Human Resource

Development
Lamar University – EDLD 5345

Ann Okafor
11-26-2020
Week 1: Overview of Human Resources

Policy Scenario 1

A new principal of a high school begins to review the campus master schedule and notices that there

are several teaching vacancies that must be filled. He calls a staff meeting and discloses this

information to the staff, in order to inform them that he is working to resolve classroom---overcrowding

issues. Later on that day, the principal discussed with his campus administrative team that the current

staff appears to be aging, and he would like the interview committee to focus on hiring younger staff

members in order to invigorate the environment. Based on this, he advises the team to pay close

attention to younger candidates, or those likely to be younger candidates, when reviewing applicants.

One of the staff members states that she has the perfect candidate; however, she thinks that he may

have been engaged in an inappropriate relationship with a minor, which was in violation of the law.

Despite this, she ensures everyone that the applicant is a very good person. The principal proceeds to

prepare the posting and submits the necessary forms for approval. The district posts the vacancy on the

district website. Being that there is a preferred candidate, the principal suggests filling the vacancy in

the next 5 days.

Based on the scenario, there are several concerns I have regarding how the new principal handled the

vacancies at this high school. The three areas of concern are when the vacancy was to be filled, discrimination

against certain applicants, and an applicant’s undisclosed history of an inappropriate relationship with a minor.

Beginning with the positives, the new principal correctly posts the vacancy on the district’s website.

According to Education Code 11.1513(d) (Alief ISD Policy Online, 2019d), there needs to be a notice of the

position by posting the position on either a bulletin board at that is located to the public in the district’s central

administrative office and central administrative office of each campus or on the district’s internet website. There

also must be a reasonable opportunity to apply for the position. However, my first area of concern was when the

vacancy was expected to be filled. The principal suggested the vacancies be filled within the next 5 days.
According to Education Code 21.003 (Alief ISD Policy Online, 2019d), the district must allow 10 days before

filling a vacant position for which a certificate or license. To address this, the principal must allow another 5

school days before filling the position.

Another area of concern was the apparent discrimination against certain applicants above a certain age

from applying. The scenario states that the principal noticed that the current staff appears to be aging and would

like the interview committee to focus on hiring younger staff members. This is a direct violation of the Labor

Code 21.101 (Alief ISD Policy Online, 2019a). It states that discrimination on the basis of age (over the age of

40) is prohibited. He also should not be coercing his interview committee to focus on a specific demographic.

Instead, individuals should be judged based on what they can bring to the classroom and how their goals will

align with the schools’ vision.

Lastly, and area of concern was the applicant’s undisclosed history of an inappropriate relationship with

a minor. If said applicant was to have applied and been employed at the high school, the new principal may have

his certification revoked. According to Education Code 21.009 (Alief ISD Policy Online, 2019d), the State Board

for Educator Certification may revoke certification if they believe that he employed an applicant for a position

whether or not he was aware that the applicant had been adjudicated for or convicted of having an inappropriate

relationship with a minor. To address this issue, the new principal must select applicants for a certified or licensed

position that have submitted a pre-employment affidavit disclosing whether the applicant has ever been charged

with, adjudicated for, or convicted of having an inappropriate relationship with a minor. If the employee failed to

disclose the required information during the application process, they could have their contract terminated.
 Policy Scenario 2

A teacher at an elementary school observes a large bruise on one of her student’s arm. She immediately

asks the student if he is ok. He says yes and responds by saying that he fell off his bike. Later that day,

the teacher overhears the student telling his friend that a relative, who stays at his home, hits him every

day for no reason. The teacher informs you, as the principal, of this. How should you advise the

teacher? Support your decision using policy. As a campus principal, what would you do to ensure that

your campus staff is cognizant of the reporting requirements related to abuse? Why is this important?

As principal, I would advise the teacher that it is their duty to report the incident immediately. I would tell

the teacher that if they have cause to believe that a child has been or may be abused or neglected is required by

law to make the report to CPS or DFPS. Under the Family Code 261.101(b) (Alief ISD Policy Online, 2019d),

the teacher (professional) must report the incident within 48 hours after they first suspected abuse or neglect. The

teacher may not delegate to or rely on another person, including myself, to make the report.

To ensure that campus staff is aware of the reporting requirements related to abuse, I will work with the

instructional leadership team and human resources to prepare professional development trainings that will focus

on detecting and reporting child abuse. As professionals, we have the responsibility to report suspected abuse,

which means knowing how to make a report, being familiar with the district’s reporting procedures, and how to

communicate with CPS.

This is important for several reason. First, as educators, it is important that we remove barriers that are

causing students not to succeed at school, including child abuse. We have constant contact with students which

means we can see changes in their appearance and behavior (Crosson-Tower, 2003). Because of this, our training

allows us to detect indicators that a student is being maltreated. Another reason why it is important that my staff

is aware of the reporting requirements related to abuse is because we are legally mandated to do so under the

Family Code 261.101(b) (Alief ISD Policy Online, 2019d). In Texas, professionals (such as teachers) are legally

mandated to report suspected child abuse and neglect. According to Human Resources Code 48.051, .052, .054
(Alief ISD Policy Online, 2019d), teachers who report suspected child abuse are immune from civil liability and

criminal penalty if they report in good faith. This immunity should encourage my staff to be more aware and

vigilant in detecting and reporting abuse. Staff members who fail to meet their legal responsibility will be subject

to penalties or disciplinary actions. Third, our staff should use this opportunity to advocate for our students, and

to provide them the necessary services that can help them and their families. Our staff should try to build positive

relationship with our students to help build their resilience to challenges, especially those who are being abused

or are at-risk for being abused (Crosson-Tower, 2003).

Policy Scenario 3

As a school principal, you are responsible for ensuring that all staff is properly certified to teach courses

reflected on your master schedule. You have had difficulty staffing math teachers this year and have

reached the 30th day of having an inappropriately certified or uncertified teacher in two classrooms.

In Texas, what is the district’s responsibility in this case? What are your next steps as it relates to

solving this situation? What are some steps you can take to preserve the quality of instruction in these

classrooms?

Our campus has been having difficulties finding qualified applicants to fill two math vacancies this school

year. We have also reached the max number of days (30) of having an inappropriately certified or uncertified

teacher in our classrooms. The next step will be to contact the district. In accordance to Education Code 21.057

(Alief ISD Policy Online, 2019c), the district must now provide a written notice of the assignment to the parents

or guardians of each student in that classroom.

As we continue to look for certified math educators, for the time being we will need qualified long-term

substitutes to be in these classrooms to ensure students receive high quality instruction. Having quality long-term

substitutes helps ensure that our school attains its vision and mission. Human resource will help assist in talent

management by recruiting, hiring, training, and managing of a team of qualified substitutes for situations like
these to keep instruction going in the classroom. These long-term substitutes must be able to adapt to a variety of

teaching situations. They will be expected to follow lesson plans, enforce classroom management, and be familiar

with basic classroom technology. They will also be expected to build positive relationships with students, show

patience and efficacy, and communicate effectively with stakeholders.

To ensure that these qualified substitutes meet our district’s expectations, I will work collaboratively with

human resources to make sure that there is ongoing training that will keep substitutes up to date on best

instructional practices and classroom management. They will also be well versed in our district’s policies and

procedures. While all this is happening, the instructional leadership team and I will continue to work with human

resource to attain top talent to secure positions for our two math vacancies.

Policy Scenario 4

According to DH (LEGAL), a school district shall adopt a written policy concerning electronic

communications between a school employee and a student enrolled in the district. List 2 --- 3 highlights

of your district’s local policy, as it relates to communication between a school employee and a student,

as well as personal use of social media. Feel free to pull from another district’s policy if you do not

have access to your district’s policy.

For my district, Alief ISD, their DH (LOCAL) policy states that a certified employee or any other

employee designated in writing by the Superintendent or a campus principal may use electronic

communication with currently enrolled students only about matters within the scope of the employee's

professional responsibilities (Alief ISD Policy Online, 2019b). However, unless an exception has been

made in accordance with the employee handbook or other administrative regulations, an employee shall

not use a personal electronic communication platform, application, or account to communicate with

currently enrolled students. Employees are also prohibited from using electronic communication directly

with students who are currently enrolled in the district. Some exceptions include family and social
relationships; circumstances under which an employee may use text messaging to communicate student

groups; and other matters deemed appropriate by the Superintendent or designee. Also important, an

employee shall be prohibited from using electronic communications in a manner that constitutes

prohibited harassment or abuse of a District student; adversely affects the student's learning, mental

health, or safety; includes threats of violence against the student; reveals confidential information about

the student; or constitutes an inappropriate communication with a student, as described in the Educators'

Code of Ethics.

My district’s policy did not mention anything about social media, so I used Houston ISD’s

(HISD) DH (LOCAL) social media policy (Houston ISD Policy Online, 2017). Their policy states that

when using social media for personal purposes, an employee may not establish or update their personal

social network(s) using the district’s computers, network, or equipment. However, HISD does allow

reasonable access to professional networking sites, such as LinkedIn, using district technology resources,

if such access does not interfere with the employee’s primary job performance. Employees are still

subject to laws, policies, and regulations, even when communicating regarding personal and private

matters, regardless of whether the employee is using private or public equipment on or off campus. If an

employee uses electronic communication with a currently enrolled student and their parents, it may be

an official educational record. Therefore, to ensure adherence to HISD’s requirements for records

retention and destruction, the preferred method of electronic communication between employees and

students and/or parents is the official district communication methods issued to the employee. For

example, HSID’s email.

