ELEMENTARY DISTRICT - Staff Selection, Leadership, & Capacity Building

 

Theme: Staff Selection, Leadership, & Capacity Building

 

System level: District

 

Practice: Focus staff selection and professional development on creating strong instructional leaders.

 

 

What does this practice look like in Arkansas?

 

The district mandates some professional development activities, but offers teachers a variety of options for completing the state-required professional development hours. Most professional development activities that are mandated by the district are activities mandated by the state. Teachers are allowed to choose from a variety of activities for completing professional development hours so that professional development is a valuable experience. While the district offers many professional development options, teachers are also encouraged to seek professional development activities outside of the district.

 

The district schedules days during the school year for staff development. The school schedule is arranged so that most, if not all, of the necessary professional development hours can be obtained during the school year. These professional development days are part of the contracted days.

 

The district will pay for teachers to attend professional development activities outside of the district, as long as teachers can provide evidence that the activities will enhance instruction. The district is willing to pay for teachers to attend professional development activities outside of the district, with the provision that the activities must be research-based and will enhance instruction. Typically, teachers that attend activities outside of the district are required to provide training for other teachers in their school or district.

 

Teachers are surveyed to determine what staff development activities would be most beneficial. Professional development activities are chosen based on what teachers and administrators feel would be valuable. Input from the teachers is considered to be of utmost importance as the district determines which activities will be scheduled for the year.

 

Documents related to practice:

Conway School District provides a timeline for teachers who are mentoring novice teachers. The goal of the timeline is to make sure that new teachers are prepared for the Praxis III/Pathwise examination which takes place within their first year of teaching.  Mentoring guidelines are specific to the Pathwise Evaluation System. A Project Director oversees all mentoring relationships and ensures that mentors and novice teachers are progressing on schedule.

Examples:

 

Formal teacher evaluations in the Rogers School District are based on the Pathwise Evaluation System that is utilized by the Arkansas Department of Education.  A detailed rubric that mirrors the four Pathwise domains is used for summative and formative evaluations.  In addition, teachers are evaluated on progress toward professional goals and contributions toward school and district goals.

Examples:

 

Formal administrator evaluations in the Rogers School District are completed using a detailed rubric as one factor.  Other factors in the evaluation include a Professional Growth Plan, monitoring of progress toward school goals, and contribution toward district goals.

Examples:

 

Teacher selection is done in the Van Buren School District by means of a ranking system.  All persons involved in the interviewing process rank the candidates to determine their top choice for hire.

Examples: