rator Needs to Know

based resource developed by PAEC that provides both a video interview and video vignettes of

Created by the Florida Center for Reading Research at FSU, this guide on the improvement of literacy is written



This ASAP module addresses reading in the content areas and the concept of reading instruction at the

Leaders will learn to recognize and promote effective literary instruction at the secondary


This ASAP module provides an introduction to the fundamental components of literacy - reading, writing,

and will help leaders to recognize and promote effective literacy instruction at the



t assists leaders in recognizing appropriate instruction and relevant


become part of your individual Leadership Development Plan.

New Math Standards: What Every Principal Needs to Know

A PAEC on-line resource that provides instructional leaders with informat

the mathematics standards for Florida grades K

parents for curriculum changes.

Parent Partnerships

This ASAP module highlights ways to guide parent involvement rather than simply let it happen.

background, insights, strategies, and materials for effectively using parent skills to support

learning. Module includes pre and post assessments that become part of your Individual Leadership

Development Plan.

Peer Coaching

A CEC on-line course that guides administrators on how to initiate a peer coaching program within their school.

Principal as Instructional Leader in Math: A Facilitator’s Toolkit

A web-based resource developed by PAEC to provide principals with materials to work with math faculty

members when introducing the Math Classroom Walk

to the FOCUS on Student Achievement: FCIM.

Principal as Instructional Leader in Science: A Facilitator's Toolkit

A web-based resource developed by PAEC to provide principals with materials to work with science faculty

members when introducing the Science Classroom Walkthrough as a model and to show the connection to the

FOCUS on Student Achievement: FCIM.

Principal Portal Training Module

A free CEC online tutorial module on how to access online resour

Principal's Role in Improving Reading and Literacy

This free CEC online module provides principals with a basic

to read along with practical advice on leading reading reform in the school.

Reading to Inquire and Learn in Math: An Administrator’s Guide to Teaching Reading in the Math Content

Area

A web-based resource developed by PAEC that assists the principal in understa

organized and represented and presents information that will support the need to emphasize reading in the math

content area.

190

become part of your individual Leadership Development Plan.


line resource that provides instructional leaders with information about the proposed revisions to

the mathematics standards for Florida grades K – 12 and offers a guide for preparing students, teachers and

This ASAP module highlights ways to guide parent involvement rather than simply let it happen.

background, insights, strategies, and materials for effectively using parent skills to support


line course that guides administrators on how to initiate a peer coaching program within their school.


based resource developed by PAEC to provide principals with materials to work with math faculty

members when introducing the Math Classroom Walk-Through monitoring process and to show its connection

to the FOCUS on Student Achievement: FCIM.

Leader in Science: A Facilitator's Toolkit

developed by PAEC to provide principals with materials to work with science faculty


US on Student Achievement: FCIM.

A free CEC online tutorial module on how to access online resources through the Principal Portal website.


This free CEC online module provides principals with a basic understanding of the complex nature of learning

to read along with practical advice on leading reading reform in the school.


based resource developed by PAEC that assists the principal in understanding how math content is


ion about the proposed revisions to

and offers a guide for preparing students, teachers and

This ASAP module highlights ways to guide parent involvement rather than simply let it happen. It provides

background, insights, strategies, and materials for effectively using parent skills to support and enhance student


line course that guides administrators on how to initiate a peer coaching program within their school.

based resource developed by PAEC to provide principals with materials to work with math faculty

cess and to show its connection

developed by PAEC to provide principals with materials to work with science faculty


ces through the Principal Portal website.

understanding of the complex nature of learning


nding how math content is


Reading to Inquire and Learn in Science: An Administrator’s Guide to Content Area Reading

in the Science Classroom

A web-based resource developed by PAEC that will assist the principal in understanding how science content is

organized and represented and presents information that will support the need to emphasize reading in the

science content area.

Student Achievement Data: The Basics

A free CEC online module that defines and clarifies various types of student achievement data and introduces

ways to gather and organize data effectively.

Supporting K-3 Literacy Leadership

A web-based resource developed by PAEC that provi

components of reading and what a K-3 principal needs to know about strategic leadership tools necessary to

guide effective K-3 reading instruction.

Supporting Teachers through Coaching, Mentoring and Support

A free CEC online module that provides practical strategies for developing and sustaining a climate of

and mentoring within the school.

Teaching All Students to Read in Elementary School

Created by the Florida Center for Reading Research at FSU, this guide on reading instruction in your school can

help you identify the most critical changes that must be made. It describes the types of instruction and

leadership activities necessary to help all children becom

on scientific research on reading and reading instruction, as well as on studies of successful schools and

interviews with successful principals.

Teaching and Learning in the Math Classroom: What the Administrator Needs to Know

This web-based resource developed by PAEC provides bot

activity demonstrating high yield strategies for math instruction.

Team Building

This ASAP module provides information and describes the skills needed for teaming to make a difference at the

school site. Effective school teams make a difference for students and teachers in a variety of ways, but before

colleagues can function effectively as a team,

Module includes pre and post assessments that become part of your Individual Leadership Development Plan.

Technology in Educational Administration

A free CEC micro-module on technology in educational administration.

What Every Teacher Should Know and Do

This ASAP module focuses on the vital importance of teachers' organizational skills and of being

191

Reading to Inquire and Learn in Science: An Administrator’s Guide to Content Area Reading

based resource developed by PAEC that will assist the principal in understanding how science content is



ys to gather and organize data effectively.

based resource developed by PAEC that provides principals with explanations about the five

3 principal needs to know about strategic leadership tools necessary to


A free CEC online module that provides practical strategies for developing and sustaining a climate of


ida Center for Reading Research at FSU, this guide on reading instruction in your school can


leadership activities necessary to help all children become proficient readers in elementary school and is based



based resource developed by PAEC provides both a video interview and video vignettes of classroom

activity demonstrating high yield strategies for math instruction.

e provides information and describes the skills needed for teaming to make a difference at the

Effective school teams make a difference for students and teachers in a variety of ways, but before

colleagues can function effectively as a team, everyone involved must learn how to be a member of a team.



module on technology in educational administration.



Reading to Inquire and Learn in Science: An Administrator’s Guide to Content Area Reading – What to Expect

based resource developed by PAEC that will assist the principal in understanding how science content is



des principals with explanations about the five

3 principal needs to know about strategic leadership tools necessary to

A free CEC online module that provides practical strategies for developing and sustaining a climate of coaching

ida Center for Reading Research at FSU, this guide on reading instruction in your school can


e proficient readers in elementary school and is based



h a video interview and video vignettes of classroom

e provides information and describes the skills needed for teaming to make a difference at the

Effective school teams make a difference for students and teachers in a variety of ways, but before

everyone involved must learn how to be a member of a team.


This ASAP module focuses on the vital importance of teachers' organizational skills and of being organized,

preparation and its importance, as well as what to expect of students, school, and district politics during the first

weeks of the school year. The module includes practical suggestions for prioritizing tasks and getting

organized. Module includes pre and post assessments that become part of your Individual Leadership

Development Plan.


192


The module includes practical suggestions for prioritizing tasks and getting

udes pre and post assessments that become part of your Individual Leadership



The module includes practical suggestions for prioritizing tasks and getting

udes pre and post assessments that become part of your Individual Leadership

193

SECTION VII

Florida School Principal

Certification Recommendation

Form

194

MIS 05.10

2/08

PNP-7


FLORIDA SCHOOL PRINCIPAL CERTIFICATION

RECOMMENDATION FORM

Participant Name: _________________________________________________________________

Location: _________________________________________ School Year ________-___________

REQUIREMENTS: (Principal to complete)

Did participant receive a “meets expectations” rating on each of the Principal Leadership Standards and

Principal Leadership Competency Rating Form: Yes _________ No __________

Did participant demonstrate significant progress on his/her Individual Leadership Development Plan

(ILDP) goals? Yes _________ No__________

If no to either of the above questions, specify areas requiring further leadership skill development:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

RECOMMENDATIONS: (Choose statements that apply)

Principal: I recommend __________________________________ for School Principal Certification.

Principal: I recommend __________________________________ continue in the program for one

additional year; reasons cited below.

Principal: I recommend __________________________________ withdraw from the training program

and not be reappointed as an AP for the following school year.

Principal: I recommend __________________________________ be reappointed as Assistant Principal at

(location) __________________ for (school year) _________________.

Support Team Members: I recommend __________________________________ for School Principal

Certification.

Yes ______ No ______ Support Team Member: ____________________________________



195

Page 2 MIS 00.00

2/08

PNP-7

SUMMARY STATEMENT: (Principal to complete)

Explain reasons for recommendation of extension, withdrawal and/or non-reappointment.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

SIGNATURES: (Principal, Human Resources/Professional Development Director and PNP

Participant)

Supervising Principal: _____________________________________ Date: __________________

HRRPD Director: _____________________________________ Date: __________________

Participant: ______________________________________________ Date: __________________

Program Portfolio recommended to Superintendent for signature of approval:

Yes _________ No _________ Date ________________

SUPERINTENDENT:

Certification Statement

My signature below signifies approval of recommendation of School Principal Certification:

Superintendent’s signature: ____________________________________ Date: ______________

Extension Statement

My signature below signifies approval of recommendation of PNP Program extension for one year.

Superintendent’s signature: ____________________________________ Date: ______________

196

Section VIII

Program and Participant

Survey Forms

197

EVALUATION OF PNP ORIENTATION

For : PNP Program Participants and Supervising Administrators

Please reflect on your experience with today’s session and rate the experience by placing an “x” in the

appropriate column following each item.

Suggestions/Comments:

Very

High

High Medium Low Very

Low

Extent to which the session advanced my knowledge

about the program

Extent to which I was actively engaged as a learner

today

Extent to which I am confident about being a program

participant

Extent to which the training provided an appropriate

level of interaction with other participants

Extent to which material (video and print) were helpful

to my learning

Extent to which I believe I will be supported through

follow up and help by the project staff

Overall Rating of the Session

198

Administrator Survey

of the

Principal Certification Program

To Be Completed During Year Following

Assistant Principal’s PNP Program Completion

Name of AP/PNP Completer _____________________________________________________

School Site _________________________________ Dates of Program __________________

Current Position _____________________________________ Date ____________________

Core Curriculum Content Standard 1.4.3

Utilizing the ratings below, please give a rating by circling the appropriate number under each statement.

5= Strongly Agree 4= Agree 3= Neutral 2= Disagree 1= Strongly Disagree

Note: All comments are welcome. If a rating of less than a 4 is given, you must give an appropriate

explanation of how that particular component can be improved in the Comment section.

1. The requirements of my Principal Certification Program were aligned with the 10 Principal Leadership

Standards.

5 4 3 2 1

Comments:

2. I have received appropriate orientation to the Principal Certification Program and its requirements.

5 4 3 2 1

Comments:

3. I have received sufficient support and assistance through either a mentor, support team, or another

administrator.

5 4 3 2 1

Comments:

4. The requirements of my Principal Certification Program were relevant to my individual needs in developing

leadership capacity and meeting leadership competencies.

5 4 3 2 1

Comments:

199

Administrator Survey

Page 2

5. A variety of face to face, online, and combination trainings/classes/workshops have been made

available to me to sustain or enhance my professional growth.

5 4 3 2 1

Comments:

6. I have received sufficient “on the job” opportunities and field experiences to better prepare me

for the principalship.

5 4 3 2 1

Comments:

7. My graduate course work prepared me for the duty requirements and responsibilities of a school based

administrator.

5 4 3 2 1

Comments:

8. I received appropriate feedback from my mentor, support team or other administrator as I

completed the Principal Certification Program.

5 4 3 2 1

Comments:

200

First Year Principal Survey

3.3.1 Standard

To Be Completed By PNP Program Completer After First Year of Principalship

Name of First-Year Principal ______________________________School Site ______________________

Year of PNP Program _____________Year of 1st year Principalship ________________Date __________

1. The content of the Principal Certification Program that I completed as an Assistant Principal provided

what level of preparation?

Much more than adequate More than adequate Adequate Less than adequate None

What recommendations would you make for improving the content of the Principal Certification Program?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. As a first year principal, I would rate the support and assistance that I received from my mentor as:


What recommendations would you make for improving mentoring to first year principals?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. The preparation I received in the Principal certification program enhanced my knowledge, skills,

and abilities as a new Principal to successfully impact school improvement and student

growth/achievement.


Why or why not?______________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

4. Most of the challenges that I encountered during my first year as a principal centered around

____________. (Name a topic…Personnel, Student Discipline, SIP Plans, Data Analysis, Budget,

School Law, Legal, Parent complaints, etc.)

Comments and/or recommendations for improvement in this area

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

5. I would make the following recommendations to improve the Principal Preparation/Certification

Program (please be specific).

____________________________________________________________________________

____________________________________________________________________________

201

New Principal Protégé ProgramNew Principal Protégé ProgramNew Principal Protégé ProgramNew Principal Protégé Program

2007-2008

New Principal Protégé: ____________________

Location: ____________________

Mentor: ____________________ Location: ____________________

School Year: ____________________

Department of Human Resources, Recruitment and Professional Development

Revised – 2007-2008 School Year

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Table of Contents

► Program Guidelines

• Participant Information/Superintendent’s Recommendation • Program Purpose Statement/Overview/Objectives

□ William Cecil Golden Leadership Development Program

• New Principal Mentor Responsibilities • Principal Protégé Responsibilities • Program Requirements Checklist

► Mentoring Information

• Resources Listing • Code of Ethics for Mentors Form • Mentoring Tips and Worksheets • Mentoring Log • Progress/Accountability

► Assessment

• Principal Leadership Standards Inventory (PLSI) • Self-Appraisal Form • Strengths and Developmental Needs Worksheet • Individual Leadership Development Plan (ILDP) • Goal Development and Performance Appraisal System for School Based

Administrators

► Florida Principal Leadership Standards

• Principal Leadership Standards • Sample Key Indicators

□ Entry Level Principal

□ Experienced Principal

□ High Performing Leader

► Program Completion Form

► Program and Participant Survey Forms

• NPP Program Orientation Evaluation Form • Program Satisfaction Survey

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Program Guidelines

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New Principal Protégé Program Participant Information

Biographical Information

New Principal____________________________________________________ School__________________________________________________________ Beginning date of Principalship ______________________________________

Superintendent’s Recommendation

New Principal Mentor Name_________________________________________ Title_______________________________ School______________________ For School Year __________________________________________________

Recommended Support Team Members (Optional: Superintendent’s Discretion)

_____________________________ ___________________________

____________________________________ _____________ Superintendent’s Signature (or Designee) Date

cc: Professional Development Office

Participant Portfolio

Elementary Program Advisor Dr. Richard Demeri, Principal Cracker Trail Elementary School

Secondary Program Advisor Mrs. Sandi Whidden, Principal Sebring Middle School

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Purpose Statement

The School Board of Highlands County’s New Principal Protégé Program, in conjunction with the Department of Education’s William Cecil Golden Professional Development for Leaders Program, (6A-5.081 FAC/1012.986 F.S.) will provide leadership training and experiences necessary for effective school leadership. The Program’s focus will be on preparing New School Principals to become Level III “high performing school leaders,” who direct change, enhance teacher performance and impact student achievement in a challenging and diverse educational environment.

Program Overview

It is essential to provide professional development and support to new Principals which will serve to build leadership at all levels and produce effective school leaders. This is driven by new demands for school leaders, the changing nature of school leadership, and the knowledge and skills required of Principals as instructional leaders. The Principal Protégé Program goals are as follows:

• Provide high standards for Principals as “school leaders” • Provide resources to support and enhance the Principal’s role as instructional

leader with a focus on student growth and achievement • Train and prepare Principals to deal with challenging growth opportunities • Develop high-performing Principals to serve as models for best practices and

serve as mentors to aspiring and beginning administrators The William Cecil Golden Professional Development Program for School Leaders Program Design includes Level I, Level II and Level III components. For the purposes of the district’s Principal Protégé Program, the focus will be on Level II and III professional leadership development for Principals who have demonstrated competency in all Florida Principal Leadership Standards and are “becoming” high-performing school leaders. Emphasis will be placed on the following objectives:

• To establish goals and strategies in conjunction with school/district support teams to effectively lead change

• To develop a learning project around the implementation of a school reform effort with a goal resulting in increased student achievement

The Principal Protégé Program Mentor will be assigned by the Superintendent and shall possess the attributes required to support the development of leadership aligned with accepted professional standards. In addition, the Program Mentor will:

School Board of Highlands County

PRINCIPAL PROTÉGÉ PROGRAMPRINCIPAL PROTÉGÉ PROGRAMPRINCIPAL PROTÉGÉ PROGRAMPRINCIPAL PROTÉGÉ PROGRAM

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1. Coordinate with and support the goals of the program, school, district and

protégé while nurturing collaboration between all parties 2. Model ethical school leadership behavior 3. Ensure the protégé understands the terms of the mentoring relationship 4. Build trust by consistently being sincere in communications with protégé,

reliable in meeting commitments and operating within areas of competence 5. Notice when the protégé is no longer benefiting from the relationship and

would be better served by another mentor/resource or has met the standards of leadership development offered by the mentor’s services

6. Assure that New Principal Protégé Program Leadership Competencies are complete

The Superintendent may also recommend additional support team members for the following purposes: leadership development in members’ area of expertise, shadowing, assessment of leadership standards competency and recommendations for remediation where appropriate. Support team members may consist of experienced District-Level Administrators, high-performing School-Based Administrators, former retired administrators, higher education partners, and regional consortium specialists. Program Objectives

Objectives for the New Principal Protégé Program will center around Level II and Level III Principal Leadership Competencies as outlined below.

Based upon revised State Board Rule 6A-5.081 and the new Florida Principal Leadership Standards, Level II School Leadership Criteria for Aspiring and/or Current Principals (new to the role of Principal) focuses initially on leadership skill development necessary to complete an approved district Principal Certification Program. Furthermore, the New Principal Protégé Program will also provide the Principal with additional tools/resources, training opportunities and experiences to support leadership development to meet Florida’s Principal Leadership Standards for “high performing” leaders. Emphasis will be on achieving and demonstrating competency in the following standards:

• Instructional Leadership • Decision Making Strategies • School Vision and Culture • Building Community and Stakeholder Partnerships

Level II Leadership Criteria

Level III Leadership Criteria

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Level III School Leadership Criteria focuses on the development of high performing Principals who have demonstrated competency in all Florida Principal Leadership Standards. It affords the Principal the opportunity to establish professional goals in a collaborative effort with his/her mentor and the Superintendent. These goals should be developed around learning projects that include:

• Implementing a school reform effort that results in increased student achievement

• Implementing processes or programs for school improvement that impact school culture and the learning environment

• Developing high performing Principals to serve as mentors to aspiring and beginning Principals

• Preparing Principals to deal with challenging professional growth opportunities

Program Eligibility The following qualifications must be met prior to becoming eligible to participate in the New Principal Protégé (NPP) Program:

1. Meet all minimum requirements for the Principal position based on the district’s application process and Board Approved Principal Job Description

a. Have completed a Florida State Approved Principal Preparation

Program (PNP) and hold School Principal Certification OR b. Hold an appropriate out-of-state administrative certification coverage

and be eligible for a certificate in Florida Educational Leadership c. Successfully complete the Targeted Selection Interview Process

2. Be selected by the Superintendent as a Principal in one of the district’s K-12 schools

Candidates selected from out-of-state who are eligible for a Florida Educator’s Certificate in Educational Leadership will remain on the Educational Leadership Certificate while participating in the NPP Program. Upon successful completion/ verification of the NPP Program and the Superintendent’s approval, a CT-125 Form entitled Florida District School Principal Certification Program Statement of Candidate’s Completion and Eligibility (attached) will be submitted to the Department of Education, Bureau of Educator Certification, along with the individual’s application for School Principal Certification.

Professional Development Training

Opportunities for ongoing leadership enhancement and development will be made available to New Principal Protégés throughout the Principalship experience and beyond. Based on program assessments and performance appraisals, specific training may also be provided by district specialists, educational/higher education partners, and regional consortia (pages 200-201) in identified developmental areas.

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Professional Improvement Plan

It is expected that Principal Protégés will receive effective or above rating levels in the ten leadership standards on the performance appraisal instrument. The Protégé should be able to demonstrate a level of competency in each of the standards to successfully complete the program within a two year time period. However, if the Protégé is unable to meet performance expectations as reflected on the performance appraisal instrument, remediation may be provided through the Performance Appraisal Professional Improvement Plan. The plan should articulate the specific areas needing improvement, measureable objectives and strategies for meeting the objectives, a timeline for improvement, and the method(s) of evaluation (see Attachment E, page 300, in Performance Appraisal Guidelines of LEAD Plan). The Superintendent, New Principal Protégé Program Mentor, and the Protégé will review the needs for professional development in areas targeted for improvement and communicate the selections to the Director of HRRPD. Options may include district in-service training, web-based training via DOE/WCG online leadership development modules and/or Educational Impact online modules, Leadership Academies, professional conferences, college courses, supervisor directed field experiences, shadowing, etc. In addition, a support team comprised of the NPP Program Mentor, an experienced district-based administrator (Assistant Superintendent for Curriculum and Instruction or designee), a high-performing instructional leader (current or retired Principal), a higher education partner representative (selected by Vice President of Educational Services for local community college), and/or educational consortia specialists (Coordinator of Professional Development for Heartland Educational Consortium) may be provided during the remediation period. Opportunities for professional growth and development to meet the objectives of the remediation plan should be discussed and determined collaboratively by the support team. Following the Professional Improvement Plan timeline, an evaluation will be conducted by the support team to assess if the plan objectives for remediation of the Protégé’s performance were met satisfactorily. The Superintendent will make the final rating determination as to whether performance expectations on the subsequent annual performance appraisal have been met. Furthermore, the support team will review the remediation plan results and process for the purposes of continuous improvement and revisions will be made as deemed necessary. Program Evaluation

Final program completion assessments, program and participant surveys, as well as administrative performance appraisals will be used to evaluate the Principal Preparation Program’s success in training and developing instructional leaders.

The results of the data listed above will be reviewed and evaluated by an assessment team consisting of the Director of Human Resources and Professional Development, Assistant Superintendent of Curriculum and Instruction (or

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designee), the NPP Program Mentor/Advisor, and a high performing instructional leader/Principal.

The assessment team will meet annually (after June 30 and prior to the start of the school year) to analyze the data, determine strengths and areas of improvement, and make recommendations for program changes. Affected program areas will be revised and included in the program orientation each year.

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Overview

Florida's Principal Leadership Standards require high-performing instructional leaders that possess and

utilize the competencies and skills necessary to successfully lead the improvement of student

achievement in our public schools. The William Cecil Golden School Leadership Development Program

was established by the 2006 Florida Legislature to provide a high quality, competency-based,

customized, comprehensive and coordinated statewide professional development system for current and

emerging school leaders. The program initially called DELTA (Developing Educational Leaders for

Tomorrow’s Achievers) is aligned with and supports Florida's Principal Leadership Standards, the

standards of the National Staff Development Council, the Florida Professional Development Protocol

Standards and NCLB requirements for high quality professional development.

The William Cecil Golden School Leadership Development Program consists of several distinct

components that are integrated with Florida's Continuous Improvement Model that focuses on student

achievement. Components of the program address the needs of emerging school leaders engaged in

formal educational leadership programs, district principal preparation programs and district professional

development programs for current school leaders. Development of the components of the WCG Program

is being coordinated by a unique statewide partnership involving educational leadership development

providers with proven expertise in this area.


• Training in Instructional Leadership (tools for effective classroom visits, literacy leadership,

using data to drive instruction, etc.)

• Training in Effective Business Practices (training related to high priority education issues,

strategies for personnel recruitment and retention, Florida's Continuous Improvement Model,

technology, etc.)