Several years, one of our colleagues was terminated by human resources after it was discovered

that he was using social media inappropriately. Our principal, the instructional leadership team, and

human resources used that moment to educate us about being digital citizens, or how to responsibly use

technology that is ethical and appropriate. These protocols are important because educators are still

subject to applicable state and federal laws, local policies, administrative regulations, and the Code of

Ethics and Standard Practices for Texas Educator, even when communicating regarding personal and
private matters. As role models for our students, we are responsible for our public conduct even when

we are not acting as district employees. Educators should be held to the same professional standards in

their public use of social media as they are for any other public conduct. If the use of social media

interferes with our ability to effectively perform our duties and responsibilities, then we should be subject

to disciplinary action, including termination of employment. Under the DH (LOCAL) guidelines

(Houston ISD Policy Online, 2017), if an employee wishes to use a social network site or similar media

for personal purposes, then the employee is responsible for the content on the employee’s page, including

content added by the employee, the employee’s friends, or members of the public who can access the

employee’s page and for web links on the employee’s page. We are also responsible for maintaining

privacy settings appropriate to the content.

 References:

Alief ISD Policy Online (2019a). DAA legal employment objectives: equal employment opportunity. Retrieved

July 2020 from https://pol.tasb.org/Policy/Download/584?filename=DAA(LEGAL).pdf

Alief ISD Policy Online (2019b). DH local employee standards of conduct. Retrieved July 2020 from

https://pol.tasb.org/Policy/Download/584?filename=DH(LOCAL).pdf

Alief ISD Policy Online (2019c). DK assignment and schedules. Retrieved July 2020 from

https://pol.tasb.org/Policy/Download/584?filename=DK(LEGAL).pdf

Alief ISD Policy Online (2019d). FFG legal student welfare: child abuse and neglect. Retrieved July 2020 from

https://pol.tasb.org/Policy/Download/584?filename=FFG(LEGAL).pdf

Crosson-Tower, C. (2003). The role of educators in the prevention and treatment of child abuse and neglect

(DHHS Publication No. [ACF] 92–30172). Washington, DC: US Department of Health and Human

Services.

Houston ISD Policy Online (2017). DH local employee standards of conduct. Retrieved July 2020 from

https://policyonline.tasb.org/Policy/Download/592?filename=DH(LOCAL).pdf
Week 2: Human Talent

Week 2 Part 1: Norms and Dispositions

Candidates will meet with a minimum of three classroom teachers and engage in reflective practice by

collaboratively reviewing the National Association of State Directors of Teacher Education and Certification’s

Model Code of Ethics for Educators (MCEE) . Remember that you can meet with this team virtually. The

team will cultivate a set of norms/dispositions/core beliefs for their campus that can be used when developing

interview questions, that are aligned with the school norms, for prospective candidates. Be sure that your norms

support the educational success and well-being of each student and adult. Collaborate and communication

regarding professional norms will be demonstrated through the development of a teacher profile that supports

the educational success and well-being of each student and adult. Candidates will articulate their understanding

and capacity to undertake and implement this work within a school setting.

1. After reviewing the MCEE, please create your norms/dispositions/core beliefs based on the MCEE.

After collaborating with my world history team on our ideal set of norms and beliefs for the upcoming school

year, we agreed on the following:

1. As educators, it is our responsibility to know and uphold the procedures, policies, laws, and regulations

that are relevant to the teaching profession and we will hold ourselves responsible for ethical conduct

(National Association of State Directors of Teacher Education and Certification, 2018). We will advocate

for adequate resources and facilities to ensure equitable opportunities for all students.

2. We will hold high standards of practice by advocating for equitable educational opportunities for all

students, be accepting of the responsibilities and duties for our position, including attaining appropriate

certification, licensure, and training. We will show commitment to ongoing professional learning. We will

act in the best interest of our students by increasing students’ access to the curriculum, activities, and
 resources to provide a high quality and equitable learning experience. We will also continue working with

the community to close achievement, opportunity, and attainment gaps.

3. Our responsibility to our students is to be respectful, taking into account their age, gender, culture, setting

and socioeconomic status. We will interact and communicate with our students with transparency and in

a clear, respectful, and culturally sensitive manner.

4. To the school’s community, we will communicate with parents and guardians in a timely and respectful

manner and demonstrate a commitment to equality, equity, and inclusion.

5. And lastly, we will promote effective and appropriate relationships with our fellow colleagues by being

respectful and maintaining civility when differences arise.

2. Create an ideal teacher profile for screening and selection. For example: The ideal teaching candidate is

a student-centered, life-long learner who is aligned with our mission and vision of the school and is a

collaborative team member.

Based on our school’s vision and mission statement, here is our criteria in what makes an ideal teacher

candidate. Our ideal teacher should hold at least a bachelor’s degree and be Texas certified in their content area.

This teacher can make connections with their students through transparency and in a clear, respectful, and

culturally sensitive manner. This teacher is well-prepared, respectful, and reflective. They establish and maintain

a safe, orderly, and productive learning environment by working closely with their students to ensure that there

are routines, procedures, and expectations are in place (Stronge, 2002). This teacher is also actively involved in

their students' learning by best instructional practices and data to improve their daily instruction. They

communicate frequently with parents and guardians demonstrate a commitment to equality, equity, and inclusion.

They also model appropriate behaviors and relationships by being respectful and maintaining civility when

differences arise.
3. Develop 4-5 interview questions that align with these norms/dispositions/core beliefs and your candidate

profile. Be sure to refer to legal policy DAA discussed in week 1 when developing the questions. Include

questions based on your Campus’s Vision, Mission, and Campus Improvement Plan. The interview

questions must also align with EEOC guidelines (should not ask race or national origin, religion, gender,

sexual orientation, disability, etc.

1. How would your colleagues, administrators, or students describe you in a few words?

2. How would you incorporate social-emotional learning in your daily lesson?

3. What do you do when a student puts up a barrier or is disruptive in your class every day?

4. How will do you plan on involving parents and guardians to support their child’s education?

5. Describe a time when you were in a disagreement or conflict at work and how was it resolved.

4. As a future leader why would it be important to establish norms/dispositions/core beliefs and an ideal

teacher profile?

As a feature collaborative leader, establishing norms and having an ideal teacher profile are important

because to better meet the needs of our students, I need to be deliberately engaging the voices of all educators and

have a shared agreement of what an effective educator should look and sound like. Having team norms can help

bring in different perspectives that are needed to tackle a variety of issues. It ensures collaboration, especially

among those who have less power than others in the room, shared expectations, and what the group deems

acceptable and unacceptable behaviors. Norms can be useful in many ways, including PLCs, faculty and staff

meetings, team meeting, and even parent-teacher conferences. To ensure that these norms stick, they need to be

revisited periodically. This is especially important when politeness ends and conflicts begin to arise. I will work

with human resources team to identify talent for vacancies by making sure prospective candidates match the idea

teacher profile (Desravines et al., 2016). When hiring a new teacher, it is important that we recruit teachers that

are hard workers, collaborative, and reflective (Newleadersorg, 2016). They should be familiar and committed to
the school’s vision, beliefs, and values and be willing and respectful of the school’s norms and policies. It is

important that hey possess the skills that the school need to improve its teaching team and improve its goals.
 References:

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: a step-by-step guide to building

stronger schools. San Francisco, CA: Jossey-Bass, a Wiley Brand.

National Association of State Directors of Teacher Education and Certification. (2018). Model code of ethics for

educators (MCEE). Retrieved July 19, 2020, from https://www.nasdtec.net/page/MCEE_Doc

Newleadersorg. (2016, April 22). Transformational leadership framework: Talent management [Video].

YouTube. https://www.youtube.com/watch?v=WWcwyDpKWCo

Stronge, J. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum

Development.
Week 1 Part 2 Recruitment, Selection and Hiring Plan

Professional Capacity Needs Chart:

Identify the Skill level:
Teacher

Years Teaching

Years at School

Grade or Content Currently Teaching

Grade or Content Previously Taught

Certifications

Degree
Highest
• Communication
• Organization
• Collaboration/Teamwork
• Critical Thinking
• Creativity
• Technology Skills
• Leadership
• Lifelong Learning
• Classroom Management
• Content Knowledge
• Interpersonal Skills
• Commitment
• Confidence

Organization
Teamwork
6-8 ELA and Gen 4-8 Creativity
6-8 social SPED Technology Skills
studies, Speech Leadership
PS 15 5 8 ELA SPED ESL BS Classroom Management
Communication
Teamwork
Critical Thinking
4-8th Technology Skills
science, 6th- 4-8th Lifelong Learning
8th grade science Interpersonal Skills
math, pre- 4-8th Commitment
GS 11 1 7th math algebra Generalist BS Confidence
Ec12 PE,
Ec12 Teamwork
7,8 PE& 9-12 Sped, 6 Sped, 4-8 Commitment
AK 11 2 Athletics science Gen BS Confidence
8th
Grade 6th, 7th, 8th
Math and grade Math Math 4-8, Critical Thinking
LB 14 3 Algebra I and Algebra I GT cert BBA Content Knowledge
Communication
ELA 1-8 Teamwork
SS 1-8. Leadership
English Master Classroom Management
Language Reading Content Knowledge
Arts Kindergarten, Teacher, Interpersonal Skills
Grades 7 grades 5, 6, ESL EC- Commitment
DL 33 4 and 8. 7, and 8. 12 PHD Confidence
Organization
Teamwork
Self- Critical Thinking;
Contained Creativity
1-8 Leadership
ELA 4-8 Lifelong Learning
AW 18 4 ELA 7th 3, 4, 5, 8 ESL BS Classroom Management
 Content Knowledge
Interpersonal Skills
Commitment
Confidence;
Leadership
Classroom Management
Content Knowledge
7th grade Interpersonal Skills
AS 5 5 history Same Gen 4-8 BS Confidence;
Gen 4-8;
Life Sci 8-
7th & 8th 12
VD 13 5 science 6-9 science Principal MA Commitment
Organization
Lifelong Learning
8th ElA 6-12 ELA, Classroom Management
GT and 7th Science, Eng 6-12 Content Knowledge
SH 29 9 PreAP HS Biology Bio 6-12 MEd. Commitment
Creativity
7th grade 8th and 7th Lifelong Learning
KD 5 5 math grade math Gen 4-8 BS Commitment;
TH 10 5 7th Sci 7th Sci Sci 4-8 MA Classroom Management
Content Knowledge
Commitment
Leadership
Lifelong Learning
JO 1 1 7th Sci 8th Math Gen 4-8 BS Technology Skills
Organization
teamwork
VA 0 New 7th Hist Gen 4-8 BS Teamwork
CH 6 NEW 8th Hist 8th Hist Gen4-8 BS Content Knowledge
Teamwork
Technology Skills
Organization
Lifelong Learning
CB 8 NEW 8th Hist 8th Hist Gen 4-8 BS Leadership
Content Knowledge
Teamwork Collaboration
Classroom Management
Commitment
Lifelong Learning
Using the data from the chart and your knowledge and experiences from your school reflect on the following

questions. Please make sure that your answers are comprehensive and tell the story of your school.

