This document provides information about a regional cohort presentation for WSU's principal certification program given by Dr. Frank Hewins, Superintendent of the Franklin Pierce School District. The presentation covered the district's early learning center, Dr. Hewins' background and strengths as superintendent, and key ingredients to student success in the district like clear goals, diversity and inclusion, and comprehensive student supports. It also discussed challenges around recruiting and retaining quality teachers and the district's strategic efforts in those areas like cultivating university partnerships and a "grow your own" program.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
The company is headed by IIM Graduates Sudhir Ghodke and Sridhar Rajagopalan and its aim is to promote an atmosphere of quality within India's primary school system. It pursues this by raising concerns related to the quality of learning, providing services related to assessment, professional development of teachers, curriculum and pedagogy, and influencing educational policy, especially in the realm of assessment.It takes a systems approach in order to improve the quality of learning. It uses a cycle of problem discovery, cause identification, solution implementation and feedback (which may lead to a deeper level of problem identification), a positive spiral towards improvement.
Distinguishing the dOERs: Faculty use of Open Educational ResourcesBeck Pitt
"Distinguishing the dOERs: Faculty use of Open Educational Resources" was presented by Beck Pitt on 10 March 2015 as part of a BCcampus webinar for Open Education Week with Rajiv Jhangiani and Clint Lalonde.
Professor Maria Raciti (USC) presents at a NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
This presentation shared an overview of the Next Generation Science Standards (NGSS), compared NGSS with existing state science standards, and explored differences in science instruction based on the new standards. The new NGSS for grades K-12 aim to prepare students for college, career, and citizenship by emphasizing a deeper understanding and application of science practices, content and cross-cutting concepts. NGSS, developed by a national team of scientists and educators partnering with 26 lead states, were adopted for implementation across Maryland’s public education classrooms beginning in the 2017-2018 academic year. While many aspects of NGSS were not novel concepts, the standards intentionally accentuate students thinking and acting like scientists and engineers by working to explain natural phenomena and solve problems. This approach reduces the content students memorize and underscores skills and knowledge needed to explain and understand natural phenomena. Students entering higher education may be less adept at rote memorization but better at solving problems, constructing explanations and developing deeper comprehension. During the workshop, participants analyzed and compared samples of a student lesson that varied with respect to learned-centeredness and discussed how learner-centered pedagogy supports instruction aligned with NGSS. Participants then discussed the implications of Maryland’s adoption of NGSS on higher education.
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
The company is headed by IIM Graduates Sudhir Ghodke and Sridhar Rajagopalan and its aim is to promote an atmosphere of quality within India's primary school system. It pursues this by raising concerns related to the quality of learning, providing services related to assessment, professional development of teachers, curriculum and pedagogy, and influencing educational policy, especially in the realm of assessment.It takes a systems approach in order to improve the quality of learning. It uses a cycle of problem discovery, cause identification, solution implementation and feedback (which may lead to a deeper level of problem identification), a positive spiral towards improvement.
Distinguishing the dOERs: Faculty use of Open Educational ResourcesBeck Pitt
"Distinguishing the dOERs: Faculty use of Open Educational Resources" was presented by Beck Pitt on 10 March 2015 as part of a BCcampus webinar for Open Education Week with Rajiv Jhangiani and Clint Lalonde.
Professor Maria Raciti (USC) presents at a NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
This presentation shared an overview of the Next Generation Science Standards (NGSS), compared NGSS with existing state science standards, and explored differences in science instruction based on the new standards. The new NGSS for grades K-12 aim to prepare students for college, career, and citizenship by emphasizing a deeper understanding and application of science practices, content and cross-cutting concepts. NGSS, developed by a national team of scientists and educators partnering with 26 lead states, were adopted for implementation across Maryland’s public education classrooms beginning in the 2017-2018 academic year. While many aspects of NGSS were not novel concepts, the standards intentionally accentuate students thinking and acting like scientists and engineers by working to explain natural phenomena and solve problems. This approach reduces the content students memorize and underscores skills and knowledge needed to explain and understand natural phenomena. Students entering higher education may be less adept at rote memorization but better at solving problems, constructing explanations and developing deeper comprehension. During the workshop, participants analyzed and compared samples of a student lesson that varied with respect to learned-centeredness and discussed how learner-centered pedagogy supports instruction aligned with NGSS. Participants then discussed the implications of Maryland’s adoption of NGSS on higher education.
