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Housemasters’ Presentation to the School Committee

Housemasters’ Presentation to the School Committee. L-S Housemasters: Eleanor Burke - South Iain Ryrie - West Leslie Gray - East. AN EFFICIENT MODEL OF SUPERVISION.

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Housemasters’ Presentation to the School Committee

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  1. Housemasters’ Presentation to the School Committee L-S Housemasters: Eleanor Burke - South Iain Ryrie - West Leslie Gray - East

  2. AN EFFICIENT MODEL OF SUPERVISION School administrators supervise both the students and teaching and learning. Even before North House was closed, L-S was a model of administrative efficiency. • *One for each of the 7 teaching departments: English, History, World Language, Math, Science, Art, and Wellness (Health & Fitness)

  3. A MORE EFFICIENT MODEL? When the student to supervisor ratio escalates, something needs to give. During the 2009-2010 academic year, the supervisory ratios at L-S are much higher than those at comparable area schools. • *One for each of the 7 teaching departments: English, History, World Language, Math, Science, Art, and Wellness (Health & Fitness)

  4. Housemaster Loads Over the Years

  5. Housemaster Job Description • Hybrid of Assistant Principal/Principal role • Manage & oversee students: academic, social, and behavioral • Big Picture stuff: hiring, building management, programmatic decisions • Liaison to two or more departments • School-wide administrative tasks (e.g. Night events, Faculty duties, class advisors, AP exams) • Faculty support, supervision, and evaluation

  6. Positivesof House Reduction • Smooth physical transition West House to North House space • Addition of 3rd campus aide • Detentions more effective • More enforcement of class cuts, off campus violations, etc. • iPass enhancements have streamlined workflow and e-notifications to parents have saved $ due to less postage costs

  7. Negative Impacts of House Reduction Relational Nature of the Job • Relationship-building suffers (HM and HA) • Less time to get to know students, pre-empt problems, put academic & social supports in place • Can’t make all P/T meetings, returning phone calls takes longer, have to use e-mail more, more triage/less proactive and personal touch • Less time to support teachers; triage in lieu of ongoing proactive consultation

  8. Negative Impacts • Supervision of students has eroded • Less administrative presence in halls • Academic needs—harder to keep up with overview, warnings, supports needed • More time spent on discipline (30%60%) • Less discretionary time to check in with specialists: clinicians, special education liaisons, program directors

  9. Negative Impacts (continued) • Evaluation process • Fewer classroom visits—more teachers to supervise (21 this year/ 16 previous 2 years) • Less feedback to professional status teachers • Less coaching time for new teachers • House system • Counselors & clinicians split between houses • House assistants—130 more families, all 530 expect same attention & service as before

  10. Conclusions • There has been an inevitable increase in the Houses’ workload, without a decrease in community expectations. • All 3 HM’s feel the job is significantly more reactive than proactive this year. • Students, parents, and teachers, we feel, are not getting the same quality of support we used to provide.

  11. House numbers over the years

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