1. What are the content gaps in your school? For example, consider the following questions:

• What percentages of teachers are teaching outside their certification area?

7% (1 teacher out of 15) of teachers are teaching outside their certification area.

• What is the number of teachers with a master’s degree in a content area?

2 (both with MA) teachers have a master’s degree in a content area.

• What percentages of teachers are in their first year of teaching?

7% (1 teacher out of 15) of teachers are in their first year of teaching.

• Does your district expect any changes in student enrollment for the next year?

No, but we do expect several students to select virtual learning instead of in-person instruction.

2. What are the skills gaps in your school? Please refer to the chart and research that describes the skills

of an effective teacher.

Some noticeable gaps in effective teaching skills include, communication, organization, critical thinking,

creativity, technology skills, leadership, interpersonal skills, and confidence. Of these skills, the weakest was

communication, with only two teachers who have been identified with this skill level.

3. Where is the diversity of skill in your school? Is it in one grade or content area? Is there diversity of

skill throughout the school? Refer to the data regarding skills gaps to respond to this question.

It appears that the diversity of effective teaching skills is mainly concentrated in the grade 7 and content areas,

including Ela and history. However, these skills are lacking in content areas such a math and science.
4. Is there diversity of experience in your school? Refer to the data in the chart regarding experience

levels.

There are 15 teachers at my school. Only 13% of them (2) have less than 5 years of teaching experience. Sixty

percent have more than 10 years of teaching, with four of them having more than 15 years of teaching experience.

However, only one of those teachers has been teaching at the school for more than five years. Seven of the staff

members are either new or have 1-3 years at the school.

5. What are the equity gaps in your school? For example, consider the following questions:

• How many grade levels/content areas have inexperienced teachers (less than 3 years of teaching

experience)?

• Which grade levels/content areas have more inexperienced teachers?

• Which grade levels/content areas have higher rates of teacher turnover?

• What percentages of teachers leave by race/ethnicity? By student race/ethnicity?

Grade 7 has two teachers with less than 3 years of teaching experience. Compared to the rest of the content

areas, history has the most teachers with the least amount of teaching experience. History also has the highest

teacher turnover with all three of the vacancies going to history teachers. Based on the Professional Capacity

Needs Chart, it is unclear what the turnover rate is by race or ethnicity or the student demographic and retention

rate. It is, however, clear that the school is having a hard time retaining teachers longer than 5 years. Only one of

the 15 teachers has been at the school for longer than five years.

6. Based on the evaluation of your school’s professional staff capacity needs evidenced by the

completed chart and the reflective questions, identify your current staffing needs.
 We need to do better at retaining new teachers and lowering the turnover rate among history teachers. We

also need to build capacity of among our teachers by increasing effective teaching skills among our teachers,

specifically for grade 8 teachers. When recruiting teachers, focus should be placed on teachers that exhibit the

qualities that have been outlined in the ideal teacher profile, including being a hard worker, collaborative, and

reflective (Newleadersorg, 2016). They should also agree to our agreed norms, such as the responsibility to know

and uphold the procedures, policies, laws, and regulations that are relevant to the teaching profession, being

respectful to our students by taking into account their age, gender, culture, setting and socioeconomic status, and

promoting effective and appropriate relationships with our fellow colleagues by being respectful and maintaining

civility when differences arise

 References:

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: a step-by-step guide to building

stronger schools. San Francisco, CA: Jossey-Bass, a Wiley Brand.

Newleadersorg. (2016, April 22). Transformational leadership framework: Talent management [Video].

YouTube. https://www.youtube.com/watch?v=WWcwyDpKWCo
Recruiting and Hiring

1. After you have determined your needs, what is the process for notifying central office that you need a

faculty position?

After working with the instructional leadership team to identify our school needs and potential vacancies,

I develop and submit a position description to human resources. They will review the position and description

before it gets approved by the district. Once approved, I can then start putting together a hiring committee and

potential interview questions. Central office will post the job posting at their building and on our district website

for potential candidates to view and apply.

2. Where do you find your most successful hires? Do the most successful hires have anything in common

with each other?

To recruit our most successful hires, I team up with alternative programs, universities, and other available

venues (Desravines et al., 2016). My responsibility as a collaboration leader is to build networks with local

universities, human resources, and our own teachers to help with recruitment, especially for hard to fill vacancies.

The school maintains an ongoing network with standard district resources but will also expand their recruitment

efforts to find candidates outside of the traditional venues, such as colleges and job fairs. The instructional

leadership team will identify different sources to find successful hires. Our most successful hires typically have

characteristics that help our school attain its mission, including connection and interesting in students, belief that

every student is capable of success, focused on increasing student achievement, can work in teams, and has

leadership potential.

3. What is your current hiring process? How to you announce positions? What are some research-based

practices for hiring?

 Once our job description has been approved, we post the job posting on our school’s website and at the

central office. Occasionally we post job positions on general job websites and organizations. We host several jobs

fairs at the end and beginning of a school year. I work with human resources, the instructional leadership,

universities, and other sources to identify teach to recruit to these fairs (Desravines et al., 2016). We also send out

daily emails to district employees of job openings or potential vacancies for the upcoming school year. As we

recruit potential candidates, I develop a clear selection criteria and process for selection. My criteria will be based

on the ideal teacher profile and our school’s vision, mission, and goals (Desravines et al., 2016). We want teachers

that are certified, have content knowledge, share our school’s vision and values, and is willing to learn and

develop. We will screen for applicants that believe all students can go to college, not just the ability to teach their

content. Human resources will ensure that all prospective applicants are certified or will be certified in special

services or English as a Second Language. Teachers and other staff members will participate in profession

development to ensure consistency in the hiring process (Desravines et al., 2016). This will help the instructional

leadership team build capacity to select and hire candidates. Responsibilities will be divided among the

instructional leadership team and they will be tasked with hiring and selection process. This team will include

team and department leads, administrators, and other key stakeholders, including students, family members, and

the community (Desravines et al., 2016). Once applicants have been selected, cover letters and resumes will be

review by the leadership team. I will conduct a phone interview to screen for promising candidates and then an

in-person interview for those who pass the first round. Candidates invited to the next round my produce a lesson

plan where they have interacted with students, teachers, and school leader. For the final round, candidates will be

invited back for a 2 to 3-hour interview. Once we have our candidate, we will check references and make an offer.

If the offer is accepted, we can then start preparation for the induction phase of the process.

4. If the current hiring process has been in place for several years, have the teachers you hired remained

at the school? Have they been successful members of the staff?

 Most of the staff members have shown several desirable skills that make them effective teachers.

However, the current hiring process has not done much to retain teachers after a certain amount of years. Several

factors could be at cause, including salary and benefits, costs to entry, the hiring process, induction, and lack of

support for new teachers, or even working conditions (Podolsky, 2016). More effort should be put in to attract

and retain excellent teachers.

5. How would you include current members of your team in the hiring process? What are the

responsibilities of the hiring team? Does the hiring team need training and if so, what topics should be

covered?

The hiring team will consist of the instructional leadership and other key stakeholders, such as team and

department lead, administration, students, family members, and the community. To ensure consistency in the

hiring process, all members must go through profession development on how to select and hiring aspiring

candidates. They learn how to screen candidates that share the same vision and goal as our school, are will to

learn and improve their instructional practices, is a team player, is reflective, and believes that all students can

succeed and go to college (Desravines et al., 2016). Once all members are familiar are up to speed, each member

will be given a specific task or role in the hiring process. Roles include recruiting applicants, screening their cover

letters and resumes, selecting candidates for interviews, reviewing references, and conducting background checks.

6. Identify the criteria on which you will screen candidates? You can use your candidate profile and your

interview questions for this question. Be aware of ethical and legal requirements for screening candidates.

Refer to Week 1 and your district for local and legal policies for hiring.

Potential candidates will be screen based on a list of criteria that makes an ideal teacher candidate. Our ideal

teacher should hold at least a bachelor’s degree and be Texas certified in their content area. This teacher can make

connections with their students through transparency and in a clear, respectful, and culturally sensitive manner.
This teacher is well-prepared, respectful, and reflective. They establish and maintain a safe, orderly, and

productive learning environment by working closely with their students to ensure that there are routines,

procedures, and expectations are in place (Stronge, 2002). This teacher is also actively involved in their students'

learning by best instructional practices and data to improve their daily instruction. They communicate frequently

with parents and guardians demonstrate a commitment to equality, equity, and inclusion. They also model

appropriate behaviors and relationships by being respectful and maintaining civility when differences arise. As a

part of the interview process, I will ask the following questions to see if these candidates match the role of an

ideal teacher:

1. How would your colleagues, administrators, or students describe you in a few words?

2. How would you incorporate social-emotional learning in your daily lesson?

3. What do you do when a student puts up a barrier or is disruptive in your class every day?

4. How will do you plan on involving parents and guardians to support their child’s education?

5. Describe a time when you were in a disagreement or conflict at work and how was it resolved.

7. How will you assess the candidates you see?

When screening and evaluating potential candidates, it is important to consider the needs of students and

the skill gaps of teachers and other faculty members. To properly assess our candidates, I will look to see how

well they understand the mission and vision, their expectations for their students, and how much effort they

believe a teacher should put in to help their students succeed. Essential, do they align to our vision, how is their

work ethic, who much content knowledge do they have, what is their instructional capacity, can they work with

others and serve a role models, and can they be reflective (Desravines et al., 2016). This is also an important time

to allow potential candidates to tour the school and ask questions to see if they can envision themselves as a

member of our community.