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
The Top Skills That Can Get You Hired in 2017LinkedIn
We analyzed all the recruiting activity on LinkedIn this year and identified the Top Skills employers seek. Starting Oct 24, learn these skills and much more for free during the Week of Learning.
#AlwaysBeLearning https://learning.linkedin.com/week-of-learning
With a major focus on character development and single gender instruction, PROFECTUS will prepare the youth of Northwest Jacksonville to be SHARP- Self-aware, Humble, Appreciative, Respectful and Persistent.
PROFECTUS will offer a well-rounded, K-12 single-gender program for males that will hold itself and its students accountable for meeting self-imposed goals, Common Core State Standards and all standards associated with preparing students for success in college.
UAS Director's Forum May 2015 - Schoolwide and Middle School Informationuasdubai
The Director of UAS, Mr. Andrew Torris, hosted a forum in the Secondary Library on May 3, 2015 for the UAS community. Mr. Torris shared information about the restructuring of the Secondary division and information about several important positions to support teaching and learning at UAS. Mr. Patrick Hould followed Mr. Torris and presented information about the new UAS Middle School
Principal Position at Mission Dolores Academy in SFKarin Seid
Mission Dolores Academy is currently searching for outstanding candidates for the position of Principal, starting July, 2016. Our goal is to find the right person for this challenging and tremendously rewarding opportunity. We are looking for someone with the leadership experience, personality and drive to envision and implement a rich academic program and inspire our faculty, students and parents to work together in building upon the lessons and successes we help our students strive for each day.
Valiente College Preparatory Outreach and Advocacy PresentationJacob Wertz
Slide Deck presented to propsective donors, board members, and community supporters during the lead-up to launch of Valiente College Preparatory Charter School, a 501c3 nonprofit public charter school serving low-income Latino communities in Southeast Los Angeles
The Director's Forum - Schoolwide, Middle School and High School Presentationuasdubai
The Director of UAS, Mr. Andrew Torris, hosted a forum in the Secondary Library on May 3, 2015 for the UAS community. Mr. Torris shared information about the restructuring of the Secondary division and information about several important positions to support teaching and learning at UAS. Mr. Patrick Hould followed Mr. Torris and presented information about the new UAS Middle School and then Ms. Simone Sebban shared information about the high school program.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Welcome to the Franklin Pierce
Early Learning Center 2016-17!
• Serves more than 300 Franklin Pierce preschoolers, ages 3 to 5.
• 89 percent qualify for free and reduced-price lunches.
• Programs at the center teach early literacy, math and social skills, as well as
preparing kids to manage their own behavior and become more independent.
• The center houses a variety of programs, including the federally funded Head
Start, state-funded ECEAP (Early Childhood Education and Assistance
Program), a developmental preschool taught by special-education teachers and
a preschool that includes a mix of typically developing and disabled students.
• The center also houses the district’s Birth-to-Three family resource
coordinator, who helps families access special-education resources, and the
Child Find screening program, which offers assessments for any 3-to-5-year-
old in the district to determine if a child needs special education services.
3. Dr. Frank Hewins
• Bachelors of Science degree at Frostburg State University in Maryland
• Master of Arts degree at Pacific Lutheran University
• Doctorate at Washington State University.
• Served as a paratrooper in the U.S. Army in 1972
• Dr. Hewins began his education career as a teacher in Maryland in 1977. He
later went on to teach in districts within the states of Alaska and Washington.
• He began his administrative career in 1988 with Franklin Pierce SD as an
assistant high school principal and over the last 29 years has served as a high
school principal, executive director of K-12 education, and assistant
superintendent.
• Appointed as Superintendent of the Franklin Pierce School District in 2007.
• Greatest strength: ability to develop leadership capacity based on strong
values for social justice.
5. 02/14/17
Mission
To provide students with an
engaging educational environment,
built upon proven academics and
high standards, resulting in
successful and contributing citizens.