• Parent, Community and Business Outreach Training (parental outreach strategies, leveraging

business and community partnerships, communication strategies, etc.)

• Ongoing Mentoring and Coaching (provided by a network of highly qualified, retired school

leaders trained to use their knowledge and experience to support the effective implementation of

the DELTA program)

• Online resources and support of all stages of school leadership development for Florida’s school

leaders

The William Cecil Golden School Leadership Development Program provides Florida with the

opportunity to develop the highly qualified school leaders needed to effectively lead our schools to

higher student achievement.


• Henry Pollock, Director of Educator Retention Programs, Florida Department of Education at

[email protected]


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Florida Principal Leadership Standards

Florida’s school leaders must possess the abilities and skills necessary to perform their designated tasks in a high-

performing manner. The school leader, commensurate with job requirements and delegated authority, shall

demonstrate competence in the following standards:


Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply


Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the


environment.

Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum,

instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks,

learning expectations, and feedback measures to ensure accountability for all participants engaged in the

educational process.


Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and


Technology High Performing Leaders plan and implement the integration of technological and electronic tools in teaching,


Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor

and partnership programs, and design and implement comprehensive professional growth plans for all staff – paid

and volunteer.

Ethical Leadership


School Leadership

Vision High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to


community.

Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse

community interests and needs, work effectively within the larger organization and mobilize community resources.

Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and

cultural relationships in the classroom, the school and the local community.

SBE Rule 6B-5.0012, Approved April 19, 2005

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Statewide Professional Development

The William Cecil Golden School Leadership Development Program provides Florida with the

opportunity to develop the highly qualified school leaders needed to effectively lead our schools to

higher student achievement. Systemic and meaningful education reform can be created at the state level

but its ultimate success is dependent upon the level of commitment and effort demonstrated at the local

level, especially within the schools.

The program provides the vehicle to empower and drive critical education reforms and initiatives via

WCG trained school leaders who will be informed and inspired to further increase student achievement.

This program is a systemic, statewide and continuous professional development program for principals

and other school leaders.

Historic partnerships have been leveraged with K-12 education partners to utilize existing delivery

systems to focus on improving the quality of school leadership at all levels. Typically, these

organizations have participated in random professional development activities for school administrators;

now for the first time, there is one coordinated professional development plan and system for all school

administrators statewide.

Support for Florida's Continuous Improvement Model

• Classroom Walk-Through for Reading Training Program

• PD3 (Professional Development Decisions using Data) Training Program

• Classroom Walk-Through Training Program

• FOCUS FCIM Training Program

Florida Leadership Training Modules

• SREB Training Program: Developing Internship Programs for School Leaders: A How-to Guide

for University and School District Partners

• SREB Training Program: Mentoring School Leaders in Competency-based Internships

• SREB Training Program: Leading Schoolwide Literacy Initiatives

• SREB Training Program: Creating a High-performance Learning Culture

• SREB Training Program: Prioritizing, Mapping and Monitoring the Curriculum

• SREB Training Program: Providing Focused and Sustained Professional Development

• SREB Training Program: Using Data to Focus Improvement

• SREB Training Program: Leading School Change to Improve Student Achievement

• SREB Training Program: Aligning Teacher Assignments and Student Work to Rigorous

Standards

• SREB Training Program: Designing Assessment to Inform Instruction

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DOE Leadership Academies

• Florida School Leadership Training Academy

• Florida Assistant Principal Regional Leadership Training Forums

• Florida Middle School Principal’s Training Academy

• Florida High School Principal’s Academy - “Breaking Ranks II” Training

• Ongoing Mentoring and Coaching

A key component of the William Cecil Golden School Leadership Program is the on-going follow-up

support provided by our network of highly qualified, retired school administrators. As Professional

Partners, they are trained to use their knowledge and experience to provide one-on-one coaching and

mentoring for Florida's school leaders.

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New Principal Mentor Responsibilities

• Length of Program The program length is determined by the Principal Protégé, New Principal Mentor, and the Superintendent. While the program is designed to be a one-year mentoring experience to support the new Principal’s field experiences and leadership development, an additional year of mentorship may be requested by the Principal Protégé and/or recommended by both the New Principal Mentor and Superintendent. The second year of mentorship may involve more or less scheduled meetings per semester as agreed upon by both parties. Additional professional development may also be recommended during the second year of NPP Program participation.

• Professional Development – New Principal Mentor The New Principal Mentor will agree to read the provided text entitled “The Mentor’s Guide.” Additional mentoring training may also be recommended and provided by the district’s Mentoring Program Advisors or through various other training opportunities.

• Number of Meetings The New Principal’s Mentor will meet with the Principal Protégé on a regular basis throughout the course of the first year. A recommended number of scheduled meeting dates should be discussed and planned based upon the Principal Protégé’s Self-Appraisal Form, Principal’s Leadership Standards Inventory (PLSI), identified developmental needs areas, and the New Principal Mentor’s observations. A minimum of two meetings per semester is advised for the first year of the Principal Protégé’s principalship experience. Regular on-going communication and feedback is a vital component of the Protégé’s success.

• Goal Development and Individual Leadership Development Plan (ILDP) The New Principal Mentor will work collaboratively with the Principal Protégé to develop goals and an Individual Leadership Development Plan (ILDP) based upon the Self-Appraisal and Principal Leadership Standards Inventory (PLSI). Level II or Level III School Leadership Criteria defined under Program Objectives should be considered to determine the leadership development plan. Experienced veteran Principals participating in the Program as first-time Florida Administrators may be identified as Level III School Leaders and the plan adjusted to accommodate the individual’s level of knowledge and expertise.

• Observations and Feedback The New Principal Mentor will provide feedback regarding the Principal Protégé’s performance and status of growth/learning experiences based upon observations using the William C. Golden Leadership Standards Sample Key Indicators provided in the portfolio. Second year Principal Protégé’s will be given the opportunity to participate in a 360 degree assessment with online leadership development modules to identify and further strengthen developmental areas.

• Recommended Ongoing Professional Development/Training The New Principal Mentor may make specific recommendations regarding relevant professional development needs to the Director of HRRPD. Every effort will be made to select appropriate/relevant training based upon the New Principal Mentor’s recommendations, and the Principal Protégé’s requests regarding developmental performance areas, legislative/program updates, or new educational initiatives. Participation in various leadership academies, conferences and/or online programs may be recommended by the NPP Mentor, Director of HRRPD, or required by the Superintendent.

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Principal Protégé Responsibilities

• Pre-Meeting Requirements The Principal Protégé will complete the Self-Appraisal Form and PLSI (online) prior to the initial meeting with the assigned mentor and be prepared to discuss his/her prior experiences and reflective practices.

• Number of Meetings The Principal Protégé will agree to meet with the New Principal Mentor on a regular basis with the number of meetings determined and agreed upon by both parties and scheduled in advance of meeting dates.

• Goal Development and Individual Leadership Development Plan (ILDP)

The Principal Protégé agrees to work collaboratively with the New Principal Mentor to develop goals and complete an online ILDP based upon the Self Appraisal and the PLSI; Level II or Level III School Leadership Criteria as described and defined under Program Objectives should be considered to determine the Principal Protégé’s Leadership Development Plan.

• Recommended Professional Development Text

The Principal Protégé will agree to read the provided text entitled “The New Principal’s Field Book” and be prepared to discuss with the New Principal Mentor throughout the program. In addition, the Principal Protégé will agree to participate in relevant professional development training, conferences, leadership academies, committees, learning communities, etc. as part of the Principal Protégé Program to further refine and enhance development of “high performing” leadership skills and expertise. Specific activities such as inservice workshops, district events, and various other committees, teams, task force or meetings may be recommended by the Superintendent and/or New Principal Mentor.

Survey Assessment Forms Upon completion of the NPP program, the New Principal Protégé and Principal

Mentor will complete a program assessment survey to be returned to the Department of HRRPD; the surveys will be shared with the program stakeholders and used to determine program strengths and/or possible revisions for the purpose of continuous improvement.

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New Principal Protégé Program Requirements Checklist

__________ Principal Protégé and assigned Mentor schedule orientation meeting with Director of HRRPD to review and discuss program guidelines and requirements and sign Mentor Code of Ethics Form

__________ Ongoing – New Principal Mentor to read “The Mentoring Guide” __________ Ongoing – Principal Protégé to read “The New Principal’s Fieldbook” and

discuss with New Principal Mentor __________ Principal Protégé to complete Principal Leadership Standards

Inventory (PLSI) on-line and Self-Appraisal Form __________ Ongoing – Mentor to review mentoring tips and worksheets and

additional resources regarding effective mentoring skills provided in resource listing

__________ Principal Protégé and Mentor collaborate to complete Strengths and

Developmental Needs Worksheet based upon PLSI and Self Appraisal Form

__________ Mentor maintains Mentoring Log to date/describe communications,

discussions, meetings and observations regarding Principal Protégé’s leadership experiences and competencies

__________ Principal Protégé to begin development of Individual Leadership

Development Plan (if initiated as part of PNP Program, will be a continuation); ILDP should include leadership development needs and goals based on Strengths and Developmental Needs Worksheet and PLSI

__________ Principal Protégé to review with Mentor the Level II/Level III

Leadership Standards Competencies (based on Sample Key Indicators) and collaboratively develop the project outline for leading school change and improving student achievement

__________ Mentor reviews district Performance Appraisal System Guidelines

and Instrument with Protégé __________ Principal Protégé and Mentor periodically review ILDP to determine

progress of goals and project and provide feedback __________ Principal Protégé Competency Completion Form signed by New

Principal Mentor. The Mentor and Superintendent may recommend a one-year extension of program if determined necessary for further support and development

__________ Mentor and Protégé complete participant and program survey forms

and return to HRRPD

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Mentoring

Information and

Recommended

Resources

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NPP Program Resources

Required Resources

“The New Principal’s Field Book” by Pam Robbins • Harvey Alvy “The Mentors Guide” by Lois J. Zachary www.josseybass.com

Additional Resources

“Mentoring Principals” by Paul Young

Corwin Press 2005 “Principal Training on the Ground” by Sandra Stein Heinemann, 2003 www.wallacefoundation.org (Leadership initiatives) [email protected] Department of Education William Cecil Golden School Leadership Development Program Website FloridaSchoolLeaders.org

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Code of Ethics for Mentors I will conduct myself in a manner that serves the goal of doing what is best for students. I will coach the Protégé with the goal of supporting the development of leadership aligned with accepted professional standards with a focus on goals related to student growth and achievement. I will build trust in my mentor relationships by consistently being sincere in my communications, reliable in meeting my commitments, and by operating within my areas of competence. I will, at the beginning of each mentoring relationship, ensure that the Protégé understands the terms of the mentoring agreement. I will respect the confidentiality of the protégé’s information, except as otherwise authorized by the protégé, or as required by law. I will coordinate with and support the goals of the school and district, while guarding confidentiality and nurturing collaboration among all parties. I will be alert to noticing when the Protégé is no longer benefiting from our relationship and thus would be better served by another mentor or by another resource and, at the appropriate time, I will encourage the Protégé to make that change. I will avoid conflicts between my interests and the interests of the Protégé. Whenever the potential for a conflict of interest arises, I will discuss the conflict with the Protégé to reach agreement on how to deal with it in whatever way best serves the Protégé, the school, and the students. I will model ethical school leadership behavior. _________________________________ ______________ Signature of New Principal Mentor Date _________________________________ ______________ Name of New Principal Protégé School Sign and return to Department of HRRPD after NPP Orientation Meeting;

retain a copy for NPP Portfolio record

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Mentor’s Worksheet for Evaluating Protégé’s Goals

Instructions: Answer the following questions to gauge the clarity of your

Protégé’s goals.

Specific

o What is it the Protégé is trying to accomplish in this relationship? o Are the Protégé’s goals specific, concrete, and clear?

Measurable

o Are the goals capable of being measured? o In what ways can success be measured?

Action Oriented

o Are the goals future oriented? o What results should you be able to see when the Protégé’s goals are accomplished?

o What concrete things will the Protégé be able to do as a result of accomplishing the

goals identified?

Realistic

o Are goals achievable within the availability of your time?

o Are there other resources that need to be available in order to achieve the goals?

Timely

o Is the time allocated for accomplishing the learning goals reasonable? o Has a completion date been set for attaining the goals?

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Stated Goal: To seek assistance in finding a job situation in the next 12 to 18 months that will pay more, have opportunities for growth, and be closer to my family.

Specific: What is it the Protégé is trying to accomplish in this relationship? Are the Protégé’s

goals specific, concrete, clear?

Protégé states that she wants to find a situation where she can better balance work and family life. Her mother is becoming increasingly infirm, and she states she needs to earn more, take on more responsibility at work, and be closer to her mom. Things I would like to know: What does “pay more” mean? What kind of opportunities for growth is she looking for? Is she talking about career advancement? Knowledge enhancement?

Measurable: Are the goals capable of being measured? In what ways can success be measured?

I certainly will know more about this once I have a clearer idea of the answers to question above.

Success can be measured easily once she puts the dollar sign on. Distance is readily measured. In terms of career advancement, I need to know what her goals are and what her definition is for those terms.

Action Oriented: Are the goals future oriented? What results should you be able to see when the Protégé’s goals are accomplished? What concrete things will the Protégé be able to do as a result of accomplishing the goals identified?

No problem here. I should be able to see a woman who is feeling more balanced, satisfied, and enthusiastic about her work and less guilty about the geographic distance. Eventually she will be ready to move. When she does, hopefully she will learn a way of thinking about career development from an ongoing growth perspective.

Realistic: Are goals achievable within the availability of your time? Are there other resources necessary in order to achieve the goals?

I see my job as guiding her through the process. Initially our time will be spent in getting more clarity wit this opportunity thing. She is going to have to find time to do a lot of the investigative work herself. I can set her on the right course, but she will have lots of decisions ahead of her. She is going to work on defining the career advancement piece. She may need to go to a career placement agency, recruitment agency, or similar companies to get access to some of the resources she will need. She will need to get on-line and stay on-line, and do plenty of networking.

Timely: Is the time allocated for accomplishing learning goals reasonable? Has a completion date been set for attainment of the goals?

Yes, assuming she is willing to dedicate time and energy to the task. She has laid out a framework in broad brush strokes. I will want to urge her to be more specific when we see how things develop.

S A M P L E Completed Mentor’s Worksheet for Evaluating Protégé Goals

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New Principal Protégé Program

MENTORING LOG

Mentoring Principal:_____________________________________ School: ___________________

Principal Protégé _______________________________________ School Year: ______________

DATE START TIME and

END TIME MENTORING ACTIVITY TYPE OF CONTACT HRS

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MENTORING LOG

Mentoring Principal:______________________________ School: __________________

Principal Protégé ________________________________ School Year: ______________

DATE START TIME and


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MENTORING LOG

Mentoring Principal:______________________________ School: ____________________

Principal Protégé ________________________________ School Year: ______________

DATE START TIME and


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Progress and Accountability Information and Tips taken from “The Mentors Guide” by Lois J. Zachary

Accountability Assurances Accountability is the conscious melding of self-responsibility and rigor. Accountability assurance is based on considered commitment to and clear understanding of the responsibilities of each mentoring partner. The defining accountability question is, how are we going to hold ourselves and each other accountable in this mentoring relationship? Answering the question calls for clarity-the kind of clarity that Patrick Lencioni writes about in The Five Temptations of a CEO (1998), where he states, “You can’t hold people accountable for things that aren’t clear.”

Those who are engaged in an informal mentoring relationship may view an imposed accountability procedure as cumbersome. However, unless external accountability measures are built in, whether self or other imposed, the temptation is to sidestep it altogether. The accountability conversation provides a touchstone for the relationship. When used thoughtfully, it becomes an ongoing quality assurance conversation.

There are three levels of accountability that mentoring partners ought to address: accountability for the relationship, accountability for the learning process, and the accountability for the achievement of the learning goals. The chart below provides some prototypical questions associated with each level. Levels of Ongoing Accountability

The relationship

How are we doing? What is the quality of our interaction? In what ways might we strengthen our relationship?

The learning process

Is the process we are using working to facilitate your learning? In what ways are your learning needs being met? Not met? What might we do to make the process work better for you? What do we need to change or strengthen? What are you learning about yourself as a learner in this process?

Progress toward learning goals

What progress are you making toward realizing your learning goals? What is your greatest success thus far? What is your biggest frustration? What gives you the most satisfaction about what you are learning?

As you think about meeting the challenge of mutual accountability in a mentoring

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relationship, consider how best to encourage and support accountability. Encouraging Accountability Accountability conversations do not have to be formal, but they do need to be meaningful and regular. Periodically asking, “How is it going?” keeps accountability at the forefront. Posing a simple question regularly instead of waiting until something goes amiss, offers a non-threatening approach. When checking in is an established, normative port of the relationship, it takes the pressure off and encourages accountability. In some situations, more detailed accountability mechanisms are appropriate. If this is not the case, the mentor and mentee could choose to develop a list of itemized questions to discuss at predefined milestones in the relationship. Supporting Accountability The responsibility for accountability rests with the mentoring partners. Some mentors suggest that mentees summarize the mentoring session at the close of the interaction and record what they have learned. At the beginning of the next session, mentees review that summary. This ensures continuity and a jumping-off point for talking about progress made since the previous mentoring session or conversation. Other mentors make process notes for themselves and continue to add to them and review them throughout the mentoring relationship. This is particularly helpful when mentoring at a distance or when there is time distance between mentoring interactions. By saving these notes, each partner has a record of the mentoring journey that becomes a helpful point of departure in assessing the learning experience. Group mentoring situations offer a unique opportunity for supporting accountability. Using a round-robin approach to summarize and end the session both reinforces the learning and reminds mentees of what they need to do. Beginning the next session with a progress report since the previous session helps focus the interaction and abbreviate start-up time. E-mail or handwritten notes, sharing an interesting article, and a quick telephone call are little ways of supporting accountability. Critical Aspects of Accountability Three aspects of accountability are critical to mutual accountability for building and maintaining the relationship: ground rules, confidentiality safeguards, and boundary setting. Ground Rules for the Relationship We sometimes take partnering for granted and assume that it will happen naturally. This assumption often undermines the relationship. Establishing ground rules helps manage expectations in a mentoring relationship. Ground rules are the norms of accepted behaviors, rules of the road, guidelines, or conventions that partners agree to abide by in a partnership. They should not restrict the relationship, but rather encourage and support accountability. At a minimum, a mentoring partnership agreement should outline the norms of the relationship. The following common mentoring norms can be used to start the discussion on ground rules:

• Our meetings begin and end on time • Each of us actively participates in the relationship • Our communication is open, candid, and direct

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• We will respect our differences and learn from them • We will honor each other’s expertise and experience • We will safeguard confidentiality • We will manage our time well • We will put interruptions aside

The most challenging part of the ground rule conversation is the discussion about what happens if and when these rules are not followed. What will happen if one partner dominates the relationship? What are the sanctions if appointment times are not honored? What happens when confidentiality is compromised? In a formal mentoring situation, there may be additional programmatic sanctions imposed that will need to be taken into consideration. Checking in to determine whether the ground rules are working effectively at the beginning or end of the first several mentoring sessions helps smooth the way and avoid difficulties later on. Whatever both partners ultimately decide about the ground rules of their mentoring partnership, they should consider establishing checkpoints to monitor the status of the relationship and agree in advance on what those will be. Confidentiality Safeguards Breach of confidentiality is a major stumbling block in mentoring relationships. Although mentees often confide in mentors and mentors in mentees, many people have differing expectations of what that confidentiality means. Being a confidant does not always mean that person you trust automatically safeguards confidentiality the way you would. Generally people do not like to talk about confidentiality; they just assume it. And because they assume it, assumptions remain undisclosed and untested. Instead, mentors and mentees must continuously check out their own assumptions if they are to share mutual accountability for the mentoring partnership. It is hard to talk about confidentiality because people are afraid it will undermine trust and fear a conversation about it will be offensive. They see confidentiality as a particularly difficult issue to discuss when there appears to be no immediate reason to do so. The truth of the matter is that there are many different expectations about what confidentiality means in a relationship. Some people view confidential information as private, restricted, secret, undisclosed, and classified. For others, confidentiality has a limited duration. It is important to talk candidly with mentees and agree on every aspect of confidentiality in a mentoring relationship. Getting the conversation about confidentiality started is sometimes awkward. We examine two possible approaches that can be used independent of each other or in combination to frame the conversation: perception identification and assumption testing. In perception identification, the mentor and mentee begin the discussion of confidentiality using a free association exercise. They individually write down words associated with the word confidentiality, thereby generating a list that can serve as a basis for discussion. Ultimately the partners will come to mutual agreement about what confidentiality will mean in their relationship.

228

There must be clarity about what confidentiality means within a particular mentoring relationship. The object is to create consensus about what is confidential and what is not that makes sense for the mentoring partners and promotes open and candid communication-communication that is authentic and free flowing-without getting so specific that conversation is restricted, unnatural, and guarded. Delimiting confidentiality is part of the boundary-setting process and helps ensure accountability within the relationship. Boundary Setting A frank discussion about the limits and boundaries of the mentoring relationship enables mentoring partners to sustain the focus on learning, manage expectations, and ensure mutual accountability throughout the duration of the relationship. Boundaries that go undefined frequently undermine the relationship by deflecting energy away from the learning focus of the relationship. When boundaries are too loose, they may be misinterpreted, and when they are too rigid, they incapacitate the relationship. Boundaries are not always clear-cut, however, and may vary according to circumstance. There are boundaries that we set for ourselves and boundaries that we set in partnership with others. There are boundaries that are evident at the beginning of the relationship and boundaries that need to be set during the relationship. Personal boundary setting during the negotiating phase helps mentors maintain the delicate balance between meeting their own needs and those of their mentees. The most overlooked aspect of boundary setting has to do with access, which directly relates to managing expectations: What kind of access does the mentee have to you? What is the limit? Does being a mentor mean the mentee has unlimited access to you for the duration of the relationship? Is an appointment needed? What kind of telephone access does the mentee have to you? Will your mentee need to go through a gatekeeper to get to you? It is important for mentors to communicate what they are willing to do and unwilling to do in the relationship. Once they become aware of their own boundaries, the next step is to decide what they expect from the mentee to respect these boundaries. A list of boundaries can be used as a basis for conversation with mentee at the appropriate time in the negotiating process. Mentees also need to set boundaries for themselves. Relationship boundary setting requires a discussion about the boundaries of the relationship. Guidelines for safeguarding confidentiality are an example of a partnership boundary. Guidelines for maintaining contact are another. Access is yet another. Despite best intentions, boundaries are crossed and limits are exceeded. Crossing boundaries affects the mentoring relationship and the learning taking place within it. The best way to handle this is to be prepared with a strategy to deal with boundary crossing if and when it occurs.

229

Assessment

• Principal Leadership Standards Inventory (PLSI)

• Self-Appraisal Form

• Strengths and Developmental Needs Worksheet

• Individual Leadership Development Plan (ILDP)

230

William Cecil Golden Florida School Leaders Program

Online Support Resources

Principal Leadership Standards Inventory

The Principal Leadership Standards Inventory provides educational leaders with a self-

evaluation process to help inventory their current practices and identify their strengths and

weaknesses for each of the Florida Principal Leadership Standards.

To access Principal Leadership Standards Inventory online in the WCG Resource

Library, login at the home page.


http://www.floridaschoolleaders.org

231

NEW PRINCIPAL PROTÈGÈ PROGRAM

Principal Protégé: Date: _______________

Note: Mark (��) in the appropriate column for each skill area where you

feel you have either significant strength or significant developmental need.