8. How will you check references on candidates? Identify 3 questions you will ask the reference.

Some members of the hiring committee with be tasked with checking references. Before contacting any

references, it is important to receive consent from the candidate first. That way, the person being referenced can

articulate the strengths and weaknesses that are related to the teaching position. Some questions the committee

should ask include:

1. Can you describe this person's experience working as a member of a team?

2. How did this candidate handle conflict, pressure, or stress?

3. What skills would you have liked to see the candidate develop to reach their full potential?

9. How will final decisions be made? How will candidates be notified?

After a several round of interviews by the instructional leadership team and I, we will use a rubric to

narrow down our selection. This rubric is based on our criteria for the ideal teacher on our campus. Once we

decide on a candidate, we will make both an informal and formal job offer. I will call them first to let them know

about the news and see if they will accept or reject the offer. If they are not ready to decide, I will give them time

to think about it. I will also send them a formal job offer with their name, position, salary, and benefits, etc. If

they accept the position, I will then notify human resources, their content department, and other administrators

about the new teacher.

10. As a future school leader explain your understanding and capacity regarding how you will undertake

and implement recruitment, selection and hiring processes within your school setting.

I understand that the recruitment, selection, and hiring of potential candidates requires a comprehensive

multistep process. The process begins with assessing the needs of the schools and gaps in skills among teachers.

I will then work with the instructional leadership team to develop a job description for the position. The

description will highlight what our ideal candidate should be and agrees with our norms. Once the position has
been approved, we will then post the position on our school website and central office. I will form a hiring

committee made up of stakeholders to help recruit and screen applicants. They will attend profession development

training to ensure consistency among the recruiting and selection phase of the hiring process. The instructional

leadership team should be identifying may sources for top talent. I will also use job fairs, networking events, and

other external partnerships to recruit top talent for our vacancies. The instructional leadership team will screen

applicants by reviewing cover letters and resumes. They will also conduct the first-round interview through the

phone. The questions will focus on norms and beliefs of our school and our ideal candidate profile. Candidates

that pass the initial round of interviews will then move on to face to face interviews where they will answer more

questions and showcase their model lesson plans. I will use a rubric to narrow down our final candidates to ensure

our candidate has our students’ best interest at heart and is willing grow as a persona and in this profession. The

instructional leadership team will also do reference and background checks to look for red flags. Once the final

candidate has been selected, I will send them an offer for them to accept or reject. If they accept, we can then

move on to the induction phase.

 References:

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: a step-by-step guide to building

stronger schools. San Francisco, CA: Jossey-Bass, a Wiley Brand.

Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the teacher shortage: How to

attract and retain excellent educators (research brief). Palo Alto, CA: Learning Policy Institute.

Stronge, J. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum

Development.
 Week 3: Mindset, Motivational, and Instructional Coaching
Section A: Leadership within a fixed and growth mindset-

Characteristic/Behavior Type of mindset (Growth or Fixed)

Example- More data-driven in instructional Growth
performance changes
Exaggerate observed behavior changes Growth

Judgments are anchored in first Fixed

impressions.
Curious Growth

Profit from mistakes Growth

Open Conversations Growth

Fixed Mindset Growth Mindset Skills you will need

to develop in
order to facilitate
the growth of
your staff
members in this
area.

Goal Setting Setting a goal that is Setting a goal that Questioning Skills- Ability to
Example broad and general. reflects the teacher’s ask questions that prompt
targeted area that needs teacher reflection on their
growth and development skill level and leads to
pinpointing a targeted area
of need.
Professional The teacher The teachers Model knowing awareness of
Development completes only the continuously seek instructional best practices
Plan minimally require resources and work and current professional
professional collaboratively with development trends.
development hours faculty members to foster
needed. knowledge and skills.
Pre- Does not see anything Admits that there are Be transparent and open to
Conference wrong with their gaps in their knowledge dialogue and feedback.
instructional and skills. Is vulnerable Creating an environment that
practices. Shifts the and willing to ask for is safe and positive to
blame on others. help. establish a relationship of
trust.
Post Not willing to hear They are open to Ask leading questions to
Conference any feedback. Takes feedback and to profit reinforce areas of strength
any feedback as from their mistakes. and identify areas for growth.
negative criticism and
takes it personally.
Classroom Uses only one They systematically Be observant about the
Observation instructional method. gather input from teacher’s improvement.
students to monitor and Develop an observation
adjust instruction, procedure that foster an open
activities or pacing to environment of collaborative
respond to differences in interaction between
student needs. They administrators, the
adjust their instruction instructional leadership team,
and activities to maintain and teachers.
student engagement
They consistently engage
all students with
relevant, meaningful
learning.
Teacher Self They believe that They will use the Show teachers that too are
Reflection their basic abilities feedback they received also learning and looking for
and talents are fixed from their evaluator as an ways for improvement.
and do not see the opportunity to learn and Create a culture of
point or seriousness grow. They will transparency and candor by
of reflecting on the document areas in need develop trusting relationships
past year. Doubt that of improvement and how with teachers, show
anything will make they plan to address those vulnerability, and allow open
them a more effective areas. communication.
teacher.
Section B: Motivational Theory

As a leader, managing the staff in continuous improvement means having an awareness of the best way to

motivate each member of the staff to become the best version of themselves. For this assignment, choose one

of the two articles on Motivational Theory from the following articles are: Haque, M. F., Haque, M. A., &

Islam, M. S. (2014). Motivational Theories - A Critical Analysis. ASA University Review, 8(1), 61-68. and

Ehiobuche, C. (2013). READING THROUGH MOTIVATIONAL THEORIES. In (Vol. 4, pp. 23-27):

Chinniah Lakshmiammal Educational Academy & Research (CLEAR) Foundation.

1. What are the main points of this reading (focus on concepts, ideas, and themes, not on individual

facts)? Type the answer here.

According to the reading (Haque et al., 2014), motivation is what drives people to behave a certain way and

play a critical role in improving an organization’s productivity and quality. A common trend found in different

industries was for the goal of managers to find ways to motivate their employees so that they can work at a desired

rate, pace, and time. The reading highlighted three motivational theories, including the well-known Maslow’s

Hierarchy of Needs, the Herzberg Motivation/Hygiene Theory, and the Expectancy Theory.

According to Maslow’s theory, people tend to want things based on what they already have (Haque et al.,

2014). He suggests that there are a hierarchy of needs and people are motivated to seek for satisfaction for these

basic needs. Once a need a has been fulfilled or partially fulfilled, a person will seek satisfaction at the next level.

This idea contrasts with Herzberg theory is that things that make people satisfied at work are different from

those that cause dissatisfaction (Haque et al., 2014). This was also the most confusing of the three for me to

understand. Essentially, correlation does not imply causation. He divides his theory into two factors: hygiene and

motivators. Hygiene factors are what we employees expected to be in good condition (Haque et al., 2014). While

these factors do not necessary satisfy us, if they are missing or are subpar to comparable industries, it can lead to
dissatisfaction. Motivators, however, are long term instinct feelings and challenge a person to think with a growth

mindset to develop their talents and abilities. Unlike hygiene, these factors are not expected by employees, but

given value, increase employee satisfaction. My biggest takeaway from this theory was that the opposite of

satisfaction is not dissatisfaction but no satisfaction.

The last of the three theories is the expectancy theory, which most behavioral scientists agree represents the

most comprehensive approach to understanding motivation (Haque et al., 2014). This theory reminds of the cost-

benefit analysis that we do daily when deciding what actions to take that will reap the most benefits for the least

amount of work. Essentially, what motivates us is affected not only by our preferences for a certain outcome but

also by the probability that these outcomes will occur. A common theme I noticed with this theory was effort,

performance, and outcome or probability. Employees are motivated to perform if they believe that their effort

will get them what is being offered. If their performance leads to the desired outcome, then they will be satisfied.

The reading concludes that if employers want to ensure retention of their top talent, they need to successfully

implement the different motivational strategies to ensure satisfied employees.

2. Was anything unclear or confusing to you? (Muddiest Point) Type the answer here.

I was confused about the Herzberg Motivation/Hygiene Theory. At first, I disagree with this theory. Some of

the hygiene factors I think play a huge motivation in whether an employee decides to stay or not, including salary

and benefits, relationships with peers and subordinates, and personal life. However, the more I looked over this

theory the more it started to make sense. Essentially, what draws us into a position are the hygiene factors. What

keeps us there are the motivators, such as achievement and recognition. What could cause great teachers, even

leaders, to leave is the security, bad relationships, and poor working conditions.
 3. What was new information, and did it change the way you think about or perceive your role in

motivating the staff to improve instructional practice? If nothing new learned, explain, and provide

an example of how you are currently using one of these theories and the results on your campus.

Type the answer here.

