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Pdf ready to learn isd hr Pdf ready to learn isd hr Presentation Transcript

  • Ready To Learn Independent School District Department of Human Resources Priscilla  Dawn  Johnson   EDUL  7023:  Dr.  Douglas  Hermond   May  8,  2010  
  • Mission  Statement  for  Ready  To  Learn   Department of Human Resources   WE   will   sustain   high   academic   achievement   of   all   Ready   to   Learn   students   by   recruiKng,   selecKng,   retaining,   and   supporKng   a   diverse   and   highly   talented   staff.   WE   will   train   and   educate   our   staff   to   be  fluent  in  technical  trends,  cultural  responsiveness,   and   excellent   gatekeepers   for   the   opportuniKes   WE   open   for   our   students.   WE   are   the   voice   for   all   staff,   the   developers   of   many,   purposed   to   serve   our   students,  who  are  Ready  To  Learn.      
  • HR  Strategic  Goals     Provide  the  best  available  staff  for  student  achievement  and  staff  development     Train  a  diverse  workforce  fully  engaged  with  students       Develop  student  teachers  and  ensure    their  success     Provide  teachers  the  opportuniKes  to  lead  in  our  supporKng  departments     Provide  training  for  teachers  who  instruct  the  SubsKtute  Academy     Implement  individual  development  acKon  plans  for  teachers     Encourage  parent  and  community  parKcipaKon  through  quarterly  newsleUers,   parent  conferences  each  semester,  and  maintaining  a  dynamic  website  
  • OrganizaKonal  Structure   Director  of   HR   Assistant  to   Director   Parents     Teachers   Students   Community  
  • OrganizaKonal  Structure   ExecuKve   Director     Assistant  to  ED   OrganizaKonal   Recruitment  &   OccupaKonal   Employee   Total   and  Staff   Workforce   Health,  Safety,   RelaKons   CompensaKon   Development   Planning   and  Wellness   Departments Supporting Student Learning Student   Center  for   SubsKtuKon   Teaching  &   Student   Academy   Mentorship   Learning  
  • Power  and  Authority  Structure   Professional Bureaucracy with Shared Decision Making  StandardizaKon   DecentralizaKon   Shared  Decision  Making   • We  rely  on  the  knowledge  and   • Teachers  have  a  direct  “say”  in   • We  uKlize  “zone  of  acceptance”   experKse  of  our  teachers  to   their  curriculum,  high  level  of  job   model  for  decision  making.  We   funcKon  effecKvely;  teachers  lead   autonomy,  while  belonging  to   consider  relevance  and  experKse,   their  development  plans,  and   professional  organizaKons   before  involving  teachers  and   develop  own  standards   uKlize  “group  consensus.  We  also   develop  teachers  for  decision   making.  
  • CompensaKon   Performance-Pay for Teachers Teachers  who  demonstrate   All  teacher  salaries  need  to  be   higher!   superior  performance  should   be  paid  more!   The Center for Teaching Quality: TeacherSolutions℠ Model Base-­‐CompensaKon  Plans   •  Teachers  enter  our  schools  with  various  skills  and  knowledge   •  They  have  the  opportunity  to  negoKate  their  salaries  based  on  these  factors   Career-­‐CompensaKon  plans   •  This  pay  builds  upon  base  salary   •  We  offer  supplements  in  four  areas:   •  1.  Student  learning  2.  Knowledge  and  skills  3.  Market  needs  4.  Leadership       A TeacherSolutions report by 18 of the nation’s best Teachers: Center for teaching Quality, 2006