StrengthStrengthStrengthStrength NeedNeedNeedNeed Instructional LeadershipInstructional LeadershipInstructional LeadershipInstructional Leadership




Operational LeadershipOperational LeadershipOperational LeadershipOperational Leadership


5. Technology __________ __________



School LeadershipSchool LeadershipSchool LeadershipSchool Leadership

8. Vision __________ __________


10. Diversity __________ __________

FUNCTIONSFUNCTIONSFUNCTIONSFUNCTIONS 1. Curriculum __________ __________

2. Personnel __________ __________

3. Student Services (includes discipline) __________ __________


5. Transportation __________ __________

6. Finance/Budget __________ __________

7. Facilities __________ __________


OTHER AREASOTHER AREASOTHER AREASOTHER AREAS 1. School law __________ __________


3. Records/Reports __________ __________

4. __________ __________

5. __________________ __________ __________

PPPPRINCIPAL PROTÈGÈRINCIPAL PROTÈGÈRINCIPAL PROTÈGÈRINCIPAL PROTÈGÈ SELFSELFSELFSELF----APPRAISAL FORMAPPRAISAL FORMAPPRAISAL FORMAPPRAISAL FORM

FLORIDA PRINCIPALFLORIDA PRINCIPALFLORIDA PRINCIPALFLORIDA PRINCIPAL STANDARDSSTANDARDSSTANDARDSSTANDARDS

232

NEW PRINCIPAL PROTÈGÈ PROGRAM

STRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEETSTRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEETSTRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEETSTRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEET

Principal Protégé: Date: _________________

Mentor: _____________________________________________________________________

Note: Mark (��) a skill area only if the participant has a significant strength or significant

developmental need in the area.

FLORIDA PRINCIPALFLORIDA PRINCIPALFLORIDA PRINCIPALFLORIDA PRINCIPAL STANDARDSSTANDARDSSTANDARDSSTANDARDS StrengthStrengthStrengthStrength NeedNeedNeedNeed

Instructional LeadershipInstructional LeadershipInstructional LeadershipInstructional Leadership




Operational LeadershipOperational LeadershipOperational LeadershipOperational Leadership


5. Technology __________ __________



School LeadershipSchool LeadershipSchool LeadershipSchool Leadership

8. Vision __________ __________


10. Diversity __________ __________

FUNCTIONSFUNCTIONSFUNCTIONSFUNCTIONS 1. Curriculum __________ __________

2. Personnel __________ __________

3. Student Services (includes discipline) __________ __________


5. Transportation __________ __________

6. Finance/Budget __________ __________

7. Facilities __________ __________


OTHER AREASOTHER AREASOTHER AREASOTHER AREAS 1. School law __________ __________


3. Records/Reports __________ __________

4. __________ __________

5. __________________ __________ __________

Individual Leadership Development PlanIndividual Leadership Development PlanIndividual Leadership Development PlanIndividual Leadership Development Plan

The Individual Leadership Development Plan (ILDP) is an electronic tool to assist in

organizing, planning and monitoring your professional development as a school leader. The

233

tool allows you to incorporate your school’s student data, school improvement goals and

your personal leadership development plan into one electronic document.

Directions:

Website: www.FloridaSchoolLeaders.org

Type in user name and choose password

LOGIN: Under “TOOLS” on the left, click on “Individual Leadership Development Plan”

Leadership Development Progress Log

The Leadership Development Progress Log allows you to track your ongoing leadership

development through the Prior Learning Inventory, Principal Leadership Standards

Inventory, Individual Leadership Development Plan Activities and other resources.

To access Leadership Development Progress Log online in the WCG Resource Library, login

at the home page.

Click “e-Annual Professional Development Plan” button

Step 1) Select school district

Select school

Next

Step 2) Select name from list

Don’t see your name? Click on “Don’t see your name?”

Create an account (read directions carefully)

Next

Place a printed copy of your ILDP behind this tab.

234



For



235



Entry Level PrincipalEntry Level PrincipalEntry Level PrincipalEntry Level Principal

Vision – High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate

and implement a shared vision that is supported by the larger organization and the school community.













Instructional Leadership – High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best

practices to student learning, especially in the area of reading and other foundational skills.



























High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of

resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment.




� Is aware of the various fiscal and non-fiscal resources for the school including business and community resources


1

236



� Understands techniques and organizational skills useful in leading and managing a complex and diverse organization




High Performing Leaders collaborate with families, business, and community members; respond to diverse community

interests and needs; work effectively within the larger organization; and mobilize community resources.

Sample Key Indicators at the Entry Level: � Understands how student and family conditions affect learning � Identifies opinion leaders in the community and their relationships to the school � Communicates the school’s vision, mission and priorities to the community � Understands the effect that school image caused by impressions created by the students and staff and its use in

promoting the school � Uses shared leadership and decision-making model in the operation of the school




� Actively engages the community to promote student and school success � Relies on agencies to connect students to the health, human and social services they need to stay focused on learning � Provides opportunities to involve family and community in a broad range of school activities

Decision Making Strategies –

High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data

for continuous school improvement.













Diversity – High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural

relationships in the classroom, the school and the local community.


� Understands how multicultural awareness, gender sensitivity and racial and ethnic appreciation affect an educational

organization


� Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student population and school

community






� Arranges for students and families whose home language is not English to engage in school activities and communication

through oral and written translations



� Has a plan to develop ways to improve relations with various cultural, ethnic, racial and special interest groups in the

community

Technology –

237

High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning,


Sample Key Indicators at the Entry Level: � Is aware of the technology, telecommunications and information systems and their uses to enrich curriculum, instruction

and assessment





� Has assessed and analyzed the extent to which technology has been integrated throughout the teaching and learning

environment




Learning, Accountability, and Assessment –

High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and

assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and

feedback measures to ensure accountability for all participants engaged in the educational process.









Human Resource Development –

High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and

partnership programs, and design and implement comprehensive professional growth plans for all staff – paid and volunteer.


238

Ethical Leadership –






� Understands ethical and legal concerns educators face when using technology throughout the teaching and learning

environment




1 Sample Key Indicators for Ethical Leadership is the same at all three levels. Ethical Leadership Standards are identical for all


239



For



240



The Experienced PrincipalThe Experienced PrincipalThe Experienced PrincipalThe Experienced Principal

Vision –

Experienced leaders have a personal vision for their school and the knowledge, skills, and dispositions to


community.












� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement related to vision and

vision development


Experienced Leaders promote a positive learning culture, provide an effective instructional program, and apply






� Describes where research, applied theory, and informed practice were used in making curricular decisions



� Provides instructional leadership with consideration for the community, its makeup and its diversity



� Develops skills necessary for the planning and implementation of improvement of student learning




� Understands and promotes conditions that enhance the staff’s desire and willingness to focus energy on













Experienced Leaders manage the organization, operations, facilities and resources in ways that maximize the


environment.

241




� Identifies and analyzes the major sources of fiscal and non-fiscal resources for the school including business

and community resources

� Is building a culture of learning at the school � Manages financial and material assets and capital goods and services in order to allocate resources



� Demonstrates ability to identify and organize resources to achieve curricular and instructional goals.

� Is developing techniques and organizational skills necessary to lead/manage a complex and diverse

organization

� Plans and schedules one’s own and others’ work so that resources are used appropriately in meeting

priorities and goals

� Conforms to legal and ethical standards in the management of the learning environment � Has a personal professional development plan for his/her own continuous improvement related to managing

the learning environment


Experienced Leaders collaborate with families, business, and community members, respond to diverse


resources.

Sample Key Indicators The Experienced Principal: � Addresses student and family conditions affecting learning � Identifies major opinion leaders in the community and their relationships to school goals and programs � Communicates the school’s vision, mission and priorities to the community � Demonstrates concern for the image of the school via impressions created by the students and staff, and

serves as primary spokesperson in the community.




� Uses relationships within and external to the school to support the school � Actively engages the community to share responsibility for student and school success � Involves staff in connecting students to the health, human and social services they need to stay focused on

learning


efforts � Has a personal professional development plan for his/her own continuous improvement related to community

and stakeholder partnerships












� Focuses upon student learning as a driving force for curriculum, instruction, and institutional decision-making





efforts � Has a personal professional development plan for his/her own continuous improvement related to decision-

making strategies and their use

Diversity –

242

Experienced Leaders understand, respond to, and influence the personal, political, social, economic,





� Monitors the delivery of instructional content that provides for the diverse perspectives appropriate to the

situation

� Involves school community in appropriate policy implementation, program planning, and assessment efforts








� Represents the school and the educational establishment in relations with various cultural, ethnic, racial, and

special interest groups in the community � Has a personal professional development plan for his/her own continuous improvement related to diversity



Sample Key Indicators The Experienced Principal: � Implements a plan for the use of technology, telecommunications and information systems to enrich

curriculum instruction, and assessment




� Develops an effective teacher professional development plan to increase technology usage to support

curriculum-based integration practices




� Uses technology to support the analysis and use of student assessment data � Has a personal professional development plan for his/her own continuous improvement related to technology



benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged

in the educational process.








� Identifies successful schools with similar demographics to use as a source for ideas for improving student

achievement � Has a personal professional development plan for his/her own continuous improvement related to learning,

accountability, and assessment

Human Resource Development – Experienced Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor

and partnership programs, and design and implement comprehensive professional growth plans for all staff –

paid and volunteer.

Sample Key Indicators The Experienced Principal: � Works collaboratively with teachers to plan for individual professional development � Utilizes a variety of supervisory models to improve teaching and learning

243

� Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Manages a program of continuous professional development tied to student learning and other school goals � Hires and retains high-quality teachers � Works with staff so they have the skills to ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement related to human











applications


2 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are identical for all


244



For

The High Performing Principal Level


245



High Performing LeaderHigh Performing LeaderHigh Performing LeaderHigh Performing Leader

Vision –

High Performing Leaders have a personal vision for their school and the knowledge, skills, and

dispositions to develop, articulate and implement a shared vision that is supported by the larger

organization and the school community.

Sample Key Indicators The High Performing Leader: � Facilitates the development and implementation of a shared vision and strategic plan for the school

� Facilitates the development and implementation of a shared vision that places student and faculty

learning at the center







� Develops and implements a plan to shape/use the external influences that impact upon the school � Using a collaborative process, establishes plans to accomplish goals



� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement related to

vision and vision development


High Performing Leaders promote a positive learning culture, provide an effective instructional program,

and apply best practices to student learning, especially in the area of reading and other foundational

skills.

Sample Key Indicators The High Performing Leader: � Works with staff, teachers, parents and students to achieve annual learning gains, school

improvement goals, and other targets

� Uses multiple sources of data, some of which are self-generated, to plan and assess instructional

improvement




� Collaboratively determines high expectations and standards for the academic and social development

of all students


� Provides instructional leadership with consideration for the community’s values, goals, social needs

and changing conditions





� Develops curriculum aligned to state standards based upon the needs of the students, the community

and the goals of the school


� Creates conditions that enhance the staff’s desire and willingness to focus energy on achieving

educational excellence











246


High Performing Leaders manage the organization, operations, facilities and resources in ways that






� Identifies, analyzes, and works to improve the major sources of fiscal and non-fiscal resources for the

school including business and community resources


� Acquires and manages financial and material assets and capital goods and services, allocating

resources according to school priorities

� Develops an efficient budget planning process that is driven by school priorities and involves staff and

community


� Demonstrates techniques and organizational skills necessary to lead/manage a complex and diverse

organization

� Plans and schedules one’s own and others’ work so that resources are used appropriately, and short-

and long-term priorities and goals are met




High Performing Leaders collaborate with families, business, and community members, respond to

diverse community interests and needs, work effectively within the larger organization and mobilize

community resources.

Sample Key Indicators The High Performing Leader � Enables staff and teachers to address student and family conditions affecting learning � Uses major opinion leaders in the community to support and promote school goals and programs � Communicates the school’s vision, mission and priorities to the community � Manages and markets the image of the school via impressions created by the students and staff � Shares leadership and decision-making with others in the community and within the school

� Mobilizes the resources of families, business, and community members in support of the school’s

goals

� Develops and sustains family-school-community-higher education partnerships, coalitions, and

networks

� Nurtures relationships within and external to the school � Actively engages the community to create shared responsibility for student and school success � Has created a process that enables the school to connect students to the health, human and social

services they need to stay focused on learning

� Continuously builds family and community involvement in appropriate policy implementation, program




Decision Making Strategies – High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and

collect and analyze data for continuous school improvement



� Frames, analyzes, and resolves problems using appropriate problem solving techniques and decision

making skills




� Considers moral and ethical implications of policy options and political strategies when making decisions


� Delegates authority and responsibility clearly and appropriately to accomplish organization goals

� Promotes student learning as the driving force for curriculum, instruction, and institutional decision-

making

247

� Becomes aware of an unsettled question or undesirable situation, breaks it into parts, and examines

those parts before proceeding to problem solving


� Evaluates the quality of information being used when making decisions � Continuously builds family and community involvement in appropriate policy implementation, program

planning, and assessment � Has a personal professional development plan for his/her own continuous improvement related to


Diversity - High Performing Leaders understand, respond to, and influence the personal, political, social, economic,



� Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation in all aspects

of the educational organization

� Communicates effectively with various cultural, ethnic, racial, and special interest groups in the

community

� Works with the staff to develop instructional content that provides for the diverse perspectives

appropriate to the situation � Continuously builds school community involvement in appropriate policy implementation, program






� Arranges for students and families whose home language is not English to engage in school activities

and communication through oral and written translations


� Serves as a role model in relations with various cultural, ethnic, racial, and special interest groups in

the community


diversity



Sample Key Indicators The High Performing Leader � Manages the staff and teachers in their use of the technology, telecommunications and information

systems to enrich curriculum instruction, and assessment



� Models the use of technology as a tool in support of both educational and community activities.

� Develops an effective professional development plan for individual teachers and the entire school for

technology usage to support curriculum-based integration practices

� Implements innovative strategies for promoting the effective integration of technology throughout the


� Obtains whatever resources are necessary to increase access to educational technologies for the

school


school/classroom

� Uses technology for student assessment and the evaluation of the impact of technological and

instructional initiatives


technology






� Uses multiple sources of data to manage the accountability and instructional improvement process

248

� Assesses student progress using a variety of appropriate techniques and informational sources




� Trains the staff in the use of diagnostic tools to assess, identify, and apply instructional improvement

� Utilizes successful schools with similar demographics to identify strategies for improving student

achievement


learning, accountability and assessment

Human Resource Development – High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel,

develop mentor and partnership programs, and design and implement comprehensive professional

growth plans for all staff – paid and volunteer

Sample Key Indicators The High Performing Leader � Works collaboratively with teachers to plan for individual professional development � Uses supervisory models appropriate to individual staff members to improve teaching and learning

� Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance

procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Creates a staff culture of continuous professional development tied to student learning and other school

goals � Hires and retains high-quality teachers and holds them responsible for student learning � Works with staff so they have the skills to ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement related to human





strategies



� Understands ethical and legal concerns educators face when using technology throughout the



� Acts in accordance with federal and state constitutional provisions, statutory standards, and

regulatory applications


3 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are identical for all


249

New Principal Protégé

Program

District Program Completion Form

Florida District School Principal

Certification Program Statement of

Candidate’s Completion and Eligibility

250


New New New New Principal Protégé ProgramPrincipal Protégé ProgramPrincipal Protégé ProgramPrincipal Protégé Program

Recommendation Form

To: Superintendent of Schools The School Board of Highlands County

STATEMENT OF COMPLETION VERIFICATION:

I verify that (participant’s name)______________________________________ has successfully completed the New Principal Protégé Program and has demonstrated competency in all of the Florida Principal Leadership Standards based on program requirements for school leaders.

STATEMENT OF EXTENSION RECOMMENDATION:

I recommend that (participant’s name)_________________________________ continue in the New Principal Protégé Program for one additional year to provide the opportunity for further leadership development in identified areas of need (refer to Administrative Performance Appraisal Interim Review Form, Performance Appraisal Instrument, and/or Professional Improvement Plan).

________________________________________ ____________________

New Principal Protégé School

________________________________________ ____________________

Principal Mentor Date

________________________________________ ____________________

Superintendent’s Approval Date

252

NPP Program and

Participant

Survey Forms

253

First Year Principal Survey

3.3.1 Standard

To Be Completed By PNP Program Completer After First Year of Principalship

Name of First-Year Principal ______________________________School Site ______________________

Year of PNP Program _____________Year of 1st year Principalship ________________Date __________

1. The content of the Principal Certification Program that I completed as an Assistant Principal provided what

level of preparation?


What recommendations would you make for improving the content of the Principal Certification Program?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. As a first year principal, I would rate the support and assistance that I received from my mentor as:


What recommendations would you make for improving mentoring to first year principals?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. The preparation I received in the Principal certification program enhanced my knowledge, skills, and abilities

as a new Principal to successfully impact school improvement and student growth/achievement.


Why or why not?________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Most of the challenges that I encountered during my first year as a principal centered around ____________.

(Name a topic…Personnel, Student Discipline, SIP Plans, Data Analysis, Budget, School Law, Legal, Parent

complaints, etc.)

Comments and/or recommendations for improvement in this area

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

5. I would make the following recommendations to improve the Principal Preparation/Certification Program

(please be specific).

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

254

DISTRICT SATISFACTION SURVEY OF PNP/NPP PROGRAM COMPLETERS

This form should be submitted by Supervising Principals and Principal Mentors of PNP and NPP Program participants to assess the level of knowledge and skills demonstrated one year after program completion. Please use this instrument as a tool to help determine the level of leadership competency achieved through the Principal Preparation Programs (PNP and/or NPP) provided by the district. It should be noted that individuals completing the rating form be aware that no PNP/NPP program completer is expected to achieve high ratings in all areas during the entry-level years of their leadership experience. Please rate the program’s overall success in how well the participants were prepared for their administrative roles through their participation in the leadership development program(s). This data will be utilized to assess program components to further strengthen and enhance the leadership preparation of the participants as well as provide input for the continuous improvement of the program(s). Results will be shared with staff responsible for the delivery and supervision of program candidates; selected staff will also conduct an annual review for possible program revisions.

Place a rating of 1-10 with 1 being the lowest and 10 being the highest in the appropriate blank.

Program Assessment of Principal Leadership Standards

INSTRUCTIONAL LEADERSHIP Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills.

1 2 3 4 5 6 7 8 9 10 _______

Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment.

1 2 3 4 5 6 7 8 9 10 _______

Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process

1 2 3 4 5 6 7 8 9 10 _______

OPERATIONAL LEADERSHIP Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement

1 2 3 4 5 6 7 8 9 10 _______

Technology High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement.

1 2 3 4 5 6 7 8 9 10 _______

255

Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff – paid and volunteer.

1 2 3 4 5 6 7 8 9 10 _______

Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner

1 2 3 4 5 6 7 8 9 10 _______

SCHOOL LEADERSHIP Vision High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community.

1 2 3 4 5 6 7 8 9 10 _______

Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources.

1 2 3 4 5 6 7 8 9 10 _______

Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community.

1 2 3 4 5 6 7 8 9 10 _______

Final Rating Score _______

KEY: Ratings of 8-10 are considered a strength (final rating 80-100); ratings of 5-8 are considered adequate or effective (final rating 50-80); ratings of 1-5 are considered a developmental need or emerging skill (final rating 10-50).

Program Satisfaction Statements

I am satisfied that the components of the (circle one) PNP or NPP Leadership Preparation Program meet the District’s needs in preparing administrators to become high performing leaders of learning.

1 2 3 4 5 6 7 8 9 10 _______

I am satisfied with the leadership competencies demonstrated by the (circle one) Assistant Principal or New Principal whom I supervised/mentored while completing the PNP or NPP Leadership Training Program(s).

1 2 3 4 5 6 7 8 9 10 _______

256

Professional Development/Leadership

Training for Administrators

WCG Online Resources Educational Impact Online

Resources

Administrative Degree Programs and Certification Requirements

Management Training Opportunities

Professional Development Plan

257

Professional Development and Management Training

Opportunities

FOR SCHOOL-BASED AND DISTRICT-LEVEL ADMINISTRATORS

Administrator/Leadership Professional Development and Training Opportunities:

� WCG Leadership Training for Administrators WCG online assessment and training modules/ASAP, online Educational Impact assessment and training modules, partnerships with higher educational institutes (USF-Lakeland, SFCC), agency resources providing professional leadership training (CEC, SREB), regional consortia (PAEC, NEFEC, HEC), state conferences and leadership academies � Leadership Training for Aspiring Administrators Educational Leadership Degree and other leadership course information available online and through certification office � SACS � PDA/Technology � 7 Habits of Highly Effective Leaders � FPMS Professional Consultants � ESOL for Administrators Online course through Ctech Ed and/or face to face training provided by district on rotating basis � SearchSoft Solutions Online Application System � Smart Find Express Automated Sub Calling System � Performance Pay � Differentiated Pay � Retirement/FRS information � Recruitment 101 � Legislative Updates in Professional Development and Certification � Professional Development Protocol Site Review Training � No Child Left Behind – Highly Qualified Teacher Training � Classroom Walk-through Training (CWT) Webinars, regional consortia (NEFEC,

HEC), Professional Consultants � Targeted Selection Training Regional consortia (HEC), Professional Partnerships � Employee Discipline and Documentation � Guidelines for Conducting Instructional and Support Performance Appraisals � HCEA and HCESPA Contract Update Review � Management Training - Audio Conferences and Webinars, etc.

� How to Deal with Difficult Employees � Discipline and Documentation Process � Time Management and Organizational Training � Conflict Resolution � Team Building

258


ESOL REQUIREMENTSESOL REQUIREMENTSESOL REQUIREMENTSESOL REQUIREMENTS ESOL (English to Speakers of Other Languages) is a professional field of study which trains classroom teachers to meet the needs of ELL (English Language Learners) students who are learning English as a second language.

The current subject(s) being taught determines ESOL Category.

(Category I)

ESOL Endorsement 300 inservice pts.

(Category II)

60 inservice pts.

(Category III)

18 inservice pts.

(Category IV)

60 inservice pts.

English Language Arts Reading Writing Includes Elementary, Middle School, High School and ESE

Math Science Social Studies Computer Literacy ESE – All other core academic areas

Art Foreign Language Journalism Media Specialists Music P.E. R.O.T.C. Instructors Social Workers School Psychologists All Resource Teachers Vocational ESE – OT’s, PT’s, SLP’s All other electives

School Administrators Guidance Counselors

Category I Must complete at least one ESOL course per school year

until requirements have been met. See “Option A & B” below.

Category II, III, IV Must complete category requirements in the first school year.

Category I (two options)Category I (two options)Category I (two options)Category I (two options)

Option A ESOL EOption A ESOL EOption A ESOL EOption A ESOL Ennnndorsementdorsementdorsementdorsement The ESOL endorsement is a rider added to an existing approved subject area on an educator’s certificate. An endorsement does not provide appropriate certification by itself; it must be attached to a core academic subject area. Listed below are the 5 course requirements for the ESOL endorsement (300 in-service credit points or 15 college semester credits): 1. ESOL Applied Linguistics 60 pts. 2. ESOL Cross Cultural Communication 60 pts. 3. ESOL Curriculum and Materials Development 60 pts. 4. ESOL Testing and Evaluation 60 pts. 5. ESOL Methods of Teaching (ESOL Strategies equates to this course) 60 pts.

Option B ESOL KOption B ESOL KOption B ESOL KOption B ESOL K----12 certification12 certification12 certification12 certification

Certified teachers may obtain “coverage” in basic ESOL K-12 by • Obtaining 120 hours in ESOL approved courses (any of the above 2 courses) AND • A passing score on the ESOL K-12 subject area exam (SAE)

Upon completion of all requirements, you MUST contact the Human Resources Certification Office to add ESOL coverage to your certificate.