The Herzberg Motivation/Hygiene Theory and Expectancy Theory were both new to me and changed the way

I looked at motivates or drives people to perform. As stated earlier, what I learned from the Herzberg model was

what satisfied and dissatisfies us are not necessary the same things (Haque et al., 2014). What draws us into a

position are the hygiene factors, such as salaries, working conditions, and security. We expect these things to be

there. What keeps us there are the motivators, such as advancement, growth, and recognition. As a future

collaborative leader, I want to ensure that I put in place structures that allow my employees to feel recognized

and for opportunities for growth and advancement. I would also make sure that campus stays competitive to retain

top talent by working with human resources and the superintendent to ensure competitive employee benefits,

positive relationships with between employees, and security.

4. Was there anything you would like to explore further or find out more about in order to develop

your skills as a leader? If not, provide an example of how you are already using motivational theory

to motivate your peers to improve their instructional practice. Type the answer here.

I would like to explore the Expectancy Theory more. I would like to know how I can help motivate teachers,

students, and other stakeholders to improve the school culture and climate and increase student achievement. This

will take having a growth mindset, something that we have been pushing heavily at my district. However, I will

take the reading’s advice and combine the three theories to ensure positive minded employees.
 5. Describe at least one connection between the reading/topic from outside this course (other courses,

news stories, your campus/district, leaders you have observed, etc.)? Type the answer here.

I have personally seen many excellent teachers leave our campus for neighboring schools or districts

despite similar student demographics, working conditions, and salary. We saw many teachers resign before

the 2019-2020 school year and I noticed even more teachers are not returning for the upcoming school year.

A huge part of that I believe was the lack security, distrust among teachers and administration, and unsafe

working conditions. I could never pinpoint what was causing this, but this reading has opened my eyes as to

why people leave.

6. Give at least one specific example of an aspect or experience in your educational career is related to

the reading. Type the answer here.

One of the members of our world history team moved to the campus right next door to us. Both campuses are

high schools, have similar demographics, same pay, and both work with each other a lot. Her reason for switching

campuses was because she disliked the leadership and the direction the campus was going. She was motivated by

the fact that they would be opportunities for her to advance into a curriculum specialist as the other campus prefers

to hire within the district. While I feel like our new principal has done her best to implement best practices and to

improve the school culture, we still do not feel safe being open with her and many of us feel as if we have to walk

on egg shells around her. I am not that close to her as I do not see her that often around campus compared to the

assistant principals but wonder if she is open to feedback from us. I would tell her that I like that she cares about

improving the school culture, but she needs to be more transparent and show her vulnerability side a bit more.

This has all be a learning experience for me as what to do and not do as I become a collaborative instructional

leader.
 Reference:

Haque, M. F., Haque, M. A., & Islam, M. S. (2014). Motivational theories - a critical analysis. ASA University

Review, 8(1), 61-68. Retrieved from

https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN

=116393421&site=eds-live
Section C: Instructional Coaching Plan

Instructional Coaching Plan

Date of the Conference: Teacher:
August 20, 20xx Ms. Cardinal
Targeted Coaching Topic:

Since Ms. Cardinal has been unwilling to work the instructional coach on campus by missing two coaching

sessions, I have decided to take a directive supervision approach (Kemerer, 2017). During my last observation,

these were the areas I noticed that Ms. Cardinal was developing or in need of improvement:

1. Instruction

a. Dimension 2.4 - The teacher differentiates instruction

i. Recognizing confusion and disengagement

The focus for this coaching plan is to develop Ms. Cardinal instructional capacity through professional

development. The following areas are in need of improvement:

1. differentiated instruction for different student learners

Reflection Questions (at least three questions):

1. How do you compare student results to your own teaching strategies to determine what works for specific

students? When are you most successful? When do students struggle? Why? How does this help you plan

for future lessons?

2. How are students with similar needs grouped and supported during the planning and instruction phases?

3. When students are struggling, how do you determine the cause and address their needs?

4. How do you plan for questions and opportunities for students to engage in higher order thinking and

problem- solving?

5. How will students take initiative for their own learning and self-monitor their progress?

6. How will you sequence the instruction so that students understand how the lesson fits within the discipline

and real- world scenarios?

Evidence from the Observation(s):

1. Conferences and Conversations with the Teacher (T-TESS, 2016)

2. Formal Observations/ Walkthroughs

3. Classroom Artifacts

4. Student Growth Processes

5. Analysis of Student Data

6. Daily Interaction with Others

Identify the targeted goal: (SMART GOAL)

During the 2020-2021, Ms. Cardinal will work to build her capacity as teacher by attending monthly professional

development training to provide differentiated instruction to support the needs of her students.

Research to support the need to improve this area:

During Ms. Cardinal’s last observation, out of her 22 students, four of them were classified as English Language

Learners (ELLs) and three were classified as Special Education (Sped). The other 15 students come from diverse

cultural backgrounds, socioeconomic status, emotional difficulties, and learning styles. While it is understood

that not all learners are the same, and that their needs are diverse, Ms. Cardinal has not shown any intention to

accommodate these differences in her classroom (Subban, 2006). Part of having a safe and positive learning

environment is for the teacher to show an appreciation for each child as an individual. That means acknowledging

that every student can benefit from an engaging learning experience and should be treated with respect and

confidence that they have the ability to reach his or her own potential. Ms. Cardinal single instructional style

disregards the different learning styles present in her classroom. Addressing student differences and learning

styles can help motivate students to want to learn and improve their skills. While Ms. Cardinal did visuals and

technology to appear that she was accommodating the different learning styles and multiple intelligences, they

were still teacher driven and not aligned with the day’s objective, thus they were not use appropriately or in a way

that would enhance learning (Subban, 2006). Differentiated instruction is an effective instructional strategy that

can address the various student backgrounds. It would be beneficial for Ms. Cardinal to transform her room into
a classroom that meets the specific needs of each of her students. This will encourage her to shift fixed mindset

of just completing the course curriculum to a growth mindset that caters to each of her students’ needs (Subban,

2006).

Suggested strategies and skills:

1. Formative assessments

2. Flexible grouping

3. Classroom management

4. Team Planning

5. Data-based instruction

Model/Explain/Exemplar: (step by step directions of how to do strategy or method of teaching you are

asking you this teacher to do in order to improve instructional)

Example of Flexible Grouping:

While grouping students by gender can be effective in some cause, it is important to make sure students are not

continuously grouped with the same people for each activity. A suggestion for Ms. Cardinal is to have them

grouped based on their learning style, academic interest, or readiness level (Cox, 2014). Flexible grouping can be

whole class, a small group, or with a partner. These groups can last one class period, a few days, or even a month.

How the groups are configurated depends upon the activity and the learning outcomes. This is a great activity to

differentiate instruction and meet the social-economic needs of each student (Cox, 2014).

First, Ms. Cardinal needs to look at her student data, such as assessments, student needs, demographics,

attendance, class size, etc. She should create a student learning profile with individualize data to help create her

groups. Next, she needs to determine what type of group will be most appropriate for each activity. They can be

teacher-led groups, such as whole-class, small group, or teacher-student partners (Cox, 2014). Or they can be

student-led groups, such as pairs, collaborative, or performance-based. Each group should have different engaging

activities. Next, she needs to manage these flexible groups. This will require pre-planning and classroom
management skills. I have seen teachers use a color-coded chart to help students know what groups they are in.

Once students know their groups, she should give them clear and specific instructions about their tasks (Cox,

2014). Instructions and expectations should also be written down somewhere. She should model routines and

procedures for how the flexible grouping should work. She should set specific times for each activity using an

alarm, preferably a digital one that is projected on the board for all to see. At end of the activity, should she have

a closure activity to assess what they have learned from today. It is important that she assesses frequently to

maximize the potential of flexible grouping. To keep track of student work and progress, she should implement

learning logs or exit tickets. The data from these logs can be used to form new groups for the next activity.

Evidence- How will we know it worked or was effective?

The following are evidence and artifacts I would like to see during Ms. Cardinal’s next observation (Danielson,

2013).

Domain 2: Instruction

1. Teacher uses interactive whiteboard, manipulatives, and other visuals during instruction

2. Essential question is posted for each lesson; question is asked by teacher and answered by students

throughout the lesson

3. Questions engage students in an exploration of content, are not rapid fire, low level, recitation of facts

4. “Think time” is allowed before responses

5. Teacher probes to seek clarification, i.e. “explain….”, “give an explanation for…”

6. All students are engaged in discussion; not just a few, students often take initiative

7. Activities and assignments adapted to students’ learning styles and levels

8. Instructional materials and resources adapted to needs of students

9. Materials and resources are ready for student use with little or no disruption

10. Structure of lesson is maintained; pacing is appropriate with a beginning, a middle, and end (closure)

11. Groups are based on formative assessments and instructional goals

12. Groupings are differentiated based on student knowledge, interests, ability

 13. All feedback is provided in a timely fashion, “on the spot”, or on work products, as needed to support

learning

14. Lessons are adapted for needs of specific learners

Timeline:

July – September:

1. Submit a certificate of attendance for the July and September professional development trainings within

5 days of the training.

2. Schedule a meeting with me within 5 days after the training to discuss how you will implement the

instructional strategies.

October – June:

3. Schedule a meeting with your instructional coach once every two weeks during the school year.

4. Schedule a meeting with me once every month during the school year.
 References:

Cox, J. (2014, September 19) Flexible grouping as a differentiated instruction strategy. Retrieved from

https://www.teachhub.com/classroom-management/2014/09/flexible-grouping-as-a-differentiated-

instruction-strategy/

Danielson, C. (2013). The framework for teaching: Evaluation instrument. Retrieved from

www.danielsongroup.org.

Kemerer, F.R. & Crain, J.A. (2017) Texas documentation handbook: Appraisal, nonrenewal, termination.

Austin, TX: Texas School Administrators Legal Digest.

Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7 (7), 935-947.