  • CompensaKon   Performance-Pay for Teachers A  Professional  Compensa0on  Framework,  Designed  for  a  Compe00ve  Metropolis     Base  salary  range   Career  Salary  Supplements   (negoKable)   Student   Knowledge   Market   Leadership   Base  and   Learning   &  Skills   Needs   Career  Pay   Novice   $30,000-­‐ Up  to  5%   Up  to  5%   Up  to   Not  ready   Up  to   $45,  000   $5,000   for  role  &   $55,000   reward   Advanced   $46,000-­‐ Up  to  10%   Up  to  10%   Up  to   Up  to  10%   Up  to   $55,000   $10,000   $85,000   Expert   $56,000-­‐ Up  to  15%   Up  to  15%   Up  to   Up  to  15%   Up  to   $70,000   $15,000   $130,000  
  • Rewarding  &  MoKvaKng  our  Teachers   We  graKfy  certain   Yet,  we  also  recognize   needs,  called   fulfillment  of  hygiene   MOTIVATORS:   needs:   •  Achievement   •  RelaKons   •  RecogniKon   •  Supervision   •  Work  itself   •  Policy  &  administraKon   working  condiKons,  and     •  Responsibility   salaries     •  Advancement   •  Personal  life  
  • How  We  MoKvate  Our  Teachers   MoKvators    Beginning  of  school  year  survival  kit    Once  a  year,  team  building  and  socializing  2-­‐day  retreat    EducaKonal  Olympic  games  to  strengthen  cohesion      Update  technology  and  supplies  for  teaching      Once  a  semester,  each  teacher  gets  a  two-­‐hour  “come  to  work  late  or  leave  early  coupon”    We  keep  salaries  above  market  levels    We  provide  cost  of  living  adjustments    OccupaKonal  Health,  Safety,  and  Wellness  department  provides  a  24-­‐hour  gym  for  all  staff   members    Reduce  the  number  of  unfulfilled  contracts  due  to  pregnancy,  by  offering  16  weeks  off,   with  ½  pay      We  provide  daycare  called  “Children’s  Center,”  from  4  months  to  age  5;  we  pay  33%  of   costs  
  • How  We  Reward  Our  Teachers   Rewards   •  Golden  Apple  award  at  staff  meeKng,  selected  by  other  teachers   •  Set  money  aside  for  small  gips,  like  gip  cards   •  Televised  “Excellence  in  Teaching  Award”   •  Reward  monies  for  improvement  in  standardized  test  scores   •  All  staff  noon-­‐hour  lunches  4  Kmes  a  year   •  Teacher  movie  night   •  Teacher  of  month,  with  free  parking  space   •  Appointment  of  “acKng  principal”   •  Celebrate  “teacher  appreciaKon  week”  
  • Technical  Core  of  our  School   Focus:  CogniKve  &  ConstrucKvism   Our  learning  culture  is  based  on  cogni1ve  development  and  social  construc1vism:   We  believe:   We  Believe   We  Believe   We  Believe   We  Believe   Our  students   Learning  is  a   Students  learn   Our  students   respond  to   mental   best  with   bring  prior   more  than  just   process  that   tools,  which   knowledge   reinforcement   includes   reinforces   and   and   problem   cogniKve   contribute  this   punishment   solving   development   to  the   learning   process  
  • Technical  Core  of  our  School   Focus-­‐  -­‐  -­‐>  CogniKve  &  ConstrucKvism   We  teach:   We  Teach   We  Teach   We  Teach   Our  students   Strategies  to   The   how  to  learn   retrieve   importance   and   informaKon   of  cultural   informaKon   for  future   tools,  such  as   digesKon   use   technology   techniques   and  stats  for   teaching  
  • Technical  Core  of  our  School   How we Teach Students to Learn •  Cogni0ve  Approach   •  Social Constructivism    InformaKon  processing    Social  interacKon    Keep  student’s  aUenKon    Cultural  tools    OrganizaKon  skills    AcKviKes  to  shape    PracKce  techniques   development    Verbally  empower   students  to  learn     •  Cultural  tools   •  Learning  TacKcs   –  Math  instruments   –  Note  taking   –  Computers/internet   –  Mnemonics   –  Symbolic  tools   –  Visual  aids   –  Maps,  signs,  and  codes  