259

MIS 00.00 5/2008

APPENDIX A

Name: ________________________________________ School: _______________________ Hire Date: _________________ Current Teaching Assignment: __________________________

� Category I (Primary provider of English or Language Arts, Reading and Writing, including Elementary Ed and

ESE courses)

Course Points Completion Date ESOL Applied Linguistics 60 ________________________ ESOL Cross Cultural Communication 60 ________________________ ESOL Curriculum and Materials Development 60 ________________________ ESOL Testing and Evaluation 60 ________________________ ESOL Methods of Teaching 60 ________________________ (ESOL Strategies equates to this course)

� Category II (Math, Science, Social Studies and Computer Literacy, ESE core academic)

Course Points Completion Date ESOL Strategies 60 ________________________

� Category III (All other areas Art, Music, PE, Media, ROTC, School–based Psychologists

and Social Workers, OT’s PT’s and SLP’s.)

Course Points Completion Date ESOL 18 hour course 18 ________________________

� Category IV (All Administrators and Guidance Counselors)

Course Points Completion Date ESOL for Administrators 60 ________________________

� Indicate acceptable transfer credit and attach transcript or Inservice Transfer Record.

Participant’s Signature: ______________________________________ Date: _______________ Program Director’s Signature: __________________________________ Date: _______________ White: HRRPD Yellow: Employee


ESOL Plan of Study

OPTION B: • Any of the above two (2) courses AND

• A passing score on the ESOL K-12 Subject Area Exam

OPTION A: Complete all five (5) courses for 300 points

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Online Resources


A free CEC micro-module on high stakes testing.

Arts in Education 7-12

A free CEC online module providing research, background, and practical strategies for using the

fine and performing arts in innovative ways at the secondary school level to motivate and

enhance student learning.

Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and

Diversity (Learning Styles, Culture)

Arts in Education K-6

A free CEC online module promoting a heightened awareness of the importance of the fine and

the performing arts for teaching reading.

Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and

Diversity (Learning Styles, Culture)


A free CEC micro-module on instructional leadership teams and how the principal is the

instructional leader of the school.

Classroom Walk-Through

The NEFEC created Classroom Walk-Through Online Support Tool is an important

supplementary warehouse of expert commentary, practice walk-throughs and assistance for

developing reflective prompts.

Classroom Walk-Through for Florida K-3 Reading

The NEFEC created Classroom Walk-Through for Florida K-3 Reading Online Resource Tool

provides a quick reference for principals who would like to see examples of the reading

indicators depicted in a classroom setting.

Creating a Learning Community

This ASAP module provides practical strategies to assist school leaders in creating a learning

community that will shape a school's shared vision, facilitate committees, and establish a climate

that supports a collegial and caring environment that enhances student achievement. Module

includes pre and post assessments that become part of your Individual Leadership Development

Plan.

Creating Parent Partnerships

A free CEC online module for principals and assistant principals on methods to promote

effective parent involvement.

261

Data Analysis for Instructional Leaders

NEFEC created online data analysis and interpretation course for educational leaders.


A web-based resource developed by PAEC that provides an overview of the process that should

be used in data analysis based on the latest strategic leadership research.

Decision Making Methods

This module provides strategies and practice for effective and decisive decision making in a

variety of everyday and crisis situation, as well as an understanding of the role of decision

making in school leadership.

FCIM Online Support Tool

This NEFEC created online tool provides a diverse set of resources for instructional leaders who

are either in the process of implementing the Continuous Improvement Model or are seeking to

raise their own awareness of the steps in this powerful school reform process.

High Quality Teaching and Learning in the Science Classroom: What the Administrator Needs to

Know

A web-based resource developed by PAEC that provides both a video interview and video

vignettes of classroom activity demonstrating high yield strategies for science instruction.


Created by the Florida Center for Reading Research at FSU, this guide on the improvement of

literacy is written for principals of both middle and high schools and is based on scientific

research on reading and reading instruction and on studies of successful schools and interviews

with successful principals.

Improving Practice in Literacy (7-12)

This ASAP module addresses reading in the content areas and the concept of reading instruction

at the secondary level. Leaders will learn to recognize and promote effective literary instruction

at the secondary level. Module includes pre and post assessments that become part of your

Individual Leadership Development Plan.

Improving Practice in Literacy (K-6)

This ASAP module provides an introduction to the fundamental components of literacy -

reading, writing, speaking, and listening - and will help leaders to recognize and promote

effective literacy instruction at the elementary level. Module includes pre and post assessments

that become part of your Individual Leadership Development Plan.

Improving Practice in Mathematics

This ASAP module introduces leaders (even those without a mathematical background) to best

practices in mathematics education. The content assists leaders in recognizing appropriate

instruction and relevant terminology for discussions relating to mathematics education. Module

262

includes pre and post assessments that become part of your individual Leadership Development

Plan.


A PAEC on-line resource that provides instructional leaders with information about the proposed

revisions to the mathematics standards for Florida grades K – 12 and offers a guide for preparing

students, teachers and parents for curriculum changes.

Parent Partnerships

This ASAP module highlights ways to guide parent involvement rather than simply let it

happen. It provides background, insights, strategies, and materials for effectively using parent

skills to support and enhance student learning. Module includes pre and post assessments that

become part of your Individual Leadership Development Plan.

Peer Coaching

A CEC on-line course that guides administrators on how to initiate a peer coaching program

within their school.


A web-based resource developed by PAEC to provide principals with materials to work with

math faculty members when introducing the Math Classroom Walk-Through monitoring process

and to show its connection to the FOCUS on Student Achievement: FCIM.

Principal as Instructional Leader in Science: A Facilitator's Toolkit

A web-based resource developed by PAEC to provide principals with materials to work with

science faculty members when introducing the Science Classroom Walkthrough as a model and

to show the connection to the FOCUS on Student Achievement: FCIM.

Principal Portal Training Module

A free CEC online tutorial module on how to access online resources through the Principal Portal

website.


This free CEC online module provides principals with a basic understanding of the complex

nature of learning to read along with practical advice on leading reading reform in the school.

Reading to Inquire and Learn in Math: An Administrator’s Guide to Teaching Reading in the

Math Content Area

A web-based resource developed by PAEC that assists the principal in understanding how math

content is organized and represented and presents information that will support the need to

emphasize reading in the math content area.

263

Reading to Inquire and Learn in Science: An Administrator’s Guide to Content Area Reading –

What to Expect in the Science Classroom

A web-based resource developed by PAEC that will assist the principal in understanding how

science content is organized and represented and presents information that will support the need

to emphasize reading in the science content area.

Student Achievement Data: The Basics

A free CEC online module that defines and clarifies various types of student achievement data

and introduces ways to gather and organize data effectively.

Supporting K-3 Literacy Leadership

A web-based resource developed by PAEC that provides principals with explanations about the

five components of reading and what a K-3 principal needs to know about strategic leadership

tools necessary to guide effective K-3 reading instruction.


A free CEC online module that provides practical strategies for developing and sustaining a

climate of coaching and mentoring within the school.


Created by the Florida Center for Reading Research at FSU, this guide on reading instruction in

your school can help you identify the most critical changes that must be made. It describes the

types of instruction and leadership activities necessary to help all children become proficient

readers in elementary school and is based on scientific research on reading and reading

instruction, as well as on studies of successful schools and interviews with successful principals.


This web-based resource developed by PAEC provides both a video interview and video

vignettes of classroom activity demonstrating high yield strategies for math instruction.

Team Building

This ASAP module provides information and describes the skills needed for teaming to make a

difference at the school site. Effective school teams make a difference for students and teachers

in a variety of ways, but before colleagues can function effectively as a team, everyone involved

must learn how to be a member of a team. Module includes pre and post assessments that

become part of your Individual Leadership Development Plan.


A free CEC micro-module on technology in educational administration.



organized, preparation and its importance, as well as what to expect of students, school, and

district politics during the first weeks of the school year. The module includes practical

264

suggestions for prioritizing tasks and getting organized. Module includes pre and post

assessments that become part of your Individual Leadership Development Plan.


265

Getting Started

www.educationalimpact.comwww.educationalimpact.comwww.educationalimpact.comwww.educationalimpact.com

Welcome to Educational Impact’s Online Learning Academy! Before you log on to EI’s site, take a minute to review the Getting Started information below. When you are ready, you can access EI’s online programs via the Internet at www.educationalimpact.com. Your ID and Password will provide you with access to the EI online programs you have purchased. If you want to preview a short 1-2 minute video highlight from all 34 programs in EI’s academy, an ID is not required. Please click on “program previews” on the Educational Impact home page

STEP ONE: Logging In

The “Click here to LOG-IN” button is located in the top right corner of EI’s homepage. Enter your …

User Name/ID #: 48530000 Password: turnsshops

STEP TWO: Getting Your Computer Ready

To view all of video in EI’s programs, you may need to install “QuickTime” on the computers you

intend to work from, both at home and at school. Many computers already have QuickTime installed. However if yours does not, QuickTime

STEP THREE: Taking Virtual Tour of EI’s Program Features

We recommend you view the 11-minute “EI Tour” to make sure you are taking advantage of all the program features EI offers.

Click on the “Getting Started” icon on the log in page. If you do not want to view the entire tutorial, use the tutorial menu to select the specific feature you want to learn more about.

STEP FOUR: Selecting Media Settings

Log in and select the program and module you wish to view.

Select the correct media setting to view the video com-

ponent. Low for dial-up

and high for high band-

width connections.

If you experience delays

in video playback, switch from the “High Bandwidth” to the

“Low Bandwidth” or “Audio Only”. Do not click on “Play”;

the movie will begin on its own when all content has been

downloaded.

IMPORTANT - Several months ago, Microsoft unexpectedly provided Internet Explorer users with updates and security

patches that occasionally cause the Educational Impact programs to run incorrectly. In the rare instance you experience

problems viewing the video in the EI program, we encourage you to access the EI programs by using a Firefox, Netscape or

Safari browser - instead of Internet Explorer. These three browsers can be downloaded free of charge from the EI log in

page. If you experience any technical difficulties, we are here to help you. Call 888-207-9856.

can be easily installed from the EI login page

1. Click on “Software Check” to determine if you already have QuickTime.

2. If QuickTime is not on your computer, you will be prompted to download it.

3. Click on “Installing QuickTime.” (If you are still experiencing difficulty you may have to contact your network person or IT coordinator to help you.)

266

EDUCATIONAL LEADERSHIP Procedures for Implementation of Rule 6A-4.0082 - July 1, 2007

Specialization Requirements:

(1) Hold a master’s or higher degree

(2) Document successful completion of the Florida Educational Leadership core curriculum by one of the

following plans:

Plan 1. Complete an approved Florida pre-service degree program in Educational Leadership

Plan 2. Hold a graduate degree major in Educational Administration, Administration and Supervision, or

Educational

Leadership awarded by an accredited or approved institution Plan 3. Hold a graduate degree major in a subject

other than Educational Administration, Administration and Supervision, or Educational Leadership and complete a

Department of Education approved modified Florida program in Educational Leadership

Plan 4. Hold a graduate degree major in a subject other than Educational Administration, Administration and

Supervision, or Educational Leadership and have completed thirty (30) semester hours of graduate credit which

includes credit in each of the principal leadership standard areas and an internship or a course with associated

field experience in educational leadership

Plan 5. Completion of an Educational Leadership training program approved by the Department of Education and

offered by a Florida public school district

The Educational Leadership Core Curriculum is based upon the Florida Principal Leadership Standards.

� The ten (10) Principal Leadership Standards are divided into three (3) broad categories that parallel

the three portions of the new FELE exam: Instructional Leadership, Operational Leadership, and

School Leadership. The 10 standards are presented below within the framework of the three broad

leadership categories.

� The full text of each standard is listed to better understand the bases for acceptance of the sample

course titles that follow.

� There is considerable overlap and interrelationship amongst the ten leadership standards. For this

reason the key leadership concepts are identified for each standard to provide additional guidance in

evaluating programs and courses.

� Note: One or more Florida universities may be shown in parentheses following a course title. This is

solely for reference and research purposes. Acceptance of the course title is not limited to the

identified Florida institution.

Instructional Leadership:

1. Instructional Leadership. High performing leaders promote a positive learning culture,

provide an effective instructional program and apply best practices to student

learning, especially in the area of reading and other foundational skills. Key

concept: leadership in relation to teaching, curriculum, and learning.

Instructional Leadership (UNF)

School Curriculum Improvement (USF)

The School Curriculum (UF)

Curriculum Leadership in Schools (UNF)

Educational Leadership: Instruction (UF)

Designing, Implementing, and Evaluating Curriculum (FSU)

Problems in Curriculum and Instruction: Middle School

Principles of Learning and Instructional Practice (UF)

Application of Learning Theory to Instruction (FIU)

Teaching Reading in the Elementary School

267

Bases of Curriculum and Instruction Theory (UF)

Teaching Math in the Middle and Secondary School

Instructional Strategies for Emotionally Handicapped Students

Planning and Organizing for Instruction in the Elementary School (USF)

Learning Principles Applied to Instruction (USF)

2. Managing the Learning Environment. High performing leaders manage the

organization, operations, facilities and resources in ways that maximize the use of

resources in an instructional organization and promote a safe, efficient, legal and

effective learning environment. Key concept: leadership in relation to school

organization, administration, law, and finance.

Educational Organization and Administration (UF/UWF)

Organizational Leadership in Education (UF)

Law and Education (UWF)

The Principalship (UF/FIU/USF)

Public School Finance (UF)

Educational Management Development (FSU)

Organizational Theory (FSU)

Educational Administration

Principles of Educational Administration (USF)

Public School Law (UF)

3. Learning, Accountability, and Assessment. High performing leaders monitor the success

of all students in the learning environment; align the curriculum, instruction and

assessment processes to promote effective student performance; and use a variety of

benchmarks, learning expectations and feedback measures to ensure accountability for all

participants engaged in the educational process. Key concept: leadership in relation to student success via educational measurement, assessment, evaluation, and

accountability.

Educational Assessment

Data Driven Decisions in an Educational Setting (UWF)

Educational Measurement (FSU)

Assessment in General and Exceptional Student Education (FSU/UF)

Measurement and Evaluation in Education (FIU)

Measurement and Assessment

Evaluation in the School Program (UF)

Foundations of Measurement (UWF)

Applied Program Evaluation (UWF)

. Operational Leadership:

4. Decision Making Strategies. High performing leaders plan effectively, use critical thinking

and problem solving techniques, and collect and analyze data for continuous school

improvement. Key concept: leadership in relation to leadership theory, application, and

decision making to improve schools.

Educational Leadership

Application of Leadership Theory

Leadership in Education: School Improvement Theory and Practice

(UWF)

268

Introduction to Leadership Development (FSU)

Case Studies in School (USF)

Systems Approach for Program Planning, Evaluation and Development

(USF)

Decision-Oriented Educational Research (FSU)

5. Technology. High performing leaders plan and implement the integration of technological

and electronic tools in teaching, learning, management, research and communication

responsibilities. Key concept: leadership in relation to understanding and using

technology.

Information Management Technology in Education (FSU)

Microcomputers for School Management

Microcomputer Application for Administrators (FIU)

Utilization of Computers in Educational Leadership (UF)

Instructional Management and Technology (UWF)

Educational Management Systems (UNF)

6. Human Resource Development. High performing leaders recruit, select, nurture and,

where appropriate, retain effective personnel; develop mentor and partnership programs;

and design and implement comprehensive professional growth plans for all staff, paid and

volunteer. Key concept: leadership in relation to personnel administration and

development.

Personnel Administration in Education (FSU)

Human Resource Development in Education (UNF)

Administration of School Personnel Policies and Practices

Designs for In-Service Personnel Development (FSU)

Administration of School Personnel (UWF/UF)

Labor Relations in Public Education (UF)

Lifelong Learning and Professional Development (UNF)

7. Ethical Leadership. High performing leaders act with integrity, fairness, and honesty in an

ethical manner. Key concept: leadership in relation to personal ethics

Ethics and Educational Leadership (FIU) Values and Ethics in Education (UF)

. School Leadership:

8. Vision. High performing leaders have a personal vision for their school and the knowledge,

skills and dispositions to develop, articulate and implement a share vision that is

supported by the larger organization and the school community. Key concept: leadership

in relation to the leadership traits of the individual.

School Leadership

Leadership for School Renewal (FSU)

Educational Leadership: The Individual (UF)

9. Community and Stakeholder Partnerships. High performing leaders collaborate with

families and business and community members, respond to diverse community interests

and needs, work effectively within the larger organization and mobilize community

resources. Key concept: leadership in relation to working with and within the

community.

269

Education, Communication, and Change

Community Partnerships (UWF)

School and Community Relations (UWF)

Communications in Educational Leadership (UF/FIU)

Developing School and Community Resources (UNF)

10. Diversity. High performing leaders understand, respond to, and influence the personal,

political, social, economic, legal, and cultural relationships in the classroom, the school

and the local community. Key concept: leadership in relation to understanding and

addressing diversity issues.

Foundations for Leading in Diverse Environments (UWF)

Cultural and Social Foundations of Education (UNF)

Consultation and Assessment with Culturally and Linguistically Diverse

Populations

Notes on Plan 4:

1 This is a graduate level course analysis plan. If credit in the ten standards is not found, the

SOE should provide an outline of specific deficiencies as one method of demonstrating

completion of the Florida Educational Leadership Core Curriculum.

2 The 30 semester hours of graduate credit does not have to be in educational

administration. Therefore, the master's degree in the other subject satisfies the total credit

hour requirement for this plan.

3 Acceptable Non-Degree Programs: If an individual has completed a program in

educational leadership that does not terminate in a degree, the program will still be

acceptable if 8 of the 10 standards and the internship/field experience are identified in the

program.

4 Credit In: The course work in this course analysis plan does not require "three semester

hours" for each standard. More than one standard may be contained within a single

course description. However, the general expectation is that one 3 semester hour course

would cover no more than 2 standards. Exceptions to this general policy should be

reviewed with supervisor.

5 Comprehensive Body of Course Work in Educational Administration/Leadership: As noted

in the discussion of the principal leadership standards on page 1, there is considerable

overlap and interrelationship amongst the leadership standards which in turn is reflected in

many of the educational leadership courses. Due to the interrelatedness of the 10

standards, extensive review of course descriptions, and the requirement for “credit in”

each standard (see note #4 immediately above), the completion of 30 or more semester

hours of graduate credit in educational administration/leadership with at least 8 standards

and the internship/field experience identified will be viewed as a comprehensive body of

course work in Educational Leadership acceptable to meet plan 4.

6 Prefixes: Acceptable courses will generally have education prefixes. However, some may

not, especially courses in the Operational Leadership category (standards 4, 5, 6, and 7)

and the School Leadership standard for Vision (standard 8).

7 Internship/Field Experience Requirement:

Consider satisfied when at least one course title includes one of the following or similar terms: practicum, field

experience, internship, supervised practice, field project, etc…

270

Consider satisfied if a review of a course description indicates an internship or field experience was required for the

course.

An educational leadership or principal internship, practicum, or supervised field experience may also be used to

satisfy one or more of the 10 standards as follows: 1-3 semester hours = 1 standard, 4-6 semester hours = 2

standards.

8. Elective Credit: Other graduate education courses may be applied as elective credit if necessary as in the

following samples:

The Politics of Education Seminar in Educational Foundations Educational Research

Policy Development Case Studies in School Administration History of Education

Additional Requirements for issuance of a Professional Certificate covering Educational Leadership: (1) Passing score on the General Knowledge Test (2) Passing score on the Professional Education Test (3) Passing score on the Florida Educational Leadership Examination (FELE)

This requirement is satisfied by passing all 3 portions of the “old” FELE, or all 3 portions of the “new” FELE.

Portions of the “old” and “new” cannot be combined. Note: The proposed date of administration for the

“new” FELE exam is July 2008. (4) Complete course deficiencies in Professional Preparation (if applicable)

Most individuals do not complete programs in Educational Leadership/Administration without being

previously teacher trained. However, this requirement is still necessary for those who are not. (5) Professional Education Competence Demonstration (PEC)

The PEC is not required for issuance of a Professional Certificate reflecting only the Educational

Leadership administrative coverage. Process applications for additional coverages as follows:

1. If the individual holds a Temporary Certificate or Official Statement in only Educational Leadership

and applies for another subject coverage, the PEC will be required to be certified in the new

coverage (if not already met).

2. If the individual holds a Professional Certificate covering only Educational Leadership, the PEC

will not be required when the individual applies for the addition of a coverage or endorsement.

Other Information:

1. Out-of-State Certificate reciprocity provisions beginning July 1, 2000 for a Professional Certificate apply to

Educational Leadership. The administrative certificate from another state must have been issued at the

master’s or higher level.

2. District Employment of Noncertificated Administrators. Florida Statutes (7-1-2002) provide the district school

board with authority to create alternative training for individuals employed as school principals who do not hold a

Florida Educator's Certificate.

3. The Course Code Directory lists Educational Leadership as an appropriate coverage for school principals and

assistant principals. The certification coverage of School Principal is available, but no longer required in the Course

Code Directory. However, districts may require their principals to hold certification in School Principal per district

policy.

271

SCHOOL PRINCIPAL Procedures for Implementation of Rules 6A-4.0083 and 6A-4.0085 - July 1, 2007 and November 8, 1988

Following are the certification implementation procedures of these rules, only. Implementation of the program through which prospective principals document and demonstrate duties and competencies which is part of Rule 6A-4.0083 is not covered here, as that program is administered at the district level. The requirements listed below are a paraphrase of these rules. This certification is an option for positions as a school principal in accordance with the Course Code Directory.

Plan 1: 6A-4.0083

The applicant must:

1. Submit an application and fee for the addition of School Principal.

2. Hold (not just qualify for) a valid Florida Professional Certificate covering Educational

Leadership, Administration, or Administration and Supervision (not just Supervision).

3. Document successful performance of the duties and competencies of the school principalship.

A completed form CT-125 signed by the superintendent shall be official verification of this item.

Many times a CT-125 form is submitted that is not completed. All principalship requirements on the CT-125

form must be checked ("X") for acceptance by BEC..

Districts can submit form CT-125 in hardcopy format only. Districts cannot submit this form electronically

through BEC-PASS.

4. Complete item 3 (above) as a full-time employee of a Florida public school district in a leadership

position through which the applicant can fully demonstrate the competencies associated with the

Florida Principal Leadership Standards.

There is no specific timeline for participation in and completion of the district program which may

be more or less than one full year.

The applicant is not limited to positions such as assistant principal, intern principal, or interim

principal while completing the district program. Other positions in which leadership competencies

can be fully demonstrated are also acceptable.

Processing specialist should consult with supervisor if position identified on CT-125 is questionable.

Note: When School Principal is added to the Professional Certificate the Level I administrative coverage is dropped.

Plan 2: 6A-4.0085

The applicant must:

1. Submit an application and fee for the addition of School Principal.

272

2. Hold a valid Florida Educator's Certificate covering Administration, Supervision, or Administration and Supervision

issued prior to July 1, 1986.

3. Document service as a school principal for not less than one (1) year prior to July 1, 1986.

4. Document current assignment as a school principal.

A letter from the school district superintendent shall be official verification of items 3 and 4.

Note: When School Principal is added to the Professional Certificate the Level I administrative coverage is dropped.

School Principal 08.28.2007

273

Professional

Development

Plan

274

The School Board of Highlands CountyThe School Board of Highlands CountyThe School Board of Highlands CountyThe School Board of Highlands County

PROFESSIONAL DEVELOPMENPROFESSIONAL DEVELOPMENPROFESSIONAL DEVELOPMENPROFESSIONAL DEVELOPMENT PLANT PLANT PLANT PLAN

Developed by the Department of Human Resources, Recruitment and Professional Development in collaboration with the Departments of

Curriculum and Instruction, Management Information Services, Exceptional Student Education, Student Services, Support Services

Departments and K-12 Schools

Mission StatementMission StatementMission StatementMission Statement The School Board of Highlands County will provide relevant, focused, ongoing professional development to employees at all levels in the District as well as Substitutes, as defined in 1012.98 F.S., No Child Left Behind and the National Staff Development Council.