Retrieved from https://files.eric.ed.gov/fulltext/EJ854351.pdf

Texas Teacher Evaluation and Support System (T-TESS) (2016). T-TESS rubric. Retrieved from

https://www.teachfortexas.org/Resource_Files/Evaluation_Process/T-TESS_Rubric-

Stylized_Version.pdf
 OBSERVATION NOTES

Teacher Name: Ms. Cardinal Objective

Date: September 1, 20xx

Beginning 9:30 The student is expected to:

Time:
(A) describe the physical
Ending Time: 10:04 properties, locations, and
movements of the Sun, planets,
Number of 22 moons, meteors, asteroids, and
Students:
comets
Other General 4 ELL students, 3 Sped Students
Information:

Domain &
Time Actions and Statements/Questions by Teacher and Students
Component
9:30 Tardy bell rings – 3 students came in late 3.1

T. takes roll (8 minutes)

Several students ask T. what they missed from yesterday 3.1

2 students are standing up talking 3.2

9:38 T. addresses the 2 students standing up 3.2

T. begins lesson near the smartboard; tells students to open their Science
2.2
textbook and read the section (4 pages) silently

Most students are talking, and the two students are still standing up 3.2

Only 5 students have their textbook open 3.2

9:41 T. walks to each group telling them to open their textbook and read the section 1.1

The chapter talks about space exploration which does not match the objective
1.1
written on the board

7 students are on their phone, 1 student with head down, 1 student still
9:43 3.3
walking around. T. has not address them yet

9:49 T. tells students to put phone away and sit down 3.3
 T. tells students to get into their assigned flexible groups; student complain
9:50 they did not finish reading the chapter or did not know what did direction 3.1
ways

T. shows video about space exploration; students are not doing anything;
9:54 1.1
students start putting their head down

9:59 T. ask the whole class a question; one student blurts the answer out 1.4

T. ask another whole group question; same student blurts out the answer 1.4

T. summarizes the videos and passes out tasks cards 2.4

3 groups are assigned questions from textbook; 3 groups are assigned a

2.4
WebQuest on the computer

1 student ask another student in Spanish what are they supposed to do on

2.4
the computer

10:03 Only 11 students are working 3.3

Observation ends; the 2 students that were standing up at the beginning of

10:04 3.2
class are now near the trash can talking; T. sitting at desk
Strengths of the Lesson
Objective posted on the board

Ms. Cardinal attempted the flexible grouping strategy despite some resistance at first.

Included two different activities and allowed the students to work together to complete their
assignments.

Included technology

Areas for Growth

The activities did not match the stated objective.

She did not redirect students who were talking, walking around, heads down, or on the phone.

Students do not seem to understand the structure, policies, and procedures of the classroom.

Missed opportunity to have to students do an activity with the video.

Asked knowledge and understanding questions, only one student answered and moved on.

Some students did not understand the activities and did nothing.

No accommodations that I could see for ELLs or Sped students.

I am not sure how the students were grouped.

No prior knowledge activity or exit ticket.

 POST-OBSERVATION DOCUMENT

Teacher Ms. Cardinal

School Cardinal Middle School
Grade Level/Subject(s) 6th grade/Science
Observer Ms. Okafor
Date of Conference September 19, 20xx

For each of the following standards, reflect on the lesson that was observed using the following guiding questions to
focus your reflections:
I think the lesson went well. Students were engaged and we
In general, how successful was the lesson? Did the completed the lesson in one class period. A few students were
students achieve the learning targets? How do you absent but there were able to get the notes to catch up. I asked
know, and what will you do for those students who did to check for understanding questions and they seemed to get
not? it, so we moved on to the next activity. I just need some work
on class management, but I am satisfied.
In addition to the student work witnessed by the
Very few students came to me asking questions. Usually I
observer, what other student work samples, evidence or cannot sit down. So, I think the kids got the information.
artifacts assisted you in making your determination for But maybe I should have done a closure activity.
question one?
I am not too fond of the group seating setting, but the
To what extent did classroom procedures, student students seem love it. They have been in their groups since the
conduct, and physical space contribute to or hinder beginning of the year. I am afraid to make major changes in
student learning? the flexible seating just yet because I am worried it may cause
a disruption.
Yes, a little bit. I skipped in the hook and closure activity to
save time. I also have been keeping the students in the same
groups even though the idea is to have them groups based on
Did you depart from your plan? If so, how and why? data. But we have not had time for formative assessments. I
will wait until after the first benchmark to start tracking
data.
Besides including the hook and closure activity, I did do not
If you had an opportunity to teach this lesson again to see anything wrong with his lesson. We were able to complete
the same group of students, what would you do it in one day. My mentor told me to slow down, but the
differently, and why? benchmark is around the corner. I want to make sure we cover
everything, and I think the kids are getting it.
What do you see as the next step(s) in your professional I just need to work on time and classroom management. At
growth for addressing the needs you have identified this point, I do not think it is necessary for me to still have a
through personal reflection? mentor. I will take some PDs when summer comes around.
Evaluator’s Formative Observation Rating:

Domain 1: PLANNING Rating:

Standards and Alignment (Dimension 1.1) D A P DE IN

Data and Assessment (Dimension 1.2) D A P DE IN

Knowledge of Students (Dimension 1.3) D A P DE IN

Activities (Dimension 1.4) D A P DE IN

Domain 2: INSTRUCTION Rating:

Achieving Expectations (Dimension 2.1) D A P DE IN

Content Knowledge and Expertise (Dimension 2.2) D A P DE IN

Communication (Dimension 2.3) D A P DE IN

Differentiation (Dimension 2.4) D A P DE IN

Monitor and Adjust (Dimension 2.5) D A P DE IN

Domain 3: LEARNING ENVIRONMENT Rating:

Classroom Environment, Routines and Procedures
(Dimension 3.1)
D A P DE IN

Managing Student Behavior (Dimension 3.2) D A P DE IN

Classroom Culture (Dimension 3.3) D A P DE IN

Teacher’s Signature* Date Evaluator’s Signature Date

Week 4: T-TESS Evaluation System and Documentation

Part 1: Creating an Instructional Playbook

Jim Knight suggests that all campuses have an Instructional Playbook for the campus to have a quick

resource to use for developing teachers and improve instruction on the campus. For this assignment,

you will begin to design your Instructional Playbook. You first need to research and find one

instructional strategy for each of the core subject areas (Math, Science, Social Studies, Reading, and

Writing) for a total of 5 instructional strategies. For the assignment, you will need to submit five

detailed instructional strategies (1 for each of the following: Math, Science, Social Studies, Reading

and Writing) and five corresponding checklists/walkthrough forms for each strategy to monitor the

progress of implementation of the strategy during walkthroughs/observations. You will use one of

these strategies in Part 3 of your assignment this week, so you may want to review that part of the task

before choosing your strategies for your Instructional Playbook.

Cardinal Middle School Instructional Coach Playbook

Core Subject Instructional Strategy Checklist: Success Factors

Math Turn-To-Your-Neighbor (cooperative  The teacher clearly understands the
learning): learning structure.
 The teacher has created a
Similar to turn-and-talk and think, pair, psychologically safe environment.
share, the teacher organizes students into  The teacher has written expectations
pairs and then, at various points for how students should act, talk, and
throughout the math lesson, prompts move while they perform the
students to turn to their partner and have a cooperative learning activity.
conversation about what they are learning  Students have learned the
(Knight, 2015). expectations for how to act, talk, and
move during the cooperative learning
activity.
 Students have learned and use
appropriate social skills to ensure they
interact positively and effectively
during the activity.
 The teacher has carefully considered
the optimal makeup of each group of
students.
 The teacher has given students
 sufficient time for each activity,
without providing so much time that
the learning loses intensity.
 Students have additional activities
they can do if they finish their tasks
before others.
Science Jigsaw (cooperative learning): This  The teacher clearly understands the
activity allows students to become learning structure.
“experts” at a topic. During a science  The teacher has created a
lesson, students are to be divided into psychologically safe environment.
small groups. Each group learns a portion  The teacher has written expectations
of content being learned in class, and for how students should act, talk, and
then, after the teacher reassigns students move while they perform the
to other groups, each student explains to cooperative learning activity.
their new group what they have learned  Students have learned the
(Knight, 2015). expectations for how to act, talk, and
move during the cooperative learning
activity.
 Students have learned and use
appropriate social skills to ensure they
interact positively and effectively
during the activity.
 The teacher has carefully considered
the optimal makeup of each group of
students.
 The teacher has given students
sufficient time for each activity,
without providing so much time that
the learning loses intensity.
 Students have additional activities
they can do if they finish their tasks
before others.
Social Studies For social students, students can use  The learning map should answer all
learning maps. Learning maps are useful the guiding questions
to take note of key information, to  It has a starting map with only the
frequently review and clarify their core idea, paraphrase, and subtopics.
learning, and as points of departure for  It has a complete ending map on no
classroom dialogue (Knight, 2015). These more than one page
maps are helpful especially for students  It should show connections through
who struggle to take notes. It can be used line labels.
at the beginning or ending of a lesson.  It is organized according to the
sequence of the learning in the unit.
Reading Close Reading is the critical analysis of a  Select challenging and appropriate
text. This strategy focuses on details, text
themes, and patterns to develop an  Analyze the text’s content and
understanding of the text’s meanings language ahead of time.
(Shanahan, n.d.). For reading, the teacher  Anticipate potential challenges the
can use this strategy for short passages, text may present for certain students.
pre-reading, small groups and whole  Write text-dependent questions that
class, etc. engage students in interpretive tasks.
 Lead rich and rigorous conversations
 with high quality questioning that
keep students engaged with the text’s
deeper meaning.
 Ensure reading activities stay closely
connected to the text.
Writing For writing, the teacher should use the  The teachers should ask students to
Labovitch method. This method is a identify their favorite scene in a work
three-step process for analysis and everyone has read or watched. They
writing. This process includes asking will make list all the scenes on the
students to identify important board.
information, group the information in  Ask students to categorize the scenes
ways that make sense, and identifying big in a way that makes sense to them.
ideas to create thesis statements for  Teacher should then have them
writing (Knight, 2015) identify big ideas, which can become
a thesis statement for an analysis of
the work.
 Next, the teacher should prompt
students to use the categories to
organize the topics for their writing.
 Fifth, prompt students to use the
scenes as details for their paragraphs.
 Reference:

Knight, J. (2015). High-impact instruction a framework for great teaching. Corwin Press.

