Welcome to Our School!

1. Welcome to Our School! New Teacher Introduction Presented By: John Haynes Karri Britain Michelle Williams Nancy Diggs Kristina Golden EAD-523 Developing Professional Capacity Instructor: Vince Evans March 10, 2018

2. Vision and Mission Slides The vision at Joy Place Middle School is to be a premier, world class school in which every student acquires an excellent education. Our school will be a welcoming center organized by high-quality teaching and learning. Our mission at Joy Place Middle School is to inspire possibilities for student success through a broad range of unique teaching teaching and learning opportunities.

3. School Continuous Improvement Plan A school improvement plan is a road map that sets out the changes a school needs to make to improve the level of student achievement, and shows how and when these changes will be made.

4. School Continuous Improvement Plan cont. • Our School as well as all of the other school in districts in our state are required to have a School Continuous Plan or CIP. • Our School’s CIP is developed around our school’s vision, mission statements and annual performance goals. • Our School’s annual performance goals target student performance in reading, math and communication. It holds us accountable for students’ academic growth. Our School’s improvement planning establishes a mutual direction and focuses everyone’s attention on the agreed upon objectives. • Our School’s continuous improvement plan focuses on 3 objectives. 1. Instructional Excellence and Alignment 2. Leadership Capacity 3. Professional Capacity

5. Steps from Creation to Student Success Collect and Interpret Data Student Academic Success Develop Plan Monitor and Amend Plan Implement Plan

6. Continuous School Improvement Plan cont. Data Sources • Student Demographics • Student Learning • Engagement Data • Implementation Data Implementation includes: • Planning • Learning Target Use • Student Evidence • Formative Assessment Strategies

7. Professional Learning Communities “The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities.” -Richard DuFour

8. Professional Learning Communities At Our School • All teachers participate in Professional Learning Communities (PLCs) at Our School. • PLCs are broken down by grade level in the lower grades and content area teams in the upper grades where teachers are departmentalized. • ESOL teachers and special education teachers participate in PLCs specific to their specialty, as well.

9. Professional Learning Communities The Breakdown We have eight PLCs at Our School, as follows: • Pre-K - grade 1 teachers • Grade 2 - 4 teachers • Grades 5 - 8 math teachers • Grades 5 - 8 ELA teachers • Grades 5 - 8 science teachers • Grades 5 - 8 social studies teachers • ESOL teachers • Special Education teaches (self-contained and resource)

10. Professional Learning Communities Expectations Professional expectations at Our School include your participation in your assigned PLC. This includes the following: • Attending all PLC meetings, according to your team lead’s schedule • Participating fully in PLC professional development activities • Allowing members of your PLC to regularly informally observe your classroom and provide feedback • Providing quality feedback for members of your PLC who you informally observe

11. Leadership Team Expectations- According to Zepeda (2007), “Leaders must support work of teachers, so that schools might more effectively focus their attentions, energies, and efforts on student learning and achievement.” (p.3) It is the charge of the leadership team to ensure that systems within the school support the mission and vision as well as staff and students. These members have been elected by their colleagues and must uphold the following duties. • Attend a bi-weekly meeting. • Get feedback from staff about areas of refinement to CIP or proposed professional development. • Review the schools C.I.P, including in feedback from the staff, and determine next course of action. • Review C.I.P plan to ensure that plan aligns with mission and vision. • Review and approve proposals for funds that relate to professional development. • Develop method for measuring effectiveness of staff attended, professional development. • Advocate for staff and student needs as they pertain to student learning and achievement.

12. Teacher Expectations • To put service to students above all else. • Take responsibility for the success of all students. • Care passionately about our work with children. • Build strong positive relationships with students, staff, parents, and community. • Model and promote civility and integrity. • Familiarize yourself with, and abide by, federal and state laws, as well as regulations designed to implement these laws, as these affect their work • Faithfulness and promptness in attendance at work. • Care and protection of school property. • Attendance at school functions in accordance with the expectations of the District.

13. 10. Concern and attention toward their own and the Board's legal responsibility for the safety and welfare of students, including the need to ensure that students are supervised at all times. 11. Annually view the District’s required Safe Schools Training Courses. 12. Don’t use of corporal punishment. 13. Don’t use, possession, or being under the influence of alcohol or illegal substances while on the job. “Great teachers have high expectations for students but even higher expectations for themselves.” -Todd Whitaker

14. References DuFour, R., & Eaker, R. E. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree. Leithwood, K., & Jantzi, D. (1990). Transformational Leadership: How Principals Can Help Reform School Cultures. School Effectiveness and School Improvement,1(4). Whitaker, Todd. (2004). What great teachers do differently: 14 things that matter most. Larchmont, NY: Eye on Education, Inc. Zepeda, S. (2007) The Principal As Instructional Leader: A Handbook For Supervisors. (2nd Edition) Larchmont, N.Y: Eyes On Education.