• The Department of Human Resources, Recruitment, and Professional Development coordinates and facilitates the professional development training and activities of the district’s schools and departments in collaboration with the Departments of Curriculum and Instruction, Management Information Systems, Exceptional Student Education, Student Services, K-12 schools, and various other Support Services Departments.

ObjectivesObjectivesObjectivesObjectives The School Board of Highlands County will provide professional development opportunities that serve to strengthen employee knowledge, skills and abilities in order to perform their jobs effectively and successfully, to use the knowledge and skills to enhance every student’s learning experience and to impact student growth and achievement through measurable assessment processes.

StrategiesStrategiesStrategiesStrategies Planning

• Professional Development provided by Schools and District Departments will be assessed, developed, designed, implemented, and evaluated to meet district, state and federal standards. This ongoing process will primarily involve the Department of Human Resources, Recruitment and Professional Development, Department of Curriculum and Instruction, Department of Management Information Systems, Exceptional Student Education Department, the Student Services Department and all Elementary, Middle and High Schools.

• The planning process for certificated personnel will include providing relevant/appropriate professional development for administrators, classroom teachers, various resource teachers, and licensed instructional staff.

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► The process will involve administrative review of teachers’ Individual Professional Development Plans (IPDP’s), School Improvement Plans, Individual Leadership Development Plans (ILDP’s), address employee surveys and performance appraisal feedback, identify compliance with mandated federal/state/district programs and initiatives, and consider

the personal career goals of individual employees.

• Professional development/training for various categories of support employees will be provided by individual district departments, individual schools, and/or collectively through the Department of Human Resources, Recruitment, and Professional Development.

Delivery

• Professional Development Record System - utilize My-Points.org electronic inservice data system for notification, sign-up, follow-up, coordination and maintenance of records; easy access and review of individual records/points and certification by faculty, school, and district staff

• Delivery Methods – provide face-to-face, web-based/online, Blackboard learning system, district-shared resources, first class email, conference folders, professional learning communities, as well as traditional “paper methods” of memos, flyers, technical assistance papers to distribute training and/or support information

• Instruction – provide various district, state, and national consultants, specialists, and trainers, who are considered “experts in the field” and use learning strategies appropriate to the intended goal of the professional development; applies knowledge of human learning and change including modeling effective teaching practices to include practice and feedback

• Content - areas of professional development will include but not be limited to Sunshine State Standards, subject content, teaching methods, technology, assessment and data analysis, classroom management, and school safety

Follow-up

• Transfer to students – workshop/training facilitator or instructor will provide the opportunity for input and feedback and documents the extent to which participants use the knowledge and skills learned in training to successfully instruct their students (My-Points.org component is one avenue of documentation)

• Coaching and mentoring – Peer and Mentor teachers are provided to all new teachers on Temporary Educator Certificates; National Board Certified Teachers (NBCT’s) are either requested and/or recommended to assist and support new teachers on Professional Educator Certificates with less than three years of teaching experience; all peer/mentor teachers and NBCT’s receive additional training to assist teachers in the acclimation to the school environment including appropriate application of knowledge and learned skills in the classroom (Peer/Mentor Teacher Portfolio provides documentation)

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• Electronic – various web-based resources and assistance that lend to follow-up may be provided by first class email and conference folders, Atomic Learning, interactive textbook websites, Harry Wong Online Classroom Management, Yes Teach, DELTA website, etc.

Evaluation

• Implementation – formal evaluations of delivered professional development are conducted by district departments and schools through various avenues to assess, plan, develop and/or delete training programs provided by the district and schools during the previous year

• Methods - include but are not limited to: Workshop/training/inservice evaluations conducted immediately after activity rating all aspects of effectiveness/appropriateness of training program; surveys, emails, My-Points.org using feedback of application component, informal administrator observations, communication/observation with peer and mentor teachers and performance appraisals

► Evaluation methods used to determine the effect of professional development training on student achievement may be demonstrated through state and/or district standardized tests, teacher-constructed tests and action research

• Results – used as part of needs assessment process to continue and/or plan and develop future professional development; assesses participation, successful implementation, classroom/job application of new knowledge or learned skills, provides links to IPDP’s/ILDP’s and student performance/achievement gains

Expenditures

• The district will document expenditures of resources in the areas of professional development provided to employees via the Comprehensive Planning Process for all schools and departments. The schools and departments will account for the percentage of their allocated budgets spent on Sunshine State Standards, Subject Content, Teaching Methods, Technology, Assessment/Data Analysis, Classroom Management and School Safety and provide the documentation to the Department of Human Resources and the Director of Finance for auditing and reporting purposes.

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PROFESSIONAL DEVELOPMENT TRAINING

Roles and Responsibilities of District Schools and Departments

Departments – Instructional: Curriculum and Instruction Assessment trainings:

♦ FLKRS ♦ DIBELS ♦ FCAT ♦ MAZE ♦ CELLA ♦ KAPLAN ♦ THINK-Link

Sunshine State Standards in all content areas

High-Yield Instructional Strategies

Capturing Kids Hearts

Read 180

Curriculum Mapping

Earobics

Quadrant D

Language!

Classroom Walk Thru

Instructional Strategies in Math, Reading, Language Arts, Science, and Career and

Technical Education

LCRT (Reading Coaches) Professional Development Meeting for 2007-2008 – per month

Ruby Payne - Framework of Poverty

Career and Technical Education

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• Industry Recognized Certification - This is a critical area under SB 1232 and CTE programs are going to be spending a great deal of time and effort getting the CTE teachers prepared to offer Industry Recognized Certifications to the students in their courses.

• Workforce Education and Development - A major element of CTE courses and is a bit different than instructional strategies.

• Budgeting and Resource Management - Another important area for CTE

teachers as they have to manage many external fund raising accounts, plan for Perkins support, and manage limited school budgets for labs.

• Machine, Power Tool, and Material Safety for Career and Technical Education - We can not assume instructors and staff associated with CTE labs are current with tool and machine safety and chemical safety.

• Livestock Handling and Safety - One of the critical areas for Ag teachers -

weigh-ins and tagging animals, trailering animals, etc.

Exceptional Student Education Exceptional Student Education teachers are trained to provide the unique educational services identified for each student. Teachers are provided opportunities for specialized inservice training, administrative support and program support through the services of the Exceptional Student Education Department. Ongoing training/workshops/inservice activities offered each school year:

• New Exceptional Student Education Teacher Training Instructional, All Levels

• Local Education Agency (LEA) Training Instructional and Administrators, All Levels o Individuals with Disabilities Education Act 2004 (IDEA 2004)

• Seminar on IDEA 2004 Legal Issues Instructional and Administrators, All Levels

• Individual Education Program (IEP) Monthly Training

Instructional, All Levels o Quality IEP Components and Electronic A-3 IEP o New ESE Teachers Strand o Experienced ESE Teachers Strand

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• IDEA Clerk/Paraprofessional Training

o Electronic A-3 IEP

• Non Violent Crisis Intervention Training (CPI) All Levels, Instructional, Administrators and Paraprofessionals o Initial Certification Training o Autism Spectrum Disorder Strand o Recertification Training

• My Reading Coach – Technology Based Reading Program

Instructional, All Levels • Professional Study Groups/Action Research

o Itinerant ESE Instructional Staff Monthly Meetings

• Alternate Assessment Training Instructional, All Levels

• Self Determination and Transition Training Instructional, Secondary Level

• Positive Behavior Support (PBS)

Instructional, Administrative, All Levels o School Team Training o Ongoing Support for PBS Schools

• Second Step Curriculum Training

Instructional, All Levels • Classroom Management Training

Instructional, All Levels

• CHAMPs – A Proactive and Positive Approach to Classroom Management Instructional, All Levels

• Transdisciplinary Team Training Instructional, Paraprofessional, All Levels o Monthly Meetings with Selected Schools

• Annual Medicaid Training -

Speech Pathologists, Occupational Therapists, Physical Therapists, Mental Health Therapists, School Social Workers, School Psychologists, Speech Paraprofessionals and Enhancement Paraprofessionals

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• Parent Advisory Quarterly Meetings - All Schools Represented by

Parents of Students with Disabilities, Program Specialists, Administrators • ESE Department Meetings Monthly at Each School

Instructional, Administrators, All Levels o Facilitated by Program Staffing Specialists

• Weekly Classroom Support/Mentoring for Selected ESE Behavior Intervention Classrooms from Contracted Consultant Instructional, All Levels

• Assistive Technology Training for Selected Classrooms – How to Use Intellikeys, DynaVox, Alpha Smart and Other Augmentative Communication Devices

Instructional and Parents of Students with Disabilities, All Levels

• Movement Opportunities Via Education (MOVE) - Instructional, All Levels

• Taking Care of Your Back – Proper Techniques for Lifting

Instructional and Paraprofessionals, All Levels

• Speech/Language/Hearing Monthly Meetings Itinerant Speech Staff

• Physical Therapy/Occupational Therapy/Adaptive Physical Education Monthly Meetings Itinerant Staff

• Data Collection Training

Instructional, Paraprofessional, All Levels

• Handwriting without Tears Instructional, Elementary Level o Ongoing Support to Selected Classrooms by OTs

• Recording for the Blind and Dyslexic (RFBD)

Instructional, All Levels o Training to use Equipment and Materials

• Pre-K Disabilities Classrooms Ongoing Support o Curriculum and Transition to Kindergarten

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• Florida Inclusion Network (FIN) Training for Selected Schools

Instructional, All Levels o Inclusion, Co-Teaching and Differentiated Instruction

• Gifted Endorsement Classes

Instructional, All Levels

• Florida School for the Deaf and Blind – Training and Support for Students with Multiple Disabilities

• ESE Procedures – Implementing Special Programs and Procedures

Heartland Educational Consortium

Heartland Educational Consortium provides educational services to six rural districts in central Florida: Desoto, Glades, Hardee, Hendry, Highlands, and Okeechobee. The consortium facility is located in northern Lake Placid, Florida on Highway 27. The facility includes two primary training rooms with Internet accessibility, LCD projection and individual, mobile, lap top computers. The primary training rooms can accommodate between 28-40 people interacting at tables. A third, smaller training room can accommodate 20-24 people interacting at tables. The Office of Professional Development (OPD) at Heartland Educational Consortium is committed to excellence. Our job is to develop and provide on-going support to teachers, administrators, support staff, and the schools in our six school districts. OPD organizes and provides a variety of learning opportunities for executive, administrative, instructional and support personnel to assist them in their quest for improving overall student achievement. The department provides quality and results-oriented training so that all participants are equipped with strategies that engage students in rigorous and relevant curriculum.

A needs assessment is developed and distributed on an annual basis to all teachers and administrators in six districts to determine their professional development needs. Workshops and trainings are then offered throughout the school year and summer. OPD assists each school district in their ongoing effort toward aligning professional development trainings with the National Staff Development Standards and the Florida Professional Development Evaluation System Protocol Standards.

OPD plays a vital role in helping each of the school districts in achieving their own district goals by ensuring a variety of development opportunities that tap stakeholder’s potential while enhancing the knowledge and skills needed for

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professional growth. These opportunities help staff succeed in their job, remain current on the latest research in their field, and help prepare them for possible advancement.

Human Resources, Recruitment, and Professional Development Programs:

� Professional Educator Competency (PEC) Program � Preparing New Principals (PNP) Program � Alternative Certification Training (ACT) for Teachers Program � Peer/Mentor Teacher Program � New Principal Mentorship Program � Paid Internship Program � SFCC Tuition Payment Program

District Approved Add-On Programs:

� English for Speakers of Other Languages (ESOL) � Gifted Endorsement � Reading Endorsement � Athletic Coaching Endorsement

Instructional employee training/workshops/inservice activities offered each school year:

� Clinical Educator Training � New Teacher Orientation (NTO)

� No Child Left Behind/Highly Qualified Teacher � Teacher Certification � Professional Ethics � Sexual Harassment � Diversity � Classroom Management � Instructional Strategies � District policies and procedures

� Crisis Intervention Training for New Teachers � Alcohol/Drug Awareness � Bloodborne Pathogens � Student Intervention Services � Violence Prevention/Behavioral Strategies � Gang Awareness � Exceptional Student Education Services � School Safety

� Mentor Teacher Training � Peer Teacher Training

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� Recruitment 101 Administrator Training:

� DELTA Leadership Training for Administrators (HEC) � Leadership Training for Aspiring Administrators (HEC) � SACS � PDA/Technology � 7 Habits of Highly Effective Leaders � FPMS � ESOL for Administrators (online course) � SearchSoft Solutions Online Application System � Smart Find Express Automated Sub Calling System � Performance Pay � Differentiated Pay � Retirement/FRS information � Recruitment 101 � Legislative Updates in Professional Development and Certification � Professional Development Protocol Site Review Training � No Child Left Behind – Highly Qualified Teacher Training � Classroom Walk-through Training (CWT) webinar/DOE � Employee Discipline and Documentation � Guidelines for conducting instructional/support performance appraisals � Management Training - Audio Conferences/Webinars

� How to deal with difficult employees � Time Management and Organizational Training � Conflict Resolution � Team Building

New Substitute Training/Certificate Renewal Training/Sub Professional Development:

� Bencor Plan � Bloodborne Pathogens � District policies/procedures � Student Code of Conduct � School Safety � Professional Ethics � Equity – Discrimination/Sexual Harassment � Diversity � Classroom Management � Child Abuse Hotline � Smart Find Express Automated Sub Calling System � Cert Renewal and PD Topics: Strategic Tutoring, Gang Awareness,

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Bullying/Cyber Bullying, Behavior Intervention Techniques, Drug/Alcohol Awareness

Support Staff Training:

� OJT � Program/job updates � Custodial Training � Family Medical Leave Act � Customer Service Skills � Conflict Management � Team Building � Electronic Personnel Action Forms � Smart Find Express Automated Sub Calling System � Emergency Procedures - Deputy Superintendent � Retirement/FRS information

Management Information Services � Classroom Technology � Digital Storytelling � Excel 07 � FirstClass Email � LPE Smartboard � Office 07 � Online Resources � Smartboard I � Smartboard II � Web I � Web II � Word 07

Tech Resource Teachers Train-the-Trainer � Pinnacle Gradebook � Integrating Technology � Office 07 � Smartboard � Online Resources � Teacher Web Pages/FirstClass Email

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Curriculum/Instructional Technology

Type of Training Reason Training Dates Attendees CELLA Assessment / ELL 2007-2008 Admin & Support

CELLA Assessment / ELL 2007-2008 Admin & Support FCAT Writing + Assessment 2007-2008 Admin & Support FCAT R/M/S Assessment 2007-2008 Admin & Support FLKRS Kindergarten

Readiness 2007-2008 Admin & Support

Kaplan FCAT Readiness 2007-2008 Admin & Support Pinnacle Grade Book 2007-2008 Instructional Genesis Student Database 2007-2008 Support Genesis Student Database 2007-2008 Support School Stream Electronic Forms 2007-2008 Admin & Support Records Management

Records Management/Laws

2007-2008 Admin & Support

Student Services

Student Services Professional Development Opportunities

Topic Purpose Frequency Target Audience

First Aid/CPR/AED

Train all interested staff in life saving techniques certified by the American Red Cross. All schools are mandated by the State of Florida to have an AID and someone trained to use it present at home sporting events. The School Health Services Act requires that 2 people other than health room staff must be certified in CPR and First Aid. This course meets the training necessary to meet that mandate.

Offered yearly by Am. Red Cross Instructors

Coaches, health room staff and all other SBHC employees

First Aid/CPR/AED Instructor certification

Have trained American Red Cross Instructors at each school so the Principal can schedule the First Aid/CPR/AED classes at their convenience for their employees

Offered yearly by Am. Red Cross

Principal’s Designee or interested SBHC employees

Blood borne Pathogens

OSHA required training for all new employees on Hepatitis B and HIV/AIDS, their source, symptoms, transmission, prevention and the Districts Exposure Plan

Monthly New Subs and Teachers

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A video “Blood borne Pathogens—A Lesson to Live By” is shown in Workshops also

ATOD Awareness Update

To help new teachers understand the need for alcohol, tobacco and other drug (ATOD) prevention education programs in our schools, identify the dangers of “Gateway Drugs”, recognize signs and symptoms of ATOD use and abuse and become aware School Board policies regarding substance abuse.

Yearly New Teachers

District Health Advisory

This meeting is a joint effort between Safe and Drug Free Schools and School Health to keep schools, teachers, parents and the community aware of issues involving health, PE, safety and drug use in Highlands County Schools

5 times each school year by SDFS Coor.

Parents, SBHC employees and other interested community members

Red Ribbon Week

This is a National Drug Prevention Awareness Campaign that brings attention to the problems our youth and adults face with drugs and addiction in our community during the last week of October. Inservices, Red Ribbons, literature, contests and school programs present the consequences of illegal drug use and the importance of staying drug free. We will have our 2nd Red Ribbon Run this year to give staff and students the opportunity to make a public commitment to combat alcohol, tobacco and other illegal drug use.

Annually SBHC staff, students and parents

Student Service Inservice Meetings

From problem solver to solution seeker: “a practical approach” is a one-day professional development program involving the utility of solution-focused brief counseling in schools

One day quarterly

Guidance counselors, school psychologist & social workers

School Psychologist Presentation

WJIII Tests of Achievement: fine points of administration

Offered annually

New Guidance Counselors


Functional behavior assessment; introduction to Burks Behavior Rating scales, second edition: a revision of the Burks Behavior Rating Scales; Introducing the Vineland II: a revision of the standard in adaptive behavior assessment

One day quarterly

Guidance counselors

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School Social Workers Presentation

Beginning teachers abuse, neglect and suicide training is a 2 hour professional development program that covers child abuse, suicide and crisis intervention procedures

Annually New teachers


A brief refresher course on child abuse and suicide is presented at faculty meetings in a fixed routine of succession between the three towns within the district

Annually All faculty

Student Services Inservice Meeting

Topics covered early intervention strategies/aggressive youth; prevention workshop – abuse, violence

One day quarterly

Guidance counselors, school psych. & social workers

Back to school staff meeting

Good shepherd hospice bereavement programs; procedural safeguards update; student observation strategies and referrals; background information for referrals involving bilingual students; indicator IV; state assessment schedule; Elementary Level: steps to respect: a bulling prevention program; student progression plan update; mentoring/networking; Secondary Level: student progression plan update; course recovery; majors/minors; EPEP/career choice; Career Academy at South Florida Community College

Annually Guidance counselors, registrars, school psychologist & social workers

Student Services

Student Services Professional Development Opportunities

Topic Purpose Frequency Target Audience

First Aid/CPR/AED

Train all interested staff in life saving techniques certified by the American Red Cross. All schools are mandated by the State of Florida to have an AID and someone trained to use it present at home sporting events. The School Health Services Act requires that 2 people other than health room staff must be certified in CPR and First Aid. This course meets the training necessary to meet that mandate.

Offered yearly by Am. Red Cross Instructors

Coaches, health room staff and all other SBHC employees

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First Aid/CPR/AED Instructor certification

Have trained American Red Cross Instructors at each school so the Principal can schedule the First Aid/CPR/AED classes at their convenience for their employees

Offered yearly by Am. Red Cross

Principal’s Designee or interested SBHC employees

Blood borne Pathogens

OSHA required training for all new employees on Hepatitis B and HIV/AIDS, their source, symptoms, transmission, prevention and the Districts Exposure Plan A video “Blood borne Pathogens—A Lesson to Live By” is shown in Workshops also

Monthly New Subs and Teachers

ATOD Awareness Update

To help new teachers understand the need for alcohol, tobacco and other drug (ATOD) prevention education programs in our schools, identify the dangers of “Gateway Drugs”, recognize signs and symptoms of ATOD use and abuse and become aware School Board policies regarding substance abuse.

Yearly New Teachers

District Health Advisory

This meeting is a joint effort between Safe and Drug Free Schools and School Health to keep schools, teachers, parents and the community aware of issues involving health, PE, safety and drug use in Highlands County Schools

5 times each school year by SDFS Coor.

Parents, SBHC employees and other interested community members

Red Ribbon Week

This is a National Drug Prevention Awareness Campaign that brings attention to the problems our youth and adults face with drugs and addiction in our community during the last week of October. Inservices, Red Ribbons, literature, contests and school programs present the consequences of illegal drug use and the importance of staying drug free. We will have our 2nd Red Ribbon Run this year to give staff and students the opportunity to make a public commitment to combat alcohol, tobacco and other illegal drug use.

Annually SBHC staff, students and parents

Student Service Inservice Meetings

From problem solver to solution seeker: “a practical approach” is a one-day professional development program involving the utility of solution-focused brief counseling in schools

One day quarterly

Guidance counselors, school psychologist & social workers

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WJIII Tests of Achievement: fine points of administration

Offered annually

New Guidance Counselors


Functional behavior assessment; introduction to Burks Behavior Rating scales, second edition: a revision of the Burks Behavior Rating Scales; Introducing the Vineland II: a revision of the standard in adaptive behavior assessment

One day quarterly

Guidance counselors


Beginning teachers abuse, neglect and suicide training is a 2 hour professional development program that covers child abuse, suicide and crisis intervention procedures

Annually New teachers


A brief refresher course on child abuse and suicide is presented at faculty meetings in a fixed routine of succession between the three towns within the district

Annually All faculty

Student Services Inservice Meeting

Topics covered early intervention strategies/aggressive youth; prevention workshop – abuse, violence

One day quarterly

Guidance counselors, school psych, social wkrs

Back to school staff meeting

Good Shepherd Hospice bereavement programs; procedural safeguards update; student observation strategies and referrals; background information for referrals involving bilingual students; indicator IV; state assessment schedule; Elementary Level: steps to respect: a bulling prevention program; student progression plan update; mentoring/networking; Secondary Level: student progression plan update; course recovery; majors/minors; EPEP/career choice; Career Academy at South Florida Community College

Annually Guidance counselors, registrars, school psychologist & social workers

Departments – Support/Non-instructional: Facilities The Facilities Department provides opportunities for: 1. Individualized participation in course study to obtain CEU's to stay accredited in

employee disciplines. 2. Training and industry workshops that is researched and recommended by trade

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section leads. 3. State required workshops for licensure re-certification. 4. Local and district software training. 5. Manufacturer's field training for equipment. 6. Standardized training of departmental procedural requirements for new

employees. 7. District mandated training of state requirements for the operation of fleet

vehicles. Finance/Payroll

The Department provides employees with one “outside” professional development opportunity per fiscal year. Some examples are: Customer Service Skills, Stress Management, Team Building, etc.

Staff may participate in district-delivered training opportunities that include but are not limited to: Retirement (FRS), MIS Technology training, Electronic Personnel Action Form (E-PAF) training, Family Medical Leave Act, and other state/district updates affecting department staff.

Workshops/trainings provided by Finance/Payroll Staff include but are not limited to: Health Fair, Wellness Program, EZ Stub Electronic Pay Stub, Blue Cross & Blue Shield/Blue Options Program, Health/Benefits Package and Salary Information at Mass Processing for New Hires and New Teacher Orientation.

Food and Nutrition Services

F&N Professional Development Opportunities Topic Purpose Frequency Target

Audience ServeSafe Certification

ServSafe® is a two-day comprehensive food safety education and training program developed by the Educational Foundation of the National Restaurant Association that is widely recognized by many state and local jurisdictions. The program combines thorough training in all areas of food safety. The ServSafe® certificate verifies that an individual has successfully passed the ServSafe® Food Protection Manager Certification Examination

Offered quarterly by DOE

Managers and Assistant Managers, Food Service Aides

Food Safety/HACCP

Food Safety/HACCP is a one-day course which will focus on safe food handling techniques and proper monitoring for food safety from the time

Offered quarterly by DOE

Managers and Assistant

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edible items (fresh, frozen, and dry goods) are delivered, stored, prepared, and maintained prior service to the customer. Hazard Analysis of Critical Control Points (HACCP) focuses on the flow of food in the food safety process from delivery to service. The course is also designed to assist sponsor representatives with reviewing and updating Standard Operating Procedures required with

Food Safety Programs.