Shanahan, T. (0AD). Common Core: Close Reading. https://www.scholastic.com/teachers/articles/teaching-

content/common-core-close-reading-0/.
Part 2: Scoring an evaluation and creating a refinement plan

T-TESS Observation Evidence Sheet

(You will need to review the TTESS Rubric and score the dimensions in this Evidence Sheet. Put your
score in the rating column.)
Here is the link to the TTESS rubric to use in scoring the case study teacher’s evaluation:
https://teachfortexas.org/Resource_Files/Guides/T-TESS_Rubric.pdf

Domain 1: Planning
Dimension Evidence Rating

1.1 Standards and The objective was posted- Referenced only at the start Improvement
Alignment of the lesson. Needed
Each group received an iPad. Only 2 of the five groups
used the iPad.
The videos shown did not match the objectives.
T ran out of time and closed with put up your materials
and line up at the door.
1.2 Data and During this semesters data conference, T brought Improvement
Assessments benchmark one scores. T had not drilled down the data Needed
to determine instructional needs or strategies to help
students master the content. The teacher has provided
parents with report cards and progress notes. Coaching
notes attached.
The goal sheets attached.
1.3 Knowledge of I referenced learning from yesterday and connected it to Improvement
Students today's assignment at the beginning of the lesson. Needed
Reviewed student folders during data meetings and
noted overall weakness, but it was not drilled down to a
specific area of weakness.
1.4 Activities Questions- answered by the same three students Jay, Improvement
Mary, Jeff. Needed
Instructional groups are arranged in all boys or all
girls…. all of the same ability level.
All students are aware of their role within the
group…note taker, timer, materials, leader.
The teacher showed two videos that did not align with
the objective of the day.
 Each group was given an iPad. Only 2 of the 5 groups
used the iPad.
Materials were not readily accessible to students.
Two of the six activities in the lesson aligned with the
objective. Ex. Worksheet on Parts of a Seed…Obj. was
to learn about the parts of an animal cell…no reference
to prior learning on a seed. Two videos…One on cell
division and the other about the animal kingdom.
Questioning was mostly in knowledge and
comprehension.
Ex. What is this part? Look at the example to give you a
clue. After 3 students, 1 was able to answer.
What is a cell? Called on 4 students…The teacher
finally answered. How are animal cells different from...?
plant cells? In your group, create a poster that matches
this model of an animal cell. Do animals have cells?
Can you give me an example of an animal cell? No
student called on was able to answer. The teacher closed
the lesson without an answer.
The teacher-directed.... most of the activities and the
students waited for her to tell them every step of the
activity before completing it.

Domain 2: Instruction

Dimension Evidence Rating

2.1 Achieving During Questioning- The teacher would answer instead Improvement
Expectations of rewording or prompting the student to get them to Needed
answer. What is this part? Look at the example to give
you a clue. After 3 students, 1 was able to answer.
What is a cell? Called on 4 students…The teacher
finally answered. How are animal cells different from...?
plant cells? In your group, create a poster that matches
this model of an animal cell. Do animals have cells?
Can you give me an example of an animal cell? No
student called on was able to answer. The teacher closed
the lesson without an answer.
No assessment on today’s objectives on the board.
Teacher-directed instruction.
Domain 2: Instruction

Dimension Evidence Rating

Most students could not answer questions during the

lesson.
S groups completed the group assignment and
had/followed their roles.
2.2 Content T- Academic Vocabulary was used. Improvement
Knowledge and Needed
Group work- Monitoring
Expertise
Not connected to other disciplines
Didn’t adjust questioning or prompt
2.3 Communication Did not elaborate/adjust questioning in the lesson. Developing
Roles were clear, and students understood the group
task.
Asked mostly remember/understand questions
Verbal and written communication were appropriate.
2.4 Differentiation Grouping- same gender and same ability group Developing
It provides differentiated instructional methods and
content for one group during the group work.

2.5 Monitor and Rarely adjust the lesson when students could not answer Improvement
Adjust the questions. Needed
Data during the pre-conference showed 50% mastering
this unit's work. The teacher didn't have a current
plan/strategy to help those struggling students and felt
that they would master it at the end.
Walk-Throughs- showed no monitoring adjusting.
Instructional Coaching- has had 1 modeling of adjusting
questions and moving up and down Bloom’s
PLC group- questioning strategies focus this semester.
No evidence noted of implementation.
Domain 3: Learning Environment

Dimension Evidence Rating

3.1 Classroom Most procedures, routines, and transitions provide clear Developing
Environment, direction, but others are unclear and inefficient.
Routines and
Procedures Teacher driven

Materials were not readily available. Also noted in 1

walkthrough.

The classroom was safe and accessible.

3.2 Managing Inconsistent use of behavior Developing

Student Behavior
Ex 1 student given multiple warnings and did not correct
behavior. Ignored him at the end of the lesson.
One student was told after 2 warnings that she would
serve detention after school…behavior adjusted.
Analysis of discipline data for the first two six weeks
shows the teacher has 12 referrals.
Instruction Coach- currently working behavior
management. 2 sessions completed. Attended WS a
month ago…. implementation?

3.3 Classroom Establishes a learning environment where most students Developing

Culture are engaged in the curriculum.

Students are sometimes disrespectful of each other.

Noted in group time, and the teacher addressed it to each
group.
Analysis

Ms. Cardinal is a second-year teacher who is currently on a probational certificate. She has 23 students,

(21 students were observed during the walkthrough) and 4 are classified as English as a Second Learner (ESL)

and 3 are classified as Special Education students (Sped). Compared to other teachers, Ms. Cardinal’s students

have the lowest scores on the district’s benchmarks. She has struggled with classroom management as noted in

the classroom walkthrough data. Based on her most recent evaluation, most of the improvement needed are in

Domain I: Planning. Her lack of planning has affected her ability to provide a proper instruction and learning

environment. The lesson was teacher-led the students waited for her to tell them every step of the activity before

completing it. Throughout the lesson, the teacher used activities, including resources and technology, that were

not aligned with the objective of the day. For instance, the objective of the day was to learn about the parts of an

animal cell. However, the worksheet was Parts of a Seed. And the two videos that were shown were about cell

division and the animal kingdom. Her questioning encouraged little to no complex, higher order thinking from

the students. They were mostly knowledge and comprehension, and same three students were answering them.

And when no one could provide an answer, she would answer it herself. Her last instruction was a question and

when no one could answer that either, she ended the lesson. Focused should be to build her capacity to better plan

and structure her lessons to improve her teaching ability and student achievement on benchmarks.
 Refinement Plan Form
Refinement Area (It cannot be Dimension 2.4 of the T-TTESS Rubric):
Domain I: Planning – Activities (Dimension 1.4)

The objective for Plan: (What do you want the outcome to be for post-conference):
The teacher will have a growth mindset and be open to feedback on how to plan engaging and
flexible lessons that encourage higher-order thinking, persistence, and achievement from students.

Self-Analysis Reflection Question(s) (write at least three):

1. What aspects of your lesson were implemented differently than you planned and why did that
happen?
2. If you were going to teach this lesson to the same group of students, what would you do
differently and why?
3. In what ways were the instructional materials effective?
Evidence from the evaluation (only the evidence for your pinpointed area in your chosen dimension):

• The lesson was teacher-led the students waited for her to tell them every step of the activity
before completing it.
• The objective of the day was to learn about the parts of an animal cell. However, the
worksheet was Parts of a Seed, and the videos were about cell division and the animal
kingdom.
• Her questioning encouraged little to no complex, higher order thinking from the students.
They were mostly knowledge and comprehension, and same three students were answering
them.
• She would answer questions herself if no one could provide an answer.
• Her last instruction was a question and when no one could answer that either, she ended the
lesson.
Suggestion/Model for how to improve: (Attach one of your Instructional Playbook Strategies and
Checklist that will work with your pinpointed area.)

Instructional Playbook Strategies – Science

Jigsaw (cooperative learning): This activity allows students to become “experts” at a topic. During
a science lesson, students are to be divided into small groups. Each group learns a portion of content
being learned in class, and then, after the teacher reassigns students to other groups, each student
explains to their new group what they have learned (Knight, 2015).

For this activity to be successful, Ms. Cardinal should plan her lesson around the objective for the
day and to make sure the Activities, resources, technology, and instructional materials that are all
aligned. She should script or have student create questions that encourage all students to engage in
complex, higher order thinking. These instructional groups should be based on the needs of all
students. Each student will understand their individual roles within instructional groups. Here is
where Ms. Cardinal can make activities and use resources, technology and instructional materials that
are all aligned to instructional purposes.

Checklist:
 The teacher clearly understands the learning structure.
 The teacher has created a psychologically safe environment.
 The teacher has written expectations for how students should act, talk, and move while they
perform the cooperative learning activity.
 Students have learned the expectations for how to act, talk, and move during the cooperative
learning activity.
 Students have learned and use appropriate social skills to ensure they interact positively and
effectively during the activity.
 The teacher has carefully considered the optimal makeup of each group of students.
 The teacher has given students sufficient time for each activity, without providing so much
time that the learning loses intensity.
 Students have additional activities they can do if they finish their tasks before others.
 Reference:

Knight, J. (2015). High-impact instruction a framework for great teaching. Corwin Press.
Part 3: Documentation in Personnel Decisions

Note to File
Date: October 7, 20xx

Ms. Cardinal was overheard in the teacher’s lounge talking about her instructional coach (Mr. Williams) and used

disparaging language. I was told by two of Mr. Williams team members that she was upset about an unannounced

mini observation that had taking place earlier that day by her instructional coach. After the observation, Mr.