7. FPS Historical Perspective
1949-2016
• 1949 – Consolidation of Central Ave, Collins,
Midland & Parkland K-8 schools into FPSD
• 1952 – FPHS opens serving grades 10-12
• 1953 – James Sales Elementary opens
• 1955 – Harvard Elementary opens
• 1957 – Brookdale Elementary and Christensen
Elementary open
• 1958 – Ford Junior High School opens
• 1961 – Keithley Junior High School opens
• 1965 – Elmhurst Elementary opens
8. FPS Historical Perspective
1949-2016
• 1969 – WHS opens
• 1978 – GATES opens
• 1982 – Midland Elementary and Parkland
Elementary close
• 1985 – Ford and Keithley become middle
schools serving grades 6-8
• 1990 – Parkland School is sold to PLU
• 2003 – Midland Elementary reopens
• 2015 – Early Learning Center opens
9. Qualify for Free & Reduced Lunch
50%
100%
27%
42%
75%
1988 1998 2017
Year
Students(%)
11. 02/14/17
The Way We Were
• 1949 (1st
year of incorporation) – two
languages: English and Norwegian
• 68 years later . . . . .
12. English Khmer
Chuuk Bulgarian
American Sign (ASL)
Vietnamese
Ukranian
Spanish
Samoan
Russian
MoldovianKorean
Farsi
Cambodian
Tagalog
Arabic
Chinese
Guamanian
Laotian
Swahili
13. Who We Are Today
55+ different languages spoken
14. The Odds
The odds stacked against many students, especially those
born into poverty, are sobering:
• Nationwide, nearly one-third of all students fail to
graduate with their peers.
• One-third of those who do graduate are ill-prepared for
either employment or college.
• Only one-half of African American, Latino, and Native
American students graduate on time from high school.
15. The Odds
For individuals, the consequence of these failures can be
catastrophic:
• Poverty rates of families headed by dropouts are more
than twice that of families headed by high school
graduates.
• A dropout is more than 8 times as likely to be in jail or
prison as a high school graduate and nearly 20 times as
likely as a college graduate.
• Over a lifetime, dropouts earn $260,000 less than high
school graduates.
• The life expectancy for high school dropouts is five years
shorter than college graduates.
16. Five Key Leverage Points for
Changing the Odds
1. Guarantee challenging, engaging, and intentional
instruction
2. Ensure curricular pathways to success
3. Provide whole-child student supports
4. Create high-performance school cultures
5. Develop data-driven, high-reliability systems
Mid-continent Research for Education and Learning (McREL 2010)
17.
18.
19. Reasons for Hope
“If we were logical, the future might look
bleak, indeed. But we are more than
logical. We are human beings, and we have
faith, and we have hope, and we can work.”
Jacque Yves Cousteau
20. Instructional Norms
• The consistent pieces that are components of a lesson –
any lesson
• Instructional elements that occur in all classrooms across
all content areas that can be observed whether the class is
AP English or Kindergarten math
• Demonstrated success in turning around struggling schools
and school systems
• Aligned with the thinking of educational researchers such
as Dr. Richard Elmore and Dr. Robert Marzano
21. TEACH for Enduring Learning
Targets for Learning
Establish relationships, rules, and routines
Acquire (or address) new knowledge and/or skills
Check for understanding and engagement
High expectations/no excuses
22. FPSD Ingredients to Student Success
• Clear directional system (vision, mission, beliefs, & goals)
• Strength in diversity with a culture of inclusion;
• Sophisticated MTSS system for academics, behavior, and
attendance (Safe & Civil, PBIS, Restorative Practices,
AimsWEB);
• Shared organizational value of social justice and engagement of
students, staff, and the greater community;
• Well-established, high functioning PLCs with time imbedded for
regular collaboration;
• K-12 Comprehensive Guidance (Nav 101, Student-led
Conferences, 4 Year and Beyond Plans, Senior Portfolio, full-time
elementary counselors);
• Shared leadership at all levels of the organization;
• Strong focus on early learning and full-day Kindergarten;
23. FPSD Ingredients to Student Success (cont’d)
• Formal “grow our own” administrative internship program;
• Dynamic higher education, business, and community
partnerships;
• Standards-Based Grading (K-12);
• Early Warning Indicator and Intervention Systems for student
success to increase on-time graduation and post-secondary
attainment;
• District-wide Instructional Norms;
• Nested goals (district, building, classroom);
• Whole child supports;
• Supportive Board of Directors;
• Stay the course with what works and continue to go deeper while
remaining open to innovation;
• Competent, committed, and caring staff w/growth mindset;
• System coherence.
24. The Great Equalizer
“Education, then, beyond all other
devices of human origin, is the
great equalizer of the conditions of
man - the balance wheel of the
social machinery.”