Managers, Food Service Aides

Fruits and Vegetables Galore

Fruits and Vegetables Galore is a one and a half day professional development program that educates managers and other frontline staff on creative techniques to get students excited about eating a variety of colorful fruits and vegetables daily. Resource material will be provided to all conference participants. The program will cover: Quality Produce for Quality Meals Principals for Storing Produce Preparing Fruits and Vegetable: Tricks of the Trade

Offered annually by DOE


Healthy Edge Healthy Edge: Building Healthy School Meals is a professional development program that educates child nutrition professionals about many aspects of nutrition. The program helps professionals: Satisfy program requirements outlined in USDA's School Meals Initiative for Healthy Children Offer nutritious and appealing meals that satisfy the dietary needs and food preferences of children Implement the best practices presented in Keys to Excellence in School Food and Nutrition Programs Satisfy the nutrition education specialized training requirement of School Nutrition Association Certification



Cost Control Cost Control: Cost Control is a professional development program that educates child nutrition professionals how to manage costs and maintain a financially successful program. The course includes ten modules of training: o Introduction to Cost Control o Understanding Profit and Lost Statements


Managers and Assistant Managers

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o Revenue and Income o Food Cost o Reducing Food Cost o Labor Cost o Reducing Labor Cost o Determining the Breakeven Point o Budget o Increasing Revenue

Summer Food Service Program

SFSP Accelerated Training, SFSP Expanded Training SFSP Seamless Summer Topics Covered: o Updates to Regulations o CNP Web Sponsor and Site Application, Budget and Checklist

o CNP Web Claims o Menu Planning o Food Safety o Procurement o FSMC Contracts o Record-keeping o Sponsor and Site Visits o State and USDA Review o Health Inspections o Timelines o Outreach o Civil Rights


Managers and Assistant Managers

Provision 2 Topics to be covered: o Provision 2 overview o Provision 2 currently in Florida o Financial impact of Provision 2 o Calculating percentages monthly versus annually

o Provision 2 and CNP system Meal counts/base year and non-base years

o Filing claims o Maintaining documentation o Provision 2 extension o Returning to traditional NSLP o Common errors CRE preparation o SA established guidelines/standards to operate on provision 2

FN Director’s Update

○Fall Food Service Directors and Supervisors (FSNA

Industry Seminar) Offered Quarterly

Coordinator and Area

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○Summer Food Service Directors and Supervisors ○Spring Food Service Directors and Supervisors(FSNA

Annual Conference)

by DOE Managers

National School Lunch and Breakfast Program

Topics to be covered: o CNP Sponsor Application o CNP Site Application o Civil Rights o Free and Reduced Price Policy o Verification and Certification o Counting and Claiming Procedures o Claims o Productions Records and Portion Control o Menu Planning Options o Offer Vs Serve o School Meal Initiative (SMI) o Food Safety/HACCP o Procurement

Offered Annually by DOE

Coordinator and Area Managers

Monthly HSCB F&N Manager Meetings

Topics will include development/review of department policies and procedures, sharing of best practices, menu development, etc.

Held monthly by Coordinator

Site Managers

Back to School Staff Meeting

Topics covered: o Team Work o Dress Code o Department Policies and Procedures o Menus o Previous Year Accomplishments/Next Year Goals

o Civil Rights

Held annually by Coordinator

All F& N Staff

Highlands County School Nutrition Association Meetings

Topics include o Food Service management o Sanitation o Nutrition o Offer Vs Serve o Production Records o Wellness Program o

Monthly Meeting

Any HSCB F&N employee is welcome to attend

Purchasing The anticipated annual staff development plans for the Purchasing Department staff are as follows: Clerical Staff - Microsoft Sessions offered by our MIS Staff

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Property Management Clerk - FASBO Conference and Seminars available there Delivery Workers - Forklift Training & Microsoft Sessions Inventory Specialist - Microsoft Sessions offered by our MIS Staff District Receptionist - Selected Receptionist seminar & Microsoft Sessions Print Shop Publisher - Design graphics training & Microsoft Sessions Mechanic/Parts Room - Navistsar parts program training sessions Transportation Not all of the job development opportunities result in certification; attendance/participation in workshops, seminars and meetings is recommended to enhance employees’ applied knowledge and skills in the transportation department’s career development. Participation in selected professional development activities/events are mandated to comply with State and/or District/Department requirements. Department Career Categories: Administrative Staff Clerical Staff Garage Fleet Staff Bus Operator & Attendant Support Staff Administrative Staff: 1.) Attend in-house departmental meetings and workshops. It is a

collaborative effort of information sharing, updating, and notification of student curriculum enhancement combined with school hours, route scheduling, staff and vehicle availabilities. The objective is to work cohesively with compliance of local board policies and state legislative laws.

2.) The Department of Human Resources offers ongoing supervisory/management enhancement programs and seminars in staff development, policy and procedures.

3.) The MIS/Technology Department offers computer training, application of software use in data retrieval, reporting and processing and tools in navigating the student database “Genesis” for reporting student eligibility for FTE & FEFP Funding.

4.) Selected staff will attend Exceptional Student Educational (ESE) workshops, IEP Team meetings, State and National Conferences for Transportation - “related service” knowledge in laws, litigation and safety best practices.

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5.) Certification/Renewals with the Department of Education and Transportation: Initial - Forty (40) Hour State Certification in DOE “School Bus Operator & Attendant Curriculum;” Twelve (12) Hours annually of in-service training.

6.) Commercial Driver License (CDL) Examiner Testing Renewal & Compliance.

7.) CPI Nonviolent Crisis Intervention Renewal Certification compliance every two (2) years for quality control.

8.) Office of the Attorney General Workshops in cooperation with other governmental agencies concerning all facets of safety in the School Environment. Example: EMS, Fire Rescue, Homeland Security.

Clerical Staff:

1.) Receive initial on-the-job training of department procedures and proper

use of equipment. 2.) Human Resources, MIS/Technology offer additional training workshops

and seminars in professional development. 3.) Opportunities to visit other Transportation Departments in the state for

observation of new or updated equipment, procedures, and related software inquiries periodically come available.

Garage Fleet Staff: 1.) All mechanics must receive and maintain certification by The Department

of Education. Mechanics must participate in this and other relevant/mandated training programs offered by DOE.

2.) Garage staff (upon the initial hire orientation) receive training in department protocol, procedures and the proper use of shop equipment.

3.) Periodic workshops are held with vehicle manufacturers for equipment updates - both technical and diagnostic.

4.) Zee Medical Service offers informative demonstrations regarding the proper use of First Aid Equipment.

Bus Operator and Attendant Staff:

1.) Staff who transport students are trained based on required state

standards and must posses a Florida School Bus Operator or Attendant Certificate of Training. In addition to pre-employment training of forty (40) hours, the annual in-service training of twelve (12) hours will be offered in First Aid, CPI Nonviolent Crisis Intervention, Securing Car Seats

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and Wheelchairs, Security and Safety protocol, compliance with all changes and updates to Federal and State Laws/guidelines.

2.) MIS/Technology Department offers computer/technology workshops. 3.) Department meetings between the Garage Fleet & Operations are

conducted to share information on various department concerns as well as equipment and vehicle manufacture updates.

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School-Based Professional Development for

Instructional Employees

Title of Training or

Inservice ELEMENTARY MIDDLE HIGH

I. Orientation & Induction

Employee Handbook • • • Code of Ethics • • • Florida EAP’s • • • Student Prog Plan • • • Code of Conduct • • • Perf Appraisal • • • IPDP’s • • • CERT Training • • • Emer Mgt Training • • • “Buddy System” • School Safety: Firedrills, Tornado Drills, Lockdowns, etc.

• • •

Parent Conferences/Communication

• • •

II. Technology Pinnacle Gradebook • • • First Class E-Mail • • • A-3 • Smart Find Express • • • My-Points.org • • • Connect Ed • • • School Stream • • • SIP • • • Atlas Curr Mapping • • • CWT • • • SearchSoft Online App Harcourt Web Resources • Success Maker • Electronic Lesson Plans • • • Smartboard/Mimio Board • •

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III. Data KAPLAN Achvmnt Planner • • • ThinkLink • DIBELS • Earobics • PMRN • • • MAZE • MS ORF • IV. Subject Content/SSS Reading/L.Arts/Writing • • Reading/Content Area • Math • • • Science • • • Social Science • • • HAART • • Guidance • • • ESE: IEP’s • • • ESE: My Reading Coach • IDEA: J. Weatherly • • • ESE: CPI • • • Read 180/Language • • Literacy 1st/Read’g 1st • • • ESE Strategies • • • ESOL Strategies • • • Florida Writing + • FCAT: Reading, Math, Science

• • •

Harcourt Math • Scott Foresman Reading

•

Accelerated Reader • Handwriting • V. Other Generic Areas Classroom Mgt/H. Wong • • • High Yield Instruct Strat’s • • • Thinking Maps • • Social Skills • • Lesson Planning • • • “TEAM Biz” •

299

Freshman Foundation: Team Building, Collabora- tion, Book Reviews

•

Prof Learning Communities • • • Positive Behavior Support • Textbook Adoption • • • PDCA/CIMS • • • Frameworks of Poverty • • • Model Schools/Daggett • • • Conflict Management • • • Mentoring • • • SACS Review Training • • •

School-Based Professional Development for

Non-Instructional Support Employees

Title of Training or Inservice

ELEMENTARY MIDDLE HIGH

I. Orientation & Induction

• • •

Ethics - Prof Conduct • • • Stdnt Code of Conduct • • • Performance Appraisal • • • Emer Mtg Training • • • CERT Training • • • “Buddy System” • II. Technology First Class Email • • • Smart Find Express • • • School Stream Forms • • • Genesis – stnt database • • • CIMS – emp database III. Other OJT – separate sites • • • Customer Svc Skills • • • Diversity/Poverty • • • Conflict Resolution • • • Team Building • • • Daggett: RRR • • •

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Section III

ADMINISTRATIVE ASSESSMENT

COMPONENTS

Performance Appraisal Procedures

Statutory Requirements

Performance Appraisal Instrument for

Assistant Principals

Principals

District-Level Administrators

Performance Pay Guidelines and

Performance-Based Pay Determination Form

Leadership Standards and Sample Key Indicators

Interim Review Form and

Professional Improvement Plan

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Performance Appraisal Guidelines and Performance-Based Pay Plan

For School-Level Administrators

HISTORICAL OVERVIEW

The Performance-Based Pay Plan for School-Based Administrators was revised in November 2003.

The revision was developed through collaborative discussions of school-based administrators, school

board members and selected district staff with the final revision being approved by Superintendent

Wally Cox.

The original Performance-Based Pay Plan for Administrators in June, 2002, was developed through

the cooperative efforts of school-based and district-based administrators. Representatives from the

elementary, middle and high schools were asked to participate by Superintendent Wally Cox.

The Administrator Performance-Based Pay Committee members included:

Dr. Debra Elliott

Betty Ford-Smith

Ruby Handley

Foylen Kraft

Dr. Anne Lindsay

Sandi Whidden

Wally Cox, Superintendent Advisor

Mike Averyt Advisor

Jim Bible Advisor

Beginning July 1, 2008, to meet The Department of Education’s William Cecil Golden (WCG)

Florida Principal Leadership Standards as per 1012.986 F.S., the revision of the Performance

Appraisal System and Performance-Based Pay Plan for School-Level Administrators was developed

as an integral component of the district’s Leadership Effectiveness, Assessment, and Development

(L.E.A.D.) Management Program for Administrators (previously Human Resources Management

Development or HRMD Plan).

The L.E.A.D. Program’s Performance Appraisal and Performance-Based Pay Plan for School-Based

Administrators was revised and reviewed by the Superintendent, Deputy Superintendent, Assistant

Superintendent for Curriculum and Instruction, Director of Human Resources, Recruitment, and

Professional Development, and selected Elementary and Secondary Principals. Pursuant to

submission and review by The Department of Education, The School Board of Highlands County

will provide final review and approval of the plan.

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INTRODUCTION

The objectives of the School-Level Administrative Performance Appraisal System are:

� To develop performance expectations with each educational leader that are aligned with state

and district leadership standards, focused on instructional leadership that impacts student

growth and achievement, and taking into consideration the uniqueness of each position,

location, and school climate

� To gather valid and reliable evaluative data that may be utilized in decision-making related to

performance assessments, promotions, rewards, assignments, reassignments, remediation or

termination

� To appraise the performance of each educational leader in terms of well-defined performance

expectations and standards of leadership competency

� To assess the support, resources, and professional development provided to school leaders

that enhance teacher performance and affect student growth/achievement

� To promote individual as well as organizational growth

� To provide each educational leader with individualized feedback, coaching and technical

assistance in order to facilitate the achievement of his/her identified goals and objectives

� To determine recipients of Tier I and Tier II Performance-Based Pay

The performance of instructional leaders will be assessed based on the following:

Level Assistant Principal Principal

� I Entry Level 1-3 years as an AP 1-3 years as a Principal

� II Experienced 4+ years as an AP 4-7 years as a Principal

� III Career Principals N/A 8+ years as a Principal

The three rating components of the School-Based Administrative Performance Appraisal System

will include:

� Accountability Ratings

� Goal Outcome Ratings

� Leadership Standards/Areas of Responsibility Performance Ratings

The components listed above will be used to determine eligibility for Performance-Based Pay (see

Tier I and Tier II criteria).

ORIENTATION

The Superintendent or designee will provide an orientation session for all principals, assistant

principals and district-level administrators. The orientation will focus on the performance appraisal

guidelines and requirements, procedures, and the roles of all individuals involved in the performance

appraisal system.

Appropriate training will be provided to all individuals who serve as appraisers in the performance

appraisal system. Training topics may include but not be limited to: WCG Leadership Standards;

performance indicators; various other web-based leadership development programs; strategic

planning and goal-setting; feedback, mentoring and coaching; interaction management; facilitation

skills, etc.

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SECTION I

PERFORMANCE APPRAISAL SYSTEM PROCEDURES

The steps outlined below are to be followed in implementing the Performance Appraisal System.

Both the evaluator and the administrator should review each procedure carefully before initiating

this process.

Step 1: Performance Appraisal Planning Session (July – September)

The immediate supervisor will meet with the administrator before September 30 of the ensuing

school year for a collaborative goal-setting session. For administrators employed after September

30, appropriate adjustments will be made.

During this collaborative planning session, mutual agreement on established goals and related

professional development shall be developed as follows:

Required:

a. Three (3) SIP (School Improvement Plan) Goals – a minimum of three goals (#1-3 on

Performance Appraisal) focused on student achievement will be developed collaboratively

with the supervising administrator

o State specific plans for obtaining professional development to support meeting

student achievement goals (i.e., FPMS training, Principal/Assistant Principal

Curriculum Workshops, SREB, STEM, NGSSS, etc.)

b. One (1) Professional Job-Embedded Goal – goal #4 should be a professional goal based on

the ILDP (Individual Leadership Development Plan) in conjunction with the Performance

Appraisal Leadership Standards to

1) Strengthen knowledge, skills, and abilities that impact performance as an instructional

leader

2) Improve areas of development or deficiency that impact performance as an

instructional leader


job-embedded goal (i.e., WCG Leadership Standards Training, Leadership

Conferences, Ethics/Diversity, etc.)

c. One (1) Personal Growth/Career Goal – goal #5 should be a goal used to enhance areas of

career aspirations or pertinent development opportunities for growth in areas affecting the

skills necessary to achieve career goals


personal growth/career goal (i.e., Microsoft Word or Excel technology

training, Conflict Resolution, Managing Difficult Employees, Communication

Skills, etc.)

Step 2: Data Collection (September-March)

During the course of the year, pertinent data will be collected regarding the performance of the

administrator. Parent and customer input may be included. Documentation may be in the form of a

portfolio, log or other appropriate method (see Attachment A). The Preparing New Principals

(PNP) Program Portfolio for new Assistant Principals and New Principal Protégé (NPP) Program

Notebook for new Principals may be used as support documentation.

304

Step 3: Interim Performance Review Session (January-February)

Supervisor and administrator will meet to review status of goals and any issues or concerns. The

Interim Review Form for Administrators (see Attachment B) may be used when deemed

appropriate.

Step 4: Feedback and Coaching (January-February)

Supervisor will provide feedback to the administrator. This is a time to modify the goals and plans.

Additional professional development opportunities and/or learning experiences in relevant

leadership competency areas may be recommended.

Step 5: Review Session (February-March)

Prior to contract renewal, the immediate supervisor will meet with the administrator for an annual

performance review session. During this conference, the supervisor, as well as the administrator will

present a status report of pertinent data regarding accomplishment of goals and performance of

assigned responsibilities aligned with the Principal Leadership Standards’ areas and levels.

Step 6: Data Collection (May and June)

The supervisor and the administrator will provide any quantitative and/or qualitative data as

documentation to satisfy goals, areas of leadership responsibility and criteria for Performance-Based

Pay.

Step 7 Performance Appraisal System Conference (prior to June 30)

After the review of all data, documentation (portfolio) and observations, the supervisor will

complete the written Performance Appraisal (see Attachment C). A subsequent conference will be

held with the administrator to discuss the contents of the appraisal instrument which will then be

signed and a copy provided to the administrator. The appropriate level of performance pay will be

recommended at this time by the Superintendent or his/her designee using the Performance-Based

Pay Determination Form (see Attachment D).

Step 8: Feedback and Assistance

For each area of responsibility area rated “Needs Improvement” or below, the supervisor and

administrator will collaboratively formulate a plan of assistance. This plan, placed on the

Professional Improvement Plan Form (see Attachment E) will include specific objectives, specific

types of assistance, timelines, and method of evaluation.

SECTION II

RATING SYSTEM

The following rating system will be used to document performance. Rating scores will be assigned

to each goal and leadership standards area of responsibility by the evaluator to indicate performance.

Rating Level: 3 – High Performing 0 - Unsatisfactory

2 – Effective N/A – Not Applicable

1 – Needs Improvement

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This document contains key indicators for each of the areas of responsibility aligned with the WCG

Leadership Standards; using the key indicators based on the level of the school-based leader (Level

I, II, III), demonstration of performance of leadership standards for each of the areas of

responsibility will be rated accordingly. The code “Not Applicable” may be used when the area of

responsibility is not assigned or not appropriate for the specific administrative position.

Each administrator and his/her evaluator should discuss the level at which they are being evaluated,

the expectations of the leadership role, the leadership standards and key indicators, and the

performance appraisal rating process during the performance appraisal planning session each year.

The accumulation of low accountability ratings (school grades), an overall “needs improvement” or

below rating on the goals section (two or more goals receiving “needs improvement” ratings) and

three (3) or more “needs improvement” or below ratings on the ten Leadership Standards Areas of

Responsibility will be considered grounds for non-reappointment or change of assignment. Any

performance appraisal area receiving more than one (1) “needs improvement” rating may result in

placement on a Professional Improvement Plan. One “unsatisfactory” rating in any area will result

in placement on a Professional Improvement Plan (see attachment E); failure to demonstrate

improvement in the rating area within the prescribed timeline could also result in non-reappointment.

SECTION III

PERFORMANCE-BASED PAY PLAN FOR SCHOOL ADMINISTRATORS

The qualifications for The School Board of Highlands County Performance-Based Pay for School-

Level Administrators are founded on references to criteria outlined in statute/rule listed below and

the DOE William Cecil Golden Leadership Standards. Eligibility for Tier I and Tier II performance

pay is derived from the district’s Administrative Performance Appraisal Instrument for School-Level

Administrators which focuses on school improvement goals and student achievement.

Currently, the district does not have a Merit Award Pay (MAP) Plan in place; however, should the

district develop a MAP Plan in the future, the Performance Appraisal Instrument will be revised to

reflect the requirements listed in statute below.

1012.01 Definitions.--As used in this chapter, the following terms have the following

meanings:

(3) ADMINISTRATIVE PERSONNEL.--"Administrative personnel" includes K-12 personnel who

perform management activities such as developing broad policies for the school district and

executing those policies through the direction of personnel at all levels within the district.

Administrative personnel are generally high-level, responsible personnel who have been

assigned the responsibilities of system-wide or school-wide functions, such as district school

superintendents, assistant superintendents, deputy superintendents, school principals, assistant

principals, career center directors, and others who perform management activities.

The information provided below relates to the development and approval of the district’s Merit Award Pay (MAP) Plan.

1012.225 Merit Award Program for Instructional Personnel and School-Based Administrators.--

(1) ELIGIBILITY.--In order to be eligible for funding under this section, a district school board must adopt a Merit Award Program plan that provides for an assessment and a merit award

306

based on the performance of students assigned to the employee's classroom or school pursuant

to paragraph (3)(a) or paragraph (3)(b). Charter schools may participate in the program by

using the district's Merit Award Program plan or may adopt an alternative Merit Award Program plan as provided in paragraph (5)(b). All instructional personnel, as defined in s. 1012.01(2)(a)-

(d), and school-based administrators, as defined in s. 1012.01(3)(c), are eligible as individuals

or as instructional teams to receive merit awards, with the exception of substitute teachers. In

order to receive a merit award as an instructional team under this section, team members must

be assessed on the performance of students assigned to the team members' classrooms or

within the members' academic sphere of responsibility. The district school board may not

require instructional personnel or school-based administrators to apply for an award, or make

any presentation, in order to be assessed for or receive a merit award. A plan is subject to

negotiation as provided in chapter 447. The Department of Education may not distribute any

portion of pro rata funding to a district, or to a district for a charter school within the district, if

the district or charter school chooses not to adopt a Merit Award Program plan under this

section. Undistributed funds shall be considered unobligated and shall revert to the fund from which the appropriation was made in accordance with s. 216.301.

(2) PAY SUPPLEMENTS STRUCTURE.--Merit Award Program plans shall provide for the annual

disbursement of merit-based pay supplements to high-performing employees in the manner described in this subsection.

(a) Each Merit Award Program plan must designate the top instructional personnel and school-

based administrators to be outstanding performers and pay to each such employee who

remains employed by a Florida public school or who retired after qualifying for the award, by

September 1 of the following school year, a merit-based pay supplement of at least 5 percent

of the average teacher's salary for that school district not to exceed 10 percent of the average

teacher's salary for that school district. The amount of a merit award may not be based on

length of service or base salary. Pay supplements shall be funded from moneys appropriated by

the Legislature under this section and from any additional funds that are designated by the

district for the Merit Award Program. School districts are not required to implement this section

unless the program is specifically funded by the Legislature. By October 1 of each year, each

school district shall provide documentation to the Department of Education concerning the

expenditure of legislative appropriations for merit-based pay, and shall refund undisbursed

appropriations to the department. If such undisbursed funds are not remitted to the

department by November 1, the department shall withhold an equivalent amount from the district's allocation of appropriations made under s. 1011.62.

(b) A Merit Award Program plan may include additional pay supplements under this section for employees who manifest exemplary work attendance.

(c) Merit-based pay supplements shall be awarded in addition to any general increase or other

adjustments to salaries which are made by a school district. An employee's eligibility for or

receipt of merit-based pay supplements shall not adversely affect that employee's opportunity

to qualify for or to receive any other compensation that is made generally available to other similarly situated district school board employees.

(3) ASSESSMENT.--

(a) The school district's assessment of an instructional personnel staff member must consider

the performance of students assigned to his or her classroom or, in the case of co-teaching or

team teaching, within his or her academic sphere of responsibility.

(b) The assessment of a school-based administrator must consider the performance of students assigned to his or her school.