  • Technical  Core  of  our  School   Teaching Strategies Encourage  and   Use  cogniKve   Search  students’   accept  student   terminology:     prior  knowledge  of   autonomy  &   (classify,  predict,   topic  before   iniKaKve   create)   teaching   Encourage   Encourage  criKcal   Ask  follow-­‐up   communicaKon   thinking  with   quesKons  to  gauge   between  students   open-­‐ended   understanding   and  teachers   quesKons   Provide  Kme  for   Challenge  previous   students  to   Use  errors  to   concepKons  on   construct  own   provide  feedback   topics  and  discuss   meaning  
  • MoKvaKng  Students   “It only takes a spark to get a fire going, and soon all those around warm up to its glowing…”  1st  day:  Teachers  tell  of  their  passion  for  learning    Vary  delivery  of  instrucKon    Observe  students  and  make  records  of  all  learning  styles    Use  visual  aids  (technology,  internet,  social    Create  supporKve  relaKonships  with  students  through   networks   encouragement,  aUenKon,  &  feedback    Reward  success  with  verbal  praise  and  trinkets    Create  an  atmosphere  where  students  want  to  work    Help  students  build  their  character  by  focusing  on   hard  for  someone   1  character  trait/week    Provide  standards  and  structure    Teach  goal  setng  by  having  students  write  down    Let  them  know  what  they  have  to  do  to  succeed   3  goals/week    Relate  assignments  to  real  life  (bring  current  event    Teach  accountability,  were  goals  met?   arKcles  to  class)    Have  students  answer  the  “big”  quesKon  3  x’s  per   week:  “did  I  do  my  best?”    Incorporate  team  building  exercise  to  teach   importance  of  helping  others  
  • Research  QuesKons   1.  Does  the  teacher-­‐student  relaKonship  have  an  influence  on  student   moKvaKon  to  learn?   2.  Does  shared  decision  making  have  and  adverse  impact  on  teacher   job  performance?     3.  Does  the  “pay  for  performance”  model  have  an  impact  on  student   achievement?   4.  What  is  the  correlaKon  among  well-­‐trained  subsKtute  teachers  and   student  performance?  
  • References   Ames,  R.  and  Ames,  C.  (nd).  Nine  ways  to  moKvate  your  students.  Journal  of  Educa-onal  Psychology.  Retrieved  May  5,  2010  from   hUp://www.imakenews.com/achievement/Nine_Ways_to_MoKvate_2006.pdf   Cambridge  Public  School  (2009).  Goals  for  2008-­‐2009.  Retrieved  April  30,  2010  from  hUp://www.cpsd.us/schcomm/goals.cfm   Center  for  Teaching  Quality  (2007).    Designing  a  system  that  students  deserve:  A  TeacherSoluKons  Report.  Retrieved  May  7,  2010  from   hUp://www.teacherleaders.org/sites/default/files/TS2008_0.pdf   Craven,  H.  (nd).  LighKng  the  learning  fire.  Retrieved  May  5,  2010  from   hUp://www.inspiringteachers.com/classroom_resources/arKcles/curriculum_and_instrucKon/learning_fire.html   Hoy,  W.  &  Miskel,  C.  (2008).  EducaKonal  AdministraKon:  Theory,  research,  and  pracKce  (8th  ed.).    New  York,  NY:  McGraw-­‐Hill.     Hopkins,  G.  (2008).  25  ways  to  moKvate  teachers.  EducaKon  World.  Retrieved  April  30,  2010  from  hUp://www.educaKonworld.com/ a_admin/admin/admin289.shtml   Kostelecky,  K.,  &  Hoskinson,  M.  (2005).  A  "NOVEL"  approach  to  moKvaKng  students.  Educa-on,  125(3),  438-­‐442.  Retrieved  from   Professional  Development  Collec-on  database.   Murphy,  E.  (1997).  CharacterisKcs  of  construcKvist  learning  and  teaching.  Retrieved  April  20,  2010  from   hUp://www.ucs.mun.ca/~emurphy/stemnet/cle3.html   NDT  Resource  Center  (2010).  Teaching  with  the  construcKvist  learning  theory.  Retrieved  April  30,  2010  fromhUp://www.ndt-­‐ed.org/ TeachingResources/ClassroomTips/ConstrucKvist%20_Learning.htm