Leandro principals work group priorities - September 2019
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Changes to the recommendations from the principals work group of the Governor's Commission on Access to Sound Basic Education are in red.
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Principal draft recommendations June
The document outlines 9 draft priorities for the Commission on Access to Sound Basic Education Principal Work Group:
1. Align administrator preparation standards with national standards and require full-time, year-long internships with stipends for students seeking administration certification.
2. Ensure administrator training covers early childhood development, social-emotional needs, support staff roles, teacher retention, and collaborative leadership.
3. Expand the Principal Fellows program by tying internship stipends to experience and ensuring no pay loss during internships.
4. Scale high-quality principal preparation partnership programs like NELA and TP3 so every district has at least one, focusing on recruiting and supporting a diverse pool of administrators.
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The document outlines draft priorities for a constitutionally compliant public school finance system in North Carolina. It identifies five core values that should guide the system, including ensuring adequate and equitable funding, compensation, and resources to meet student needs. It then lists seven items for discussion, such as determining an adequate level of funding accounting for individual student needs, ensuring low-wealth districts can attract high quality staff, adjusting allotments to support high-needs students, and implementing statewide salary schedules to adequately compensate educators.
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The document outlines 9 draft priorities for the Commission on Access to Sound Basic Education Principal Work Group:
1. Align administrator preparation standards with national standards and require full-time, year-long internships with stipends for students seeking administration certification.
2. Ensure administrator training covers early childhood development, social-emotional needs, support staff roles, teacher retention, and collaborative leadership.
3. Expand the Principal Fellows program by tying internship stipends to experience and ensuring no pay loss during internships.
4. Scale high-quality principal preparation partnership programs like NELA and TP3 so every district has at least one, focusing on recruiting and supporting a diverse pool of administrators.
Leandro principals work group draft recommendations
Draft priorities of the principals work group of the NC Governor's Commission on Access to Sound Basic Education.
Leandro finance work group draft recommendations
The document outlines draft priorities for a constitutionally compliant public school finance system in North Carolina. It identifies five core values that should guide the system, including ensuring adequate and equitable funding, compensation, and resources to meet student needs. It then lists seven items for discussion, such as determining an adequate level of funding accounting for individual student needs, ensuring low-wealth districts can attract high quality staff, adjusting allotments to support high-needs students, and implementing statewide salary schedules to adequately compensate educators.
Leandro teacher work group draft recommendations
Draft priorities of the teacher work group of the NC Governor's Commission on Access to Sound Basic Education.
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The Commission on Access to Sound Basic Education Assessment and Accountability Work Group drafted priorities around improving North Carolina's school accountability system. The priorities included: (1) including multiple measures of school performance beyond test scores to provide a more well-rounded view; (2) creating a balanced statewide assessment plan; (3) revising the school performance grade formula; and (4) ensuring support for low-performing schools through comprehensive needs assessments and professional development. The priorities also focused on improving 3rd grade reading proficiency and defining the roles of School Resource Officers.
Leandro early childhood work group draft recommendations
Draft priorities for the early childhood/whole child work group of the NC Governor's Commission on Access to Sound Basic Education.
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The document outlines a set of draft priorities for the Commission on Access to Sound Basic Education Principal Work Group. The priorities include: 1) Aligning state administrator preparation standards with national standards; 2) Requiring year-long, paid internships for administrator certification programs; 3) Ensuring administrator training covers topics like early childhood development, student wellness, and community engagement. Other priorities are expanding leadership development programs, creating a statewide mentorship program, and revising principal salaries and assistant principal allotments.
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1. Increasing funding for teacher positions, teaching assistants, and instructional support staff to allow for differentiated instruction based on student needs.
2. Expanding the North Carolina Teaching Fellows program to recruit more teachers, prioritizing high-need subjects and low-wealth districts.
3. Providing induction supports like mentoring for all beginning teachers in low-wealth districts and high-poverty schools through programs like North Carolina New Teacher Support Program.
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1. Increasing funding for teacher positions, teaching assistants, and instructional support staff to allow for differentiated instruction based on student needs.
2. Expanding the North Carolina Teaching Fellows program to recruit more teachers, prioritizing high-need subjects and low-wealth districts.
3. Providing induction supports like mentoring for all beginning teachers in low-wealth districts and high-poverty schools through programs like North Carolina New Teacher Support Program.
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School-based management aims to improve learning outcomes through continuous improvement across four dimensions: leadership and governance, curriculum and learning, accountability and continuous improvement, and resource management. It establishes a support system to provide teachers with materials and establishes school governance. The ultimate goal of school-based management is improved learning outcomes, and it has devised a three-level scale of practice to achieve this, starting with establishing accountability measures and standards before fully managing school resources, instruction, and student achievement.
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The document outlines an action plan for the utilization of a learning centre and digital learning at a school for the 2015-16 year. The plan has two main goals: 1) To enhance the researching skills of 50% of students by having them use resources in the learning centre for curricular topics. Teachers will incorporate learning centre activities and book periods in advance. 2) To enhance the learning of 80-85% of students through incorporating digital learning and technology into 60-70% of lessons. The school will register interested students for suitable global online competitions. Progress will be reviewed by May 2016.
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Reflective practice frames the process of continuous improvement. It addresses questions about leadership, authority, and one’s own upbringing and how we tackle hard problems. Reflective practice helps us to adjust, fine-tune, and change the way we do business through daily experiences and real-life situations. Reflective practices have a direct impact on our leadership style.
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Collaboration can take many forms and can include teamwork with one or more educational partners involved in supporting beginning teachers - the union, institutions of higher education, the local school board, parents, the state educational agency, the business community, and others.
District-university partnerships can offer benefits to new and experienced teachers alike, from a continued relationship with the university for the novice teacher/alumnus, to possible compensation (in the form of university course vouchers) for veteran teachers who serve as mentors.
If your induction activities are voluntary you will need to encourage new teachers to participate. Remember that new teachers often are overwhelmed by the heavy load they carry. Offer some of the following incentives:
- Extra planning time
- Money for materials
- Limited extracurricular duties
- Reduced workload
- Release time to observe other teachers
- Priority placement in staff development workshops
- Assistance toward earning a master's degree in the first or second year of teaching
- Continuing education credits toward district salary increments
Beginning teachers and mentors who volunteer to participate in the program are required to enroll in graduate courses tailored to their needs. Mentors and mentees visit each other's classes at least once per semester, hold weekly meetings in the fall, and meet at least twice a month in the spring. Experienced teachers who assume mentoring responsibilities do so in addition to their teaching duties.
You already may provide one or more induction program components: orientation activities to introduce novice teachers to your district; support systems, including mentors, to assist teachers as they develop; training in the form of courses, workshops, or ongoing professional development; and/or evaluation designed to foster teacher improvement and/or to determine a teacher's future with the district.
It is important to ensure that all aspects of your program relate to one another and address your district's particular needs. You will need to consider such issues as district standards for teachers and students, and the extent to which students from teacher preparation institutions are prepared to face the challenges in your schools.
Source: https://ebookschoice.com/help-new-teachers-establish-themselves-professionally/
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