307

(c) A district school board must evaluate student performance for purposes of this section

based upon student academic proficiency or gains in learning or both, as measured by

statewide standardized tests, or, for subjects and grades that are not measured by the

statewide assessment program, by national, state, or district-determined testing instruments

that measure the Sunshine State Standards, curriculum frameworks, or course descriptions for

the content area assigned and grade level taught. This portion of the employee assessment shall be weighted at not less than 60 percent of the overall evaluation.

(d) For purposes of this section, measures adopted by the district school board to assess

instructional personnel and school-based administrators must balance student performance-

based on academic proficiency and gains in learning so that top-performing eligible employees have an opportunity to receive an award under this section.

(e) Using assessment criteria adopted by the district school board, a professional practices

component for the assessment of instructional personnel must be based on the principal's

assessment of the instructional personnel and the assessment of school-based administrators

must be based on the district superintendent's assessment of the administrator. This portion of the employee assessment shall be weighted at up to 40 percent of the overall evaluation.

Performance-related assessment criteria adopted by the district school board for personnel assessments by principals and superintendents shall include:

1. The ability to maintain appropriate discipline.

2. The outstanding knowledge of subject matter, with the ability to plan and deliver high-quality instruction and the high-quality use of technology in the classroom.

3. The ability to use diagnostic and assessment data and design and to implement

differentiated instructional strategies in order to meet individual student needs for remediation or acceleration.

4. The ability to establish and maintain a positive collaborative relationship with students' families for the purpose of increasing student achievement.

5. The Florida Educator Accomplished Practices and any other professional competencies,

responsibilities, and requirements, as established by rules of the State Board of Education and

policies of the district school board.

6. For school-based administrators, in addition to subparagraphs 1.-5.:

a. The ability to manage human, financial, and material resources so as to maximize the share

of resources used for direct instruction, as opposed to overhead or other purposes; and

b. The ability to recruit and retain high-performing teachers.

7. Other appropriate factors identified by the district school board.

(4) DUTIES.--

(a) Each district school board shall inform its employees of the criteria and procedures

associated with the school district's Merit Award Program plan.

(b)1. Upon request, the department shall provide technical assistance to school districts for the purpose of aiding the development of Merit Award Program plans. The advice and

308

recommendations offered by the department under this paragraph are not subject to the

requirements of chapter 120.

2. The department shall collect and disseminate best practices for district-determined testing instruments and Merit Award Program plans.

(5) REVIEW OF PERFORMANCE-BASED PAY PLANS.--

(a) Each participating district school board must submit its Merit Award Program plan to the

Commissioner of Education for review by October 1 of each year. The plan must include the

negotiated, district-adopted plan or charter school adopted plan if the district does not submit a

plan intended for use in the following year. The commissioner shall complete a review of each

plan submitted and determine compliance with the requirements of this section by November

15 of each year. If a submitted plan fails to meet the requirements of this section, the

commissioner must identify in writing the specific revisions that are required. Revised plans

must be finalized and resubmitted by a school district, or by a charter school if the district does

not submit a plan, for the commissioner's review by January 31 of each year. The commissioner

shall certify those school district or charter school plans that do not comply with this section to

the Governor, the President of the Senate, and the Speaker of the House of Representatives by February 15 of each year.

(b) Any charter school that does not follow the school district's salary schedule may adopt its

own performance-based plan in accordance with this section. Charter school proposals shall be

included with the school district plans or may be submitted independently if the district does

not submit a plan.

(c) Each district school board shall establish a procedure to annually review both the

assessment and compensation components of its plan in order to determine compliance with

this section. After this review and by October 1 of each year, the district school board shall

submit a report to the Commissioner of Education, along with supporting documentation that

will enable the commissioner to verify the district's compliance with this section during the prior

school year. The commissioner shall submit a report to the Governor, the President of the

Senate, and the Speaker of the House of Representatives certifying those school district or

charter school plans that do not comply with this section or whose plans were not implemented in accordance with this section by December 1 of each year.

(d) For purposes of the 2007-2008 school year, the plan submitted as required in paragraph

(a) applies to the 2007-2008 school year as well as the 2008-2009 school year. Thereafter, all

plans submitted and approved within the timelines set forth in paragraph (a) apply to the

following school year.

(6) SUBSEQUENT REVISIONS OF APPROVED PLANS.--Any revision to an approved Merit Award

Program plan must be approved by the district school board and reviewed by the commissioner to determine compliance with this section.

(7) RULEMAKING.--The State Board of Education shall adopt rules relating to the calculation of

average teacher salaries per district, reporting formats, and the review of plan procedures pursuant to ss. 120.536(1) and 120.54 for purposes of administering this section. The State

Board of Education must initiate the rulemaking process within 30 days after this act becomes law.

History.--s. 1, ch. 2007-3; s. 9, ch. 2007-234.

309

Attachment A

THE PORTFOLIO

(Optional)

The essential purpose of an administrator’s portfolio is to accumulate data to document

improvement in student achievement and provide support evidence that can be used to assess the

administrator’s performance. The information collected should be related to the role, responsibilities

and duties of the administrator. The portfolio is used in combination with information obtained from

other reliable sources to make a fair and valid judgment about the degree to which an administrator

is successfully performing his/her duties. The portfolio should contain accurate information related

to the competencies that the administrator is expected to demonstrate with regard to the leadership

standards outlined in the district’s L.E.A.D. Management Plan. Other sources of documentation may

include the Preparing New Principals (PNP) Program Portfolio (for new Assistant Principals

currently participating in the program) and the New Principal Protégé (NPP) Portfolio (for new

Principals currently participating in the program).

Step One:

Study the administrator areas of responsibility and develop an understanding of the sample

key indicators of competencies for the level of leadership standards being assessed. Develop

goals that reflect personal and professional focus and emphasis for the year. District goals

that may be identified by the Superintendent should also be included. Data is collected from

a variety of sources that are indicative and descriptive of what the administrator does to

demonstrate the areas of responsibility. The items placed in the portfolio are ones that do not

require additional paperwork; they are actual samples of the administrator’s work. A staff

member may be asked to assist in accumulating the items needed in the portfolio. It should

also be developed over a period of time and reflect many “snapshots” of the administrator’s

work.

Step Two:

Periodically the portfolio should be reviewed to assess its contents and to decide which items

best validate that the duties and responsibilities outlined in the administrator’s job description

have been demonstrated. The review should also consider how the documentation is

providing evidence of competency in the leadership standards for the appropriate areas.

Administrators should make sure that the documents are primary evidence of the areas of

responsibility and provide proof or documentation of results.

Step Three:

The Performance Appraisal Process will be completed by June 30.

310

Attachment B


INTERIM REVIEW FORM FOR ADMINISTRATORS

This form will be used for Administrators identified as needing additional support and assistance in

targeted performance developmental areas. Prior performance appraisal ratings or district support

team observations may necessitate such assistance.

Administrator’s Name _________________________________ Title:_______________________

Supervisor/Evaluator’s Name ___________________________ Title: ______________________

Administrative Hire Date ___________________Mid-year Review Date ____________________

List Deviations from Expectations:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Describe Special Circumstances, Where Applicable:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Type of Recommended Special Assistance or Intervention:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Expected Outcome:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Beginning Date: ____________________________ Ending Date: _________________________

Achieved Desired Results: ________________________ yes __________________________ no

If No, Provide Explanation:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Recommended Action:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Supervisor/Evaluator’s Signature: _______________________________ Date: ______________

Administrator’s Signature: _____________________________________ Date: ______________

311

Performance Pay Assessment Guidelines

TIER I INCENTIVE PAY

5% Performance-Based Pay Criteria for School-Level Administrators

(Assistant Principals and Principals)

FIRST-YEAR PRINCIPALS AND ASSISTANT PRINCIPALS ARE NOT ELIGIBLE FOR INCENTIVE PAY

To qualify annually for the 5% Performance-Based Pay, a school-level administrator must meet ALL

of the following criteria:

1. Accountability rating: Receive or maintain an “A” school grade

2. Meet Adequate Yearly Progress (AYP) as defined by “No Child Left Behind” legislation

3. Receive no “needs improvement” ratings on goals or leadership standards performance

areas

4. Receive “high performing” ratings on four (4) out of five (5) goals

5. Must receive “high performing” on the three (3) Superintendent-directed (SIP/student

achievement) goals

6. Receive “high performing” ratings on nine (9) out of ten (10) leadership standards

performance areas (provide documentation to support rating)

TIER II INCENTIVE PAY

Performance-Based Pay for School-Level Administrators

FIRST-YEAR PRINCIPALS AND ASSISTANT PRINCIPALS ARE NOT ELIGIBLE FOR INCENTIVE PAY

1. Receive or maintain an “A” on school grade (3%)

2. Receive or maintain a “B” on school grade (2%)

3. *Increase school grade by at least one letter grade (1%) OR

4. Meet Adequate Yearly Progress (AYP) as defined by No child Left Behind legislation

(1%) AND

5. Receive no “needs improvement” ratings on goals or leadership standards performance

areas

6. Receive “high performing” ratings on three (3) out of five (5) goals; must receive “high

performing” on two (2) Superintendent-directed (SIP/student achievement) goals

7. Receive “high performing” ratings on seven (7) out of ten (10) leadership standards

performance areas (provide documentation to support rating)

“Qualification” for monetary recognition does not guarantee same, as this must be a final

recommendation of the Superintendent.

*Baseline school grade would be determined during the principal’s first year at that school.

312

Attachment C

PERFORMANCE APPRAISAL

For School-Level Administrators

Administrator’s Name ________________________________ Employee ID # ______________

Position/Title ________________________________School ____________________________

Evaluator’s Name____________________________________ School-Year _______________

*******************************************************************************

Accountability Ratings:

School Grades

Check appropriate box

School Grade

A

School Grade

B

School Grade

C

School Grade

D

School Grade

F

1% given for each first time improvement movement made to a letter grade

Example:

School “X” 04/05 SY = D 1% for first improvement movement

05/06 SY = C to a higher letter grade

06/07 SY = D No % for second improvement movement

07/08 SY = C to same letter grade

Increased school grade from ________ to ________

Met AYP ________ yes ________no

Student Achievement Bonus ________yes ________no

Describe Data Used __________________________________________________

School Grade ________ Met AYP ________yes ________ no

Met Grade Increase ________yes ________no

Accountability Rating Qualifies for Tier I ________ yes ________ no

Accountability Rating Qualifies for Tier II _______ yes ________ no ________%

Professional Development Plan/Goals:

Goals should be developed collaboratively from School Improvement Plans and Individual Leadership Development

Plans (ILDP); Superintendent-directed or supervisor-directed student achievement goals should be included in the first

three goals.

SIP Goal 1:

_________________________________________________________________________________

Strategies for Accomplishment:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Professional Development Plan:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

313

SIP Goal 2:

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

SIP Goal 3:

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Professional Goal 4:

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Personal Growth Goal 5:

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Goal Performance Rating

High Performing Effective Needs Improvement Unsatisfactory

3 2 1 0

314

High Performing – Met or exceeded goal

• Outcome was highly successful with clear evidence of results reflected in

student growth/achievement, successful programs/projects and /or

professional or personal accomplishment.

• Accomplished within stated timeline.

• Level of challenge, difficulty and scope of implemented strategies meet high

performing standards.

• Progressed as planned – strategically organized and well thought-out.

Effective – Met goal or made significant progress toward meeting goal.

• Outcome yielded acceptable level of results as reflected in student

growth/achievement, successful programs/projects and/or professional or

personal accomplishment.


• Level of challenge, difficulty and scope of implemented strategies meet

performance standards.


Needs Improvement – Was minimally successful in meeting goal.

• Outcome yielded a level of results that was minimally successful as reflected in

limited student growth/achievement, limited success in implementation of new

project/program and/or limited personal accomplishment.

• Organization, strategic planning and implementation need revision.

Unsatisfactory - Goal was not met.

• Did not attain a successful result in student/growth achievement,

implementation of new project/program or personal accomplishment.

• Planning lacked organization or strategies were not implemented as planned.

SIP Goal 1: Outcome Rating _________________________

Comments on goal and professional development results:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________



_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________



_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Professional Goal 4: Outcome Rating _________________________

315


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Personal Growth Goal 5: Outcome Rating _________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Leadership Standards:

Performance Rating


3

Demonstrates in-depth

knowledge of job;

applies appropriately

and consistently;

highly effective in

administering role and

responsibilities

2

Demonstrates

knowledge of job;

applies adequately;

effective in

administering role

and responsibilities

1

Demonstrates limited

knowledge of job;

not able to apply

adequately;

minimally effective

in administering role

and responsibilities

0

Demonstrates little to no

evidence of knowledge

of job or how to apply;

not effective in


responsibilities

Leadership Standards - Use Attached Sample Key Indicators for (check one):

____Level I Assistant Principals and Entry Level Principals (1-3 years of experience)

____Level II Experienced Assistant Principals (4+ years) and Principals (4-7 years of experience)

____Level III Career Principals (8+ years of experience)

Leadership Standards Rating

Instructional Leadership:




Operational Leadership:


Technology

Human Resources Development

Ethical Leadership

Met Directed/SIP Goals ________ yes ________ no

Received “High Performing” on 4 out of 5 goals ________

Received “High Performing” on 3 out of 5 goals ________

Did not qualify for Tier I or II: _______

316

School Leadership:

Vision


Diversity

Received High Performing on 8 out of 10

Received High Performing on 6 out of 10

Does not qualify for Tier I or II:

(Must not receive any ratings below Effective to qualify for I or II)

Comments:

____________

____________

____________

Performance Pay Rating Computation

Type:

Rating:

Complete appropriate level

Accountability/School Grade

Goal Outcome

Leadership Performance

Transfer Final Performance Appraisal

rating to Superintendent’s/Designee’s

Determination Form

Qualifies for (check ONE):

5% Tier I Performance Pay _________

4% Tier II Performance Pay ________




Evaluator Comments:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

This evaluation has been fully discussed with me, and:

I agree with its content I disagree with its content**

_____________________________ _____________________________ __________

Administrator Evaluator Date

** I am aware that I may send a letter within ten (10) days to the Superintendent of Schools and a copy to the evaluator

stating reasons for my disagreement. I may also provide additional documentation to support my reasons. This

letter will be placed on file with my evaluation.

317

Attachment D


ADMINISTRATOR PERFORMANCE APPRAISAL


PRINCIPAL ASSISTANT PRINCIPAL DISTRICT ADMINISTRATOR

Name_____________________________________ School/Department _____________________

OBJECTIVES:


and district leadership standards, focused on instructional leadership and student

growth/achievement; taking into consideration the uniqueness of each position and location



termination



� To assess the support, resources, and professional development provided to school leaders

that enhance teacher performance and affect student growth/achievement

� To promote individual as well as organizational growth




All administrators will complete the Professional Development Plan in consultation with the

immediate supervisor and/or support team before September 30 of each year, or before the end of the

first forty five (45) days of employment. Documentation of performance goals should be provided

to demonstrate desired results. School Improvement Plans will be used in conjunction with

Individual Leadership Development Plans to develop goals and determine Performance Appraisal

Rating scores. Portfolios (optional) should provide evidence/documentation of goal accomplishment

and expected competency in each of the leadership standards.

Reappointment for - school year: yes _______________no_______________

Recommended for Tier I Performance-Based Pay: yes______ no______ percentage ___________

Recommended for Tier II Performance-Based Pay: yes______ no ______ percentage ___________

___________________________________ _____________________________

Administrator’s Signature Date

___________________________________ _____________________________

Evaluator’s/Superintendent’s Signature Date

318

Attachment E

PROFESSIONAL IMPROVEMENT PLAN FOR ADMINISTRATORS

Administrator’s Name: _____________________________________________________________

Position: _____________________________________ School/Department: ___________________

Supervisor’s/Evaluator’s Name: ______________________________________________________

Position: _________________________________________________________________________

PLAN INFORMATION:

Date of Feedback and Assistance Session: ______________________________________________

Areas of Responsibility rated “Needs Improvement” or “Unsatisfactory”: _____________________

_________________________________________________________________________________

_________________________________________________________________________________

Specific Objectives: _______________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Timeline for Improvement: __________________________________________________________

_________________________________________________________________________________

Method of Evaluation: _____________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Employee will be notified if further development is needed after improvement plan is implemented

and timeline for improvement is complete and/or if improvement plan objectives were met

satisfactorily.

Administrator’s Signature:__________________________________ Date:____________________

Evaluator’s Signature: ____________________________________ Date:____________________

319



For



320



Entry Level Principal

Vision – High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop,

articulate and implement a shared vision that is supported by the larger organization and the school community.













Instructional Leadership – High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply



























Managing the Learning Environment – High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the


environment.




� Is aware of the various fiscal and non-fiscal resources for the school including business and community

resources


1

321



� Understands techniques and organizational skills useful in leading and managing a complex and diverse

organization



Community and Stakeholder Partnerships – High Performing Leaders collaborate with families, business, and community members; respond to diverse

community interests and needs; work effectively within the larger organization; and mobilize community resources.

Sample Key Indicators at the Entry Level: � Understands how student and family conditions affect learning � Identifies opinion leaders in the community and their relationships to the school � Communicates the school’s vision, mission and priorities to the community � Understands the effect that school image caused by impressions created by the students and staff and its use in

promoting the school � Uses shared leadership and decision-making model in the operation of the school




� Actively engages the community to promote student and school success � Relies on agencies to connect students to the health, human and social services they need to stay focused on

learning � Provides opportunities to involve family and community in a broad range of school activities

Decision Making Strategies – High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and














Diversity – High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and

cultural relationships in the classroom, the school and the local community.


� Understands how multicultural awareness, gender sensitivity and racial and ethnic appreciation affect an

educational organization


� Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student population and

school community










� Has a plan to develop ways to improve relations with various cultural, ethnic, racial and special interest groups in

the community

322

Technology –

High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning,


Sample Key Indicators at the Entry Level: � Is aware of the technology, telecommunications and information systems and their uses to enrich curriculum,

instruction and assessment





� Has assessed and analyzed the extent to which technology has been integrated throughout the teaching and





Learning, Accountability, and Assessment – High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction,

and assessment processes to promote effective student performance, and use a variety of benchmarks, learning

expectations, and feedback measures to ensure accountability for all participants engaged in the educational process.









Human Resource Development – High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and

partnership programs, and design and implement comprehensive professional growth plans for all staff – paid and

volunteer.












1 Sample Key Indicators for Ethical Leadership is the same at all three levels. Ethical Leadership Standards are

identical for all educational leaders.

323



For



324



The Experienced Principal

Vision – Experienced leaders have a personal vision for their school and the knowledge, skills, and dispositions to


community.












� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement related to

vision and vision development

Instructional Leadership – Experienced Leaders promote a positive learning culture, provide an effective instructional program, and apply






� Describes where research, applied theory, and informed practice were used in making curricular

decisions



� Provides instructional leadership with consideration for the community, its makeup and its

diversity



� Develops skills necessary for the planning and implementation of improvement of student

learning




� Understands and promotes conditions that enhance the staff’s desire and willingness to focus

energy on achieving educational excellence











325

Managing the Learning Environment – Experienced Leaders manage the organization, operations, facilities and resources in ways that maximize the


environment.




� Identifies and analyzes the major sources of fiscal and non-fiscal resources for the school

including business and community resources

� Is building a culture of learning at the school � Manages financial and material assets and capital goods and services in order to allocate

resources according to school priorities


� Demonstrates ability to identify and organize resources to achieve curricular and instructional

goals.

� Is developing techniques and organizational skills necessary to lead/manage a complex and

diverse organization

� Plans and schedules one’s own and others’ work so that resources are used appropriately in

meeting priorities and goals



Community and Stakeholder Partnerships – Experienced Leaders collaborate with families, business, and community members, respond to diverse


resources.

Sample Key Indicators The Experienced Principal: � Addresses student and family conditions affecting learning � Identifies major opinion leaders in the community and their relationships to school goals and

programs � Communicates the school’s vision, mission and priorities to the community � Demonstrates concern for the image of the school via impressions created by the students and

staff, and serves as primary spokesperson in the community.




� Uses relationships within and external to the school to support the school � Actively engages the community to share responsibility for student and school success � Involves staff in connecting students to the health, human and social services they need to stay

focused on learning

� Involves family and community in appropriate policy implementation, program planning, and

assessment efforts � Has a personal professional development plan for his/her own continuous improvement related to













� Focuses upon student learning as a driving force for curriculum, instruction, and institutional

decision-making




326

� Involves family and community in appropriate policy implementation, program planning, and

assessment efforts � Has a personal professional development plan for his/her own continuous improvement related to


Diversity – Experienced Leaders understand, respond to, and influence the personal, political, social, economic,





� Monitors the delivery of instructional content that provides for the diverse perspectives appropriate

to the situation

� Involves school community in appropriate policy implementation, program planning, and

assessment efforts





� Arranges for students and families whose home language is not English to engage in school

activities and communication through oral and written translations


� Represents the school and the educational establishment in relations with various cultural, ethnic,

racial, and special interest groups in the community � Has a personal professional development plan for his/her own continuous improvement related to

diversity



Sample Key Indicators The Experienced Principal: � Implements a plan for the use of technology, telecommunications and information systems to

enrich curriculum instruction, and assessment




� Develops an effective teacher professional development plan to increase technology usage to

support curriculum-based integration practices




� Uses technology to support the analysis and use of student assessment data � Has a personal professional development plan for his/her own continuous improvement related to

technology



benchmarks, learning expectations, and feedback measures to ensure accountability for all participants

engaged in the educational process.








� Identifies successful schools with similar demographics to use as a source for ideas for improving

student achievement � Has a personal professional development plan for his/her own continuous improvement related to

learning, accountability, and assessment

327

Human Resource Development – Experienced Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop


all staff – paid and volunteer.

Sample Key Indicators The Experienced Principal: � Works collaboratively with teachers to plan for individual professional development � Utilizes a variety of supervisory models to improve teaching and learning � Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance

procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Manages a program of continuous professional development tied to student learning and other

school goals � Hires and retains high-quality teachers � Works with staff so they have the skills to ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement related to

human resource development




strategies


� Develops well-reasoned educational beliefs based upon an understanding of teaching and

learning







2 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are


328



For

The High Performing Principal Level


329



High Performing Leader

Vision – High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions


school community.

Sample Key Indicators The High Performing Leader: � Facilitates the development and implementation of a shared vision and strategic plan for the

school

� Facilitates the development and implementation of a shared vision that places student and

faculty learning at the center







� Develops and implements a plan to shape/use the external influences that impact upon the

school � Using a collaborative process, establishes plans to accomplish goals



� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement

related to vision and vision development

Instructional Leadership – High Performing Leaders promote a positive learning culture, provide an effective instructional program,

and apply best practices to student learning, especially in the area of reading and other foundational skills.

Sample Key Indicators The High Performing Leader: � Works with staff, teachers, parents and students to achieve annual learning gains, school

improvement goals, and other targets

� Uses multiple sources of data, some of which are self-generated, to plan and assess

instructional improvement




� Collaboratively determines high expectations and standards for the academic and social

development of all students


� Provides instructional leadership with consideration for the community’s values, goals, social

needs and changing conditions





� Develops curriculum aligned to state standards based upon the needs of the students, the

community and the goals of the school


� Creates conditions that enhance the staff’s desire and willingness to focus energy on




� Models professionalism, collaboration and continuous learning related to instructional

leadership








330

Managing the Learning Environment – High Performing Leaders manage the organization, operations, facilities and resources in ways that






� Identifies, analyzes, and works to improve the major sources of fiscal and non-fiscal

resources for the school including business and community resources


� Acquires and manages financial and material assets and capital goods and services,

allocating resources according to school priorities

� Develops an efficient budget planning process that is driven by school priorities and involves

staff and community


� Demonstrates techniques and organizational skills necessary to lead/manage a complex and

diverse organization

� Plans and schedules one’s own and others’ work so that resources are used appropriately,

and short- and long-term priorities and goals are met

� Conforms to legal and ethical standards in the management of the learning environment � Has a personal professional development plan for his/her own continuous improvement

related to managing the learning environment

Community and Stakeholder Partnerships – High Performing Leaders collaborate with families, business, and community members, respond to diverse


resources.