Horace Mann
25. The Great Equalizer
• Public education is still the “great
equalizer”
• All children who walk through our doors
have the opportunity to succeed
• In addition to strong academics we offer
important life skills
• Learn how to become responsible
participants in the world
26. No Excuses
“Our job is easier if our kids come
to us healthy, fed, nurtured,
encouraged, and ready to learn – if
they are not – it just makes our job
MORE IMPORTANT.”
27. Go COUGS!
If I can be of any service to you during or
after you complete your program, feel free
to contact me at:
fhewins@fpschools.org
or
(253) 298-3010
28. Employee recruitment,
support, and retention
Dr. Shaun Carey, Assist. Supt. for HR and Business
Mr. Lance Goodpaster, Assist Supt. for PK-12
29. Dr. Shaun Carey
• Education
• Bachelors of Education Pacific Lutheran University
• Masters of Education (Curriculum and Instruction) City
University of Seattle
• 2001 Administrative Credentials Pacific Lutheran University
• 2012 Doctor of Education (Educational Leadership) WSU
• Professional Experience
• 1994-2001 Elementary/Middle School Teacher/Dean of
Students
• 2001-2011 Elementary Principal
• 2011-2012 Director of Human Resources
• 2012-2015 Executive Director of Human Resources
• 2015-Present Assistant Superintendent of HR and Business
30. Mr. Lance Goodpaster
• Education:
• BA, University of Washington
• MA, University of Puget Sound
• Administrator Certification, University of Washington, Tacoma
• Superintendent Credentials, Washington State University
• Ed. D in progress, Washington State University
• Professional Experience:
• 1993-2002 Teacher, Franklin Pierce School District
• 2002-2013 Principal, University Place School District,
• 2013-present, Assistant Superintendent, Franklin Pierce School
District
32. Recruitment
• Challenges
– Sparse candidate pools created by lower enrollment into WA Teacher prep programs.
– Salary inequities in the field of education vs other professions.
– Difficulty In finding a workforce that resembles (racial, ethnic, Socio-economic) the
population served.
– Competition for teaching candidates with neighboring districts.
– Managing the “unknowns” of student enrollment, operating budgets, and school facility
space.
• Franklin Pierce Strategic Efforts
– Cultivating partnerships with local university ed. Prep programs.
– Hiring our best, brightest, and most prepared student teachers.
– Conducting District site visits where top teacher candidates are working.
– Attending job fairs and ed. Employment opportunities.
– Utilizing teacher/counselor interns as emergency subs when they aren’t participating in
internship activities.
– Institution of local “grow your own” educators efforts, beginning in our HS.
35. Activity
Recruitment speech
• 30 – 90 second monolog/”sales pitch” to a Prospective
employee.
• What will you highlight? What will you choose not to
share?
• What questions should you be prepared to answer?
• What are the next steps for the candidate?
• How will your “personalize” your brief interaction?
• Time to practice! (two rounds)
37. Teacher Support
• Challenges
– Funding.
– Competing commitments for time.
– Wide range of abilities and experience.
– Need to support mentors as well.
• Franklin Pierce Strategic Efforts
– Fiscal responsibility and budgeting that prioritizes teacher support.
– Supportive school board that articulates the vision.
– Firm Core beliefs that allow for flexibility in meeting goals.
– Supported teachers benefit all students.
38. Teacher Support (CONT.)
• Principals
– Support/Promote/Provide time for PLC model
– Create a climate of mentorship and collaboration
– Commit time for:
• Individualized support
• Small group PD
– Provide specific and frequent feedback
– Get your hands dirty
40. Teacher Retention
• Challenges
– Teacher “burn out.”
– Struggles mastering the curriculum, instructional practice, and/or student
management.
– Competitive compensation packages.
– Lack of advancement opportunities within the profession.
– Countering the “grass is greener . . .” thinking.
• Franklin Pierce Strategic efforts
– Development of strong PLC’s, frontline support from building and district
administration.
– Maintaining contracts that keep the district in the upper 1/3 of our
comparable districts.
– Providing support in on-going professional development.
41. Teacher Retention (CONT.)
• Principals
– Build positive relationships
– Don’t play favorites
– Commit to a vision
– Ongoing PD
– Provide opportunities for:
• Professional growth
• New challenges
• Leadership
– Set a positive, daily tone
– Promote fun and collegiality
42. You will encourage and inspire teachers to
teach for many years to come. What will you
tell them?