Standard II, Governance and Leadership

2013-2014 Committee Members: Catherine Sutton, Bethany Stewart, Stephen Frederick, Sherry O'Sullivan, Donna Mooring

November 13 - 15 2013 Meeting Notes:
Compiled necessary artifacts:
  • Calendars for 2013-2014

  • Lesson Tuning Plans

  • Current handbook (faculty and student)

  • School Improvement Plan

  • Code of Ethics

  • Meeting minutes

  • Governing body training plan ** (epi pen, bloodborne pathogens)

  • List of assigned staff for compliance** (Who is on what committee?)

  • School leadership plan

  • Survey results

  • Representative and evaluation reports

Created dividers for binder
Prepared for presentation to fellow staff members
October 17, 2013 Meeting Notes:
2013-2014 Goals:
  • Need to add colored paper to separate standards.

  • Label Documents

  • Continue Adding Artifacts

Needed Artifacts:
  • Calendars for 2013

  • Lesson Tuning Plans

  • Current handbook (faculty and student)

  • School Improvement Plan

  • Code of Ethics

  • Meeting minutes

  • Governing body training plan ** (epi pen, bloodborne pathogens)

  • Proof of legal counsel **

  • List of assigned staff for compliance** (Who is on what committee?)

  • Communications of program relations?

  • School leadership plan

  • Survey results

  • Phone tree

  • Representative and evaluation reports

** need to ask for clarification
Questions: Can evidences overlap and represent more than one standard?
May 2014
  • Completed Advanced ED binder with several pieces of evidence including: tuning plans, meeting minutes and discussed future ways to improve evidences for next year.

Committee Members: Ben Strickland, Catherine Farmer, Bethany Stewart, Stephen Frederick
Calendars - evidence
20 November 2012
27 November 2012
29 November 2012
7 February 2013
2014-2015
2.1: 3 2014-2015: 3
  • professional development, learning coaches, Brenda Bass

  • Professional growth is the priority for each staff member. New and returning staff members are inundated with professional development provided by peers, instructional coaches and East Carolina University. In observing professional development it is clear that policies and practices have been put in place to insure the professional growth of the staff as a whole.

  • View calendars for professional development, lesson tuning, learning coaches, Brenda Bass, assessment analysis and reflection.

  • Copies of monthly calend ars (August - May)

  • Have collected all calendars for the year showing professional development, lesson tuning, learning coaches, assessment analysis and reflections.

  • Have collected copies of the student code of conduct, student handbook and faculty handbook.

2.2: 3 2014-2015: 3
  • It is WSE leadership style that values teacher input and teach willingness to think outside of the box with regards to instructional practices.

  • View teacher lesson plans and lesson tuning minutes.

  • Need to collect lesson plans from teachers.

  • Have collected copes of the student code of conduct, student handbook and faculty handbook.

2.3: 3 2014-2015: 3
  • WSE teachers are afforded the instructional freedom and encouraged to continuously try new ideas with regards to improving classroom instructional practices. Jobs are delegated to staff members with the expectation that the task will be completed in a timely manner without exterior supervision.

  • View teacher lesson plans and calendar.

  • Need to collect lesson plans.

  • Have collected surveys and department minutes.

2.4: 3.5 2014-2015: 3.5
  • Innovation and collaboration are not only encouraged of staff, it is encouraged in students as well. All staff members engage collectively on a daily basis to ensure student growth and enhance learning conditions.

  • View calendar for staff development on innovation and collaborative groups.

  • Have collected monthly calendars for the year.

  • Collections of tunning lessons and surveys.

2.5: 3 2014-2015: 3
  • Stake holders play an essential role in the success of the school. Most stake holders take advantage of opportunities provided to ensure an evasive sense of community throughout the academic environment.

  • Collected surveys.

2.6: 3 2014-2015: 3
  • Structures have been put into place ensuring that the evaluation process gleans positive growth and innovation in teaching practices.

  • Teacher participate in the rounds process to observe and offer feedback on teaching practices. After observation teachers receive immediate feedback from the principal.

  • LCD meetings and agendas from meetings with Brenda Bass.

Overall the governing body supports staff and stake holders in the decision making processes in regard to student performance and processes. Due to daily PLC meetings, it is easy to create a cohesive relationship and alignment between the staff and school leadership. This alignment creates a community and atmosphere that offers a progressive culture to foster student growth in order to maximize and maintain this culture ; it is imperative that staff and administration establish consistency and delegate clear leadership roles within the school.
April 22, 2015
Advanced ED binder contains several pieces of evidence including: tuning plans, meeting minutes, LCD presentations, calendars, handbooks, and information on discussions for ways to improve evidences for next year. Consistent and clear leadership roles are apparent within the school and staff continues to hold itself accountable to a community atmosphere and progressive culture.

2014-2015

  • Committee Members: Catherine Sutton, Bethany Stewart, Stephen Frederick, Sherry O'Sullivan, Donna Mooring


October 30, 2015

2.1:The school operates under governance and leadership that promote and support student performance and school effectiveness.  3.0

  • professional development, learning coaches

  • LDC training

  • Professional growth is the priority for each staff member. New and returning staff members are inundated with professional development provided by peers, and instructional coaches (teaching strategies). In observing professional development it is clear that policies and practices have been put in place to insure the professional growth of the staff as a whole.

  • View calendars for professional development, lesson tuning, learning coaches, assessment analysis and reflection.

  • Have collected copies of the student code of conduct, student handbook and faculty handbook.

2.2: The governing body operates responsibly and functions effectively.  3

  • It is WSE’s leadership style that values teacher input and teach willingness to think outside of the box with regards to instructional practices.

  • View teacher lesson plans and lesson tuning minutes.

  • Need to collect lesson plans from teachers.

  • Have collected copies of the student code of conduct, student handbook and faculty handbook.

  • Faculty calendars

2.3:  The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. 3.5

  • WSE teachers are afforded the instructional freedom and encouraged to continuously try new ideas with regards to improving classroom instructional practices. Jobs are delegated to staff members with the expectation that the task will be completed in a timely manner without exterior supervision.

  • School improvement plan developed and voted on by the staff.

  • Agendas and minutes of meetings

  • Roles and responsibilities of school leadership (lunch duty calendar and bus duty calendar, planning/event committees)

  • Rounds model (ELEOT)

  • Maintenance of consistent academic oversight, planning and resource allocation

  • Survey results regarding functions of governing body

  • Stakeholder input and feedback

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