Sample Key Indicators The High Performing Leader � Enables staff and teachers to address student and family conditions affecting learning � Uses major opinion leaders in the community to support and promote school goals and

programs � Communicates the school’s vision, mission and priorities to the community � Manages and markets the image of the school via impressions created by the students and

staff � Shares leadership and decision-making with others in the community and within the school

� Mobilizes the resources of families, business, and community members in support of the

school’s goals

� Develops and sustains family-school-community-higher education partnerships, coalitions,

and networks

� Nurtures relationships within and external to the school � Actively engages the community to create shared responsibility for student and school

success � Has created a process that enables the school to connect students to the health, human and

social services they need to stay focused on learning

� Continuously builds family and community involvement in appropriate policy implementation,

program planning, and assessment

� Has a personal professional development plan for his/her own continuous improvement

related to community and stakeholder partnerships

Decision Making Strategies – High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect

and analyze data for continuous school improvement



� Frames, analyzes, and resolves problems using appropriate problem solving techniques and

decision making skills




� Considers moral and ethical implications of policy options and political strategies when making

decisions


331

� Delegates authority and responsibility clearly and appropriately to accomplish organization

goals

� Promotes student learning as the driving force for curriculum, instruction, and institutional

decision-making

� Becomes aware of an unsettled question or undesirable situation, breaks it into parts, and

examines those parts before proceeding to problem solving


� Evaluates the quality of information being used when making decisions � Continuously builds family and community involvement in appropriate policy implementation,

program planning, and assessment � Has a personal professional development plan for his/her own continuous improvement

related to decision-making strategies and their use

Diversity - High Performing Leaders understand, respond to, and influence the personal, political, social,

economic, legal, and cultural relationships in the classroom, the school and the local community.


� Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation in all

aspects of the educational organization

� Communicates effectively with various cultural, ethnic, racial, and special interest groups in

the community

� Works with the staff to develop instructional content that provides for the diverse perspectives

appropriate to the situation � Continuously builds school community involvement in appropriate policy implementation,

program planning, and assessment





� Arranges for students and families whose home language is not English to engage in school

activities and communication through oral and written translations


� Serves as a role model in relations with various cultural, ethnic, racial, and special interest

groups in the community


related to diversity



Sample Key Indicators The High Performing Leader � Manages the staff and teachers in their use of the technology, telecommunications and

information systems to enrich curriculum instruction, and assessment



� Models the use of technology as a tool in support of both educational and community

activities.

� Develops an effective professional development plan for individual teachers and the entire

school for technology usage to support curriculum-based integration practices

� Implements innovative strategies for promoting the effective integration of technology

throughout the teaching and learning environment

� Obtains whatever resources are necessary to increase access to educational technologies for

the school


school/classroom

� Uses technology for student assessment and the evaluation of the impact of technological

and instructional initiatives


related to technology

332






� Uses multiple sources of data to manage the accountability and instructional improvement

process

� Assesses student progress using a variety of appropriate techniques and informational

sources




� Trains the staff in the use of diagnostic tools to assess, identify, and apply instructional

improvement

� Utilizes successful schools with similar demographics to identify strategies for improving

student achievement


related to learning, accountability and assessment

Human Resource Development – High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop

mentor and partnership programs, and design and implement comprehensive professional growth plans

for all staff – paid and volunteer

Sample Key Indicators The High Performing Leader � Works collaboratively with teachers to plan for individual professional development � Uses supervisory models appropriate to individual staff members to improve teaching and

learning

� Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and

grievance procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Creates a staff culture of continuous professional development tied to student learning and

other school goals � Hires and retains high-quality teachers and holds them responsible for student learning � Works with staff so they have the skills to ensure that all students are engaged in active

learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement

related to human resource development



� Makes decisions based on the legal, moral and ethical implications of policy options and

political strategies


� Develops well-reasoned educational beliefs based upon an understanding of teaching and

learning







3 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are


333


Performance Appraisal Guidelines and Performance-Based Pay Plan

For District-Level Administrators

INTRODUCTION

The purposes of the district-level administrative appraisal system include:

1. Development and refinement of leadership skills

2. Assessment of current levels of performance

3. Determination of term of employment

4. Qualification for performance-based pay

ORIENTATION

The Superintendent or designee will provide an orientation session and/or update when necessary for

all principals, assistant principals and district-level administrators. The orientation will focus on the

performance appraisal procedures and the roles of all individuals involved in the performance

appraisal system.

Appropriate training will be provided to all individuals who serve as appraisers in the performance

appraisal system. Training topics may include but not be limited to: strategic planning and goal-

setting; feedback and coaching; interaction management, team building, ethics, diversity, conflict

management, communication skills, organizational/time-management skills, budgetary planning, etc.

PERFORMANCE APPRAISAL SYSTEM PROCEDURES

The steps outlined below are to be followed in implementing the Performance Appraisal System for

District-Level Administrators. Both the evaluator and the administrator should review each

procedure carefully before initiating this process.

Step 1: Performance Appraisal Planning Session (July – August)

The immediate supervisor will meet with the administrator by the end of August of the ensuing

school year for a goal-setting session. For administrators beginning during the school year,

appropriate adjustments will be made.

During this planning session, mutual agreement on established goals shall be the result of

consideration of pertinent factors, including but not limited to the following:

a. district goals and comprehensive plan;

b. administrator’s goals and career aspirations;

c. limiting factors not within the control of the administrator;

d. resources necessary to accomplish goals;

e. the previous year’s performance appraisal and/or incomplete goals

f. federal/state/district updates/revisions requiring implementation of programs,

processes or procedures

g. unique job conditions.

334

Step 2: Data Collection (September – March)

During the course of the year, the immediate supervisor will collect pertinent data regarding the

performance of the administrator. Additional sources of input may be appropriate (surveys –

internal and external stakeholders, observations, etc.). Likewise, the administrator should gather

documentation to verify goal attainment and performance of areas of responsibility. Documentation

may be in the form of a portfolio, log or other appropriate method (see attachment A).

Step 3: Interim Performance Review Session (Jan – Feb)

Supervisor and administrator will meet to review status of goals and any concerns. The Interim

Review Form (see Attachment B) may be used if the supervisor/evaluator determines goal progress

and performance need further development and intervention or improvement is recommended.

Step 4: Feedback and Coaching (Jan – Feb)

Supervisor will provide feedback to the administrator. This is an ongoing process with time

scheduled to modify the goals and plans.

Step 5: Annual Review Session (March - April)

Prior to contract renewal, the immediate supervisor will meet with the administrator for an annual

performance review session. During this conference, the supervisor as well as the administrator will

present pertinent data regarding accomplishment of goals and performance of assigned

responsibilities.

Step 6: Performance Appraisal System Conference (prior to May 1)

After the review of all documentation and observations, the supervisor will complete the written

Performance Appraisal (see Attachment C). A subsequent conference will be held with the

administrator to discuss the contents of the appraisal form which will then be signed and a copy

provided to the administrator. Appropriate incentives will be recommended at this time by the

Superintendent or his/her designee using the Performance-Based Pay Determination Form (see

Attachment D).

Step 7: Feedback and Assistance

For each area of responsibility rated “Needs Improvement” or below, the supervisor and

administrator will formulate a plan of assistance. This plan, placed on the Professional

Improvement Plan Form (see Attachment E), will include: area of responsibility rated “Needs

Improvement” or below; specific objectives; specific types of assistance; timelines; method of

evaluation.

RATING SYSTEM

The following rating system will be used to document performance. Numerical points will be

assigned to each goal and area of responsibility by the evaluator to indicate performance.

3 – High Performing

2 – Effective

1 – Needs Improvement

0 – Unsatisfactory

NA – Not Applicable

335

REQUIREMENTS

� It is expected that each employee will be able to satisfactorily perform in each area of responsibility or

receive at least an “Effective” rating which indicates that acceptable expectations are being met

� A “High Performing” rating would be indicated when an administrator or evaluator presents documentation

or evidence reflecting a significantly higher level of performance on a continual basis

� If a rating of “Needs Improvement” is given, this indicates the administrator’s performance needs further

development in identified areas of responsibility in order to meet satisfactory expectations

� Unless otherwise noted, “Unsatisfactory” for an entry is defined as the failure to perform at an acceptable

level in an identified area of responsibility

� A “Needs Improvement” or below rating in any area will result in placement on a professional

improvement plan

� Two or more “Unsatisfactory” ratings on the overall performance appraisal will be considered grounds for

non-renewal of the employment contract or change of assignment

� The code “Not Applicable” may be used when the area of responsibility is not assigned or appropriate for

an administrator

This document contains indicators for each performance dimension area of responsibility in the

District-Level Performance Appraisal System. Administrators may not be required to exhibit all of

the indicators assigned to the area of responsibility to receive a “Satisfactory” rating; however, the

majority of key indicators should reflect satisfactory performance in that area of responsibility. Each

administrator and his/her evaluator should discuss this set of expectations during the performance

appraisal planning session each year.

RECOGNITION AND INCENTIVE PLAN

Pursuant to 1012.22, Florida Statutes and (6A-4.0083), Florida Administrative State Board Rules, a

comprehensive performance appraisal system must link rewards to performance. The School Board

of Highlands County performance pay plan for District-Level Administrators will include the

following:

Eligibility Criteria:

All administrators must have three (3) full years of documented administrative

experience with at least one (1) year in the district at the time of their appraisal to

be eligible for incentive pay

Two levels of monetary recognition:

1. Tier I – To qualify for $2,000.00 incentive pay annually, an administrator

must:

� receive no “Needs Improvement” (or below) ratings in any area or

goal,

� receive “High Performing” ratings on four (4) out of five (5) goals and

� receive “High Performing” ratings on nine (9) out of eleven (11) of the

performance dimensions areas of responsibility

2. Tier II – To qualify for $1,000.00 incentive pay annually, an administrator

must:

� receive no “Needs Improvement” (or below) ratings in any area or

goal,

� receive “High Performing” ratings on three (3) out of five (5) goals

and

� receive “High Performing” ratings on eight (8) out of eleven (11) of

the performance dimensions areas of responsibility

“Qualification” for monetary recognition does not guarantee same, as this must be a final recommendation of the Superintendent.

336

Attachment A

THE PORTFOLIO

(Optional)

The essential purpose of an administrator’s portfolio is to accumulate data (information) that can be

used to assess administrator performance. The information collected helps a supervisor to evaluate

the degree to which an administrator is or is not performing their job at a competent level. The

information collected should be related to the duties of the administrator. The portfolio is used in

combination with information obtained from other sources to make a fair and valid judgment about

the degree to which an administrator is successfully performing his/her duties. The portfolio should

contain accurate information related to the competencies that the administrator is expected to

demonstrate.

Step One:

Study the administrator’s areas of responsibility and develop an understanding of the key

indicators of competencies. Data collected from a variety of sources that are descriptive of

what the administrator does to demonstrate the areas of responsibility will be used to

determine the performance level. The items placed in the portfolio are ones that do not

require additional paperwork, however, should be samples of the administrator’s actual work.

A staff member may be asked to accumulate the items needed in the portfolio. It should also

be developed over a period of time and reflect many “snapshots” of the administrator’s work.

Step Two:

Periodically the portfolio should be reviewed to assess its contents and to decide which items

best validate that the duties and responsibilities have been demonstrated at an acceptable

level of performance. Administrators should make sure that the documents are primary

evidence of the areas of responsibility and provide proof or documentation of results.

Step Three:

The administrator prepares the portfolio for annual review by the evaluator. All conferences

are to be completed by May 1.

337

Attachment B


INTERIM REVIEW FORM FOR ADMINISTRATORS

This form will be used for Administrators identified as needing additional support and assistance in

targeted performance developmental areas. Prior performance appraisal ratings or district support

team observations may necessitate such assistance.

Administrator’s Name _________________________________ Title:_______________________

Supervisor/Evaluator’s Name ___________________________ Title: ______________________

Administrative Hire Date ___________________Mid-year Review Date ____________________

List Deviations from Expectations:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Describe Special Circumstances, Where Applicable:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Type of Recommended Special Assistance or Intervention:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Expected Outcome:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Beginning Date: ____________________________ Ending Date: _________________________

Achieved Desired Results: ________________________ yes __________________________ no

If No, Provide Explanation:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Recommended Action:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Supervisor/Evaluator’s Signature: _______________________________ Date: ______________

Administrator’s Signature: _____________________________________ Date: ______________

338

Performance Pay Assessment Guidelines


TIER I INCENTIVE PAY

To qualify annually for Tier I Performance-Based Pay, a district-level administrator must meet ALL


Tier I – To qualify for $2,000.00 incentive pay annually, an administrator must:

� receive no “Needs Improvement” (or below) ratings in any area or goal,

� receive “High Performing” ratings on four (4) out of five (5) goals and

� receive “High Performing” ratings on nine (9) out of eleven (11) of the


TIER II INCENTIVE PAY

To qualify annually for Tier II Performance-Based Pay, a district-level administrator must meet ALL


Tier II – To qualify for $1,000.00 incentive pay annually, an administrator must:

� receive no “Needs Improvement” (or below) ratings in any area or goal,

� receive “High Performing” ratings on three (3) out of five (5) goals and

� receive “High Performing” ratings on eight (8) out of eleven (11) of the


“Qualification” for monetary recognition does not guarantee same, as this must be a final

recommendation of the Superintendent.

339

Attachment C

THE SCHOOL BOARD OF HIGLANDS COUNTY

PERFORMANCE APPRAISAL


Administrator’s Name ________________________________ Employee ID # ______________

Position/Title ___________________________ Department ____________________________

Evaluator’s Name____________________________________ School-Year _______________

*******************************************************************************

Professional Development Plan/Goals:

Goals should be developed collaboratively from Individual Leadership Development Plans (ILDP)

and district or supervisor directed initiatives. They should be based on assessment of department or

district needs, federal or state legislative updates/mandates and program implementation, the

comprehensive planning process and/or individual professional development/career goals. The

Superintendent or supervisor/administrative designee directed goals should also be included where

applicable.

Goal Requirements:

• Five (5) goals required

• Goals 1-3 – Directly related to job performance areas or functions; impact or enhance

services, effectiveness, or efficiency through improvement/implementation of

programs, processes, or procedures; may be district/supervisor directed or driven by

federal or state legislative mandates

• Goals 4-5 – Professional growth goals - To enhance areas pertinent to career

goals/personal growth aspirations and/or to challenge limitations where growth is

desired in knowledge/skills/abilities; may be recommended by Superintendent and/or

supervising administrator

• Goals should be identifiable, specific and comprehensive to include strategies for

accomplishment, timelines, and expected outcome/results

Goal 1:

________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Goal 2:

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

340

Goal 3:

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Goal 4:

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Goal 5:

_________________________________________________________________________________


_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Evaluator Comments and Ratings:

Performance Rating


3 2 1 0

High Performing – Met or exceeded goal

• Outcome was highly successful with clear evidence of results reflected in

student growth/achievement, successful programs/projects and /or

professional or personal accomplishment.


• Level of challenge, difficulty and scope of implemented strategies meet high

performing standards.


Effective – Met goal or made significant progress toward meeting goal.

• Outcome yielded acceptable level of results as reflected in student

growth/achievement, successful programs/projects and/or professional or

personal accomplishment.


341

• Level of challenge, difficulty and scope of implemented strategies meet

performance standards.


Needs Improvement – Was minimally successful in meeting goal.

• Outcome yielded a level of results that was minimally successful as reflected in

limited student growth/achievement, limited success in implementation of new

project/program and/or limited personal accomplishment.

• Organization, strategic planning and implementation need revision.

Unsatisfactory - Goal was not met.

• Did not attain a successful result in student/growth achievement,

implementation of new project/program or personal accomplishment.

• Planning lacked organization or strategies were not implemented as planned.

Goal 1: Outcome Rating _________________________

Comments:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


Comments:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


Comments:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


Comments:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


Comments:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Received High Performing on @ least 4 out of 5 goals _________

Received High Performing on @ least 3 out of 5 goals _________

Does not qualify for Tier I or II for Goals Section _________

(Must not receive any below Effective ratings to qualify for I or II)

342

Leadership Performance Dimensions:

Management/Leadership Effectiveness - Community Building - Value Driven Stewardship -

Democratic Responsiveness - Integrity and Capacity of Both Individuals and Process -

Learning, Growth, and Development:

(1). ________Ethical Leadership and Personal Integrity: Maintains honesty in all professional

dealings; gains the trust and confidence of others in a fair and honest manner, taking time to relate

with people by building relationships and developing a community presence; engages in equitable,

non-discriminatory practices when applying district policies and abides by the principles of

professional conduct at all times.

Comments/Notes:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

(2). _______Vision: Creates and describes high-performing standards, conditions, or ideals-

involving others in the accomplishment while anticipating issues or challenges that may be on the

horizon; this quality must include the ability to guide a vision process that is collaborative.

Comments/Notes:

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

(3) _________Strategic Leadership: Sets an example that urges and challenges the

organization/school(s)/department(s) to evaluate decisions or positions and outcomes, solve

problems creatively, experiment when appropriate, and take action.

Comments/Notes:

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

(4). _________Collaborative Leadership and Team Work: Possesses an invitational style by

convening a broad-based coalition of key individuals to solve problems that may be broader in

nature than the specific responsibilities of the school, department/division, or district; works

effectively with others at all levels to achieve a common goal; builds the team by supporting

employees’ ideas and allowing input into the decision-making process; will put ideas into practice

whenever possible or appropriate.

Comments/Notes:

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

(5). ________Communication: Facilitates the flow of ideas, information, and understanding

between and among individuals-within the department, within the organization, and with community

stakeholders; advocates effectively in the interest of the school district.

Comments/Notes:

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

343

(6). ________ Planning and Budgeting: Forecasting, Goal Setting, Definition of Outcomes: Plans

and organizes work, setting realistic goals with measureable objectives for a work unit, program, or

project; reviews and understands budgetary information as it relates to direct responsibilities; works

with others to define desired outcomes and future destination points, participating in the district’s

comprehensive planning and budgeting process; communicates and defines values which are

guidelines for decisions and actions.

Comments/Notes:

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

(7). ________Problem Solving and Decision-Making: Analyzes situations, identifies alternative

solutions, and makes appropriate decisions; researches and learns about the issues facing the school,

department, or district.

Comments/Notes:

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

(8). ________Creativity, Innovation, and Risk Taking: Develops and applies new and innovative

ideas and practices to enhance programs, processes, performance and/or productivity; demonstrates

individual drive and accepts responsibility for actions.

Comments/Notes:

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

(9). ________Technology Competency: Plans and understands the technical environment utilizing

appropriate applications; performs work in a technically knowledgeable manner; continually learns

and stays abreast of current/updated methods, techniques, and ideas.

Comments/Notes:

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

(10). ________Appreciating Diversity/Creating and Promoting A Positive Environment: Works

with diverse individuals while appreciating, recognizing, and integrating differences of opinion and

culture that exists among others; must be able to acknowledge that each community is vibrant and

complex; creates an environment in which individuals are encouraged to develop toward their full

potential, inspiring and challenging employees to do their best and to believe their actions make a

difference; promotes a satisfying and empowering climate that encourages members to align

themselves and work toward achieving group goals and objectives; provides opportunities for

professional development for employees throughout the organization.

Comments/Notes:

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

(11). ________Coaching and Mentoring: Teaches and encourages employees to develop their

natural skills and abilities-to innovate and achieve; offers support to individuals who are confronted

344

with obstacles and challenges; shares/delegates authority and knowledge with others to help them

acquire and apply the knowledge, skills and abilities necessary to reach their potential; provides

opportunities for personal and professional growth to enhance career goals.

Comments/Notes:

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

Performance Rating


3

Demonstrates in-depth

knowledge of job;

applies appropriately

and consistently;

highly effective in


responsibilities;

very capable

2

Demonstrates basic

knowledge of job;

applies adequately;

effective in

administering role

and responsibilities;

capable

1

Demonstrates limited

knowledge of job;

not able to apply

adequately;

minimally effective

in administering role

and responsibilities;

not very capable

0

Demonstrates little to no

evidence of knowledge of

job or how to apply;

is not effective in


responsibilities; incapable

Performance Pay Rating Computation

Type: Rating:

Goal Outcome

Leadership Performance Dimensions

Transfer Final Performance Appraisal

Rating to Superintendent’s/Designee

Determination Form

Qualifies for (check one):

Tier I Performance Pay ________

Tier II Performance Pay ________

Evaluator Comments:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

This evaluation has been fully discussed with me, and:

I agree with its content I disagree with its content**

______________________________ ____________________________ ____________

Administrator Evaluator Date

** I am aware that I may send a letter within ten (10) days to the Superintendent of Schools and a copy to the evaluator

stating reasons for my disagreement. I may also provide evidence/documentation to support my reasons. This letter

will be placed on file with my evaluation.

Received High Performing ratings on 9 out of 11 dimensions__________

Received High Performing ratings on 8 out of 11 dimensions__________

Does not qualify for Tier I or II on Performance Dimensions __________

(Must not receive any below Effective ratings to qualify for Tier I or II)

345

Attachment D


ADMINISTRATOR PERFORMANCE APPRAISAL


PRINCIPAL ASSISTANT PRINCIPAL DISTRICT ADMINISTRATOR

Name_____________________________________ School/Department _____________________

OBJECTIVES:


and district leadership standards; focusing on effective instructional leadership that impacts

student growth and achievement and/or effective administrative leadership focusing on

successfully providing quality support services, taking into consideration the uniqueness of

each position, location, and climate



termination



� To assess the support, resources, and professional development provided to both school-

based leaders and district-level administrators to promote individual as well as organizational

growth




All administrators will complete the Professional Development Plan in consultation with the

immediate supervisor and/or support team before August 31 of each year, or before the end of the

first forty five (45) days of employment. Documentation of performance goals should be provided

to demonstrate desired results. School Improvement Plans will be used in conjunction with

Individual Leadership Development Plans to develop goals and determine Performance Appraisal

Rating scores for instructional leaders. Portfolios (optional) should provide evidence or

documentation of goal accomplishment and expected competency in each of the leadership

standards.

Reappointment for - school year: yes _______________no_______________

Recommended for Tier I Performance-Based Pay: yes______ no______ % or $ ___________

Recommended for Tier II Performance-Based Pay: yes______ no ______ % or $ ___________

___________________________________ _____________________________

Administrator’s Signature Date

___________________________________ _____________________________

Evaluator’s/Superintendent’s Signature Date

346

Attachment E

PROFESSIONAL IMPROVEMENT PLAN FOR ADMINISTRATORS

Administrator’s Name: _____________________________________________________________

Position: _____________________________________ School/Department: ___________________

________________________________________________________________________________

Supervisor’s/Evaluator’s Name: ______________________________________________________

Position: _________________________________________________________________________

PLAN INFORMATION:

Date of Feedback and Assistance Session: ______________________________________________

Areas of Responsibility rated “Needs Improvement” or “Unsatisfactory”: _____________________

_________________________________________________________________________________

_________________________________________________________________________________

Specific Objectives: _______________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Timeline for Improvement: __________________________________________________________

_________________________________________________________________________________

Method of Evaluation: _____________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Employee will be notified if further development is needed after improvement plan is implemented

and timeline for improvement is complete and/or if improvement plan objectives were met

satisfactorily.

Administrator’s Signature:__________________________________ Date:____________________

Evaluator’s Signature: ____________________________________ Date:____________________