Williams left her a brief message about her choice of activities and how it did not follow the instructional coaching

plan that was put in place for her. I was made aware of these comments while at a meeting with several of the

teachers who had witness this. In my conference with her, Ms. Cardinal apologized and said that it would not

happen again. She agreed that her behavior was inappropriate. Ms. Cardinal was reminded that all personnel must

behave in accordance with the Code of Ethics and Standard Practices for Texas Educators. If she does not meet

all the professional standards, including behaviors, that it could result in disciplinary action.

Ms. Ann Okafor

Cardinal Middle School Principal
(903) 640-5332 ext. 22658
Doing our best to reach every student every day!
Specific Incident Memorandum

Cardinal Middle School Home of

the Soaring
1 E. Ketch Harbor Street Azodi, TX 75449
T: (903) 640-5332 W: www lamarisd net/cardinalmiddle Cardinals

To: Ms. Cardinal

From: Ms. Ann Okafor
Date: October 9, 20xx
Subject: Intervention Plan Compliance

Ms. Cardinal: I observed in your classroom from 9:10 to 9:40 on October 3, 20xx. In your lesson, you introduce
students to thermal energy. During the first 10 minutes of the observation, you told students how thermal energy
moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature. Then
show a video about it while the students did nothing. You asked, “Which is thermal energy?” and no one
answered. You proceed to answer the question yourself. You then asked, “What is the transfer of heat through a
solid called?” One student answered but was wrong. You told the student that he was wrong and told the rest of
the students to look at their notebook and then proceeded to day’s assignment. You gave the students clear
instructions to get into their groups and assigned them to work 10 problems from the textbook. The students knew
their groups and roles and the transition was quick. For the remainder of my observation, you sat behind your
desk and graded papers while the students worked at their desk.
During that time, I walked around the room. Three students spent the entire time sitting and staring at the work.
When I asked them why they were not working, they told me that they did not understand how to do the
assignment. One student said that you put them in groups at the beginning of week and had assigned them a
section from the textbook to complete. Once each group they were done, you let them get up and teach the other
groups their topic. But that stopped after two days and were discouraged from talking while in their groups or you
would write them up. I examined the work of 10 students all of whom how did not understand what to do.
Your intervention plan directed you to use flexible grouping for differentiation March and jigsaw cooperation
learning using resources and technology that were aligned with the day’s objective starting the first week of
March. However, what I observed were students back into their old groups by gender and all students were given
the same assignment with no accommodations or collaborations.
In the future, I expect you to use the strategies and other best practices that have been outlined in your instructional
coaching plan. If you would like to revisit your coaching plan, please convey this message to your instructional
and I. This plan was put in place to improve your teaching abilities in the classroom. This memorandum is to
inform you that you have not complied with these intervention plan directives. If you disagree with the content
of this memoranda, please respond to me in writing within 10 working days. I will be pleased to talk with you
further about this matter if you wish.

Attached:
Copy: Personnel File

I have received a copy of the memorandum. I understand that my signature does not necessarily indicate
that I agree with its content I further understand that I have a right to respond in writing within 10 working
days.

/s/ __________________________________ __________________________________

Jennifer Cardinal Date

Ms. Ann Okafor

Cardinal Middle School Principal
(903) 640-5332 ext. 22658
Doing our best to reach every student every day!
Last Chance Memorandum

Cardinal Middle School Home of

the Soaring
1 E. Ketch Harbor Street Azodi, TX 75449
T: (903) 640-5332 W: www lamarisd net/cardinalmiddle Cardinals

To: Ms. Cardinal

From: Ms. Ann Okafor
Date: October 21, 20xx
Subject: Intervention Plan Compliance

Ms. Cardinal: This memorandum is a follow up to our October 17, 20xx meeting during which I expressed my
concerns regarding your failure to comply with the directives contained in your instructional coaching plan.
As you will recall, we discussed my memorandum of October 9 informing you of your failure meet with your
instructional coach on predesignated days, to submit your lesson plans on time, and to follow the strategies listed
in your instructional coaching plan. The last time we spoke, you said that you had a meeting and you could not
meet with your instructional coach, Mr. Williams. I told you to reschedule a meeting with Mr. Williams and you
promised me that you would. I have spoken with Mr. Williams three times since our October 17 meeting and he
said that you have still not contacted him to reschedule a meeting with him regarding your instructional coaching
plan.
I explained to you that my observation in your classroom on August 20 through October 3 revealed the same
pattern of instructions that led to our creating the intervention plan. I expressed my continuing concern that your
lessons still did not include differentiation for your diverse student learners, lack of flexible grouping, and
activities not aligning with the objective. At our last meeting you said, “I just need to work on time and classroom
management. At this point, I do not think it is necessary for me to still have a mentor. I will take some PDs when
summer comes around.” Waiting until next summer to improve your instructional practices and ignoring your
coach goes against the directives in you instructional coaching plan.
Failure to follow the directives in your instructional coaching plan constitutes failure to follow administrative
directives and will result in my recommendation that your contract not be renewed. If I do not see immediate
efforts to comply with the terms of your instructional coaching plan, I will have no alternative but to take this
action.
This memorandum is to inform you that you have not complied with these intervention plan directives. If you
disagree with the content of this memoranda, please respond to me in writing within 10 working days. I will be
pleased to talk with you further about this matter if you wish.

Attached:
Copy: Personnel File
 I have received a copy of the memorandum. I understand that my signature does not necessarily indicate
that I agree with its content I further understand that I have a right to respond in writing within 10 working
days.

/s/ __________________________________ __________________________________

Ms. Ann Okafor

Cardinal Middle School Principal
(903) 640-5332 ext. 22658
Doing our best to reach every student every day!
Week 5: Ethics and Talent Management

Section A: Case Study

Debra Pennington, principal of Weldon Elementary School, faced a tearful and distraught teacher. When

second-grade teacher Nancy Musick told Ms. Pennington last week that she would be out for several weeks,

beginning a chemotherapy regime for breast cancer, Nancy had assumed that the conversation would be

confidential. However, yesterday afternoon at the local Kroger Superstore, another Weldon Elementary

School teacher, Paula Carter, shared her concerns about Nancy's health and wished her a full recovery. Since

Nancy had told only one person, her principal, about her medical condition, she knew that Debra had not kept

their conversation private.

Indeed, Debra had discussed Nancy’s cancer diagnosis and treatment with two other second-grade teachers

soon after Nancy left her office last Wednesday afternoon. They had considered plans for a substitute teacher

to teach in Nancy’s absence and whether to tell the second graders about the seriousness of Nancy’s illness.

Now Nancy is distraught, charging Debra with betraying confidence. "If I had wanted the entire school to

know, I would have told them myself. I trusted you to help me, and you let me down."

1. Can you justify the actions of the principal in the case? Why or why not?

The actions by Ms. Pennington were inexcusable. According to Texas Documentation Handbook

(Kemerer & Crain, 2016), Ms. Pennington acted unethically by revealing confidential health issues about

Ms. Musick with two other second-grade teachers. While her intentions may have been to find a substitute

teacher in place of Ms. Musick’s absence, it was not required by law to be revealed and it was done in a way

that showed complete disregard to Ms. Musick’s privacy.

2. How would you handle this conference if you were the principal?

As a leader with a Guardian temperament, I am usually very uncomfortable with conflict and try to

avoid confrontations at all cost (Keirsey Temperament Assessment, n.d.). But the reality is, conflicts and
confrontations will happen, and it is important for an effective leader to know how to diffuse the situation

and to make sure that at the end the right decision was made. If I were Ms. Pennington, first and foremost I

would apologize to Ms. Musick for breaching privacy. I would tell her that I was wrong and that she has

every right to be upset with me. Our conversation should have been private, and it was unfortunate that the

news got around to other people without Ms. Musick’s permission. Throughout the conference, I will

remember to remain calm and listen to what Ms. Musick has to say. I think remaining calm and waiting for

Ms. Musick to finish with what she has to say shows to her that I am listening and what she has to say is

important. While in my mind I might feel as if I was trying to do the best thing, clearly Ms. Musick is upset

and the last thing I want to do is escalate the situation. Now is not that time to quote policies or what my

true intentions were but to be professional, empathetic, and try to understand her point of view.

3. Develop your personal code of ethics to use in professional situations. Make sure that they align

with the Texas Code of Ethics for Educators. This may be bulleted but must be in complete

sentences.

Okafor’s Personal Code of Ethics in Professional Situations

• I will act with integrity and honesty by telling the truth and avoiding any wrongdoings to the best of

my ability.

• I will treat every colleague and student with equality and respect.

• I will comply with state regulations, written local school board policies, and other state and federal

laws (Kemerer & Crain, 2016).

• I will not falsify records, or direct or coerce others to do so.

• I will be of good moral character and be worthy to instruct or supervise the youth of this state.

• I will not reveal confidential health or personnel information concerning colleagues or students

unless required by law.

 • I will not discriminate against or coerce a colleague or student based on race, color, religion, national

origin, age, gender, disability, family status, or sexual orientation.

• I will maintain appropriate professional educator-student relationships and boundaries based on a

reasonably prudent educator standard.

• I will engage in educational research and stay up to date on technical advancements to continuously

improve my teaching strategies.

4. Would your professional code of ethics differ from your personal code of ethics for your personal

life? If so, in what ways? If not, why?

No, my professional code of ethics would not differ much from my personal code of ethics for my

personal life. After reading through the Texas Code of Ethics for Educators (Kemerer & Crain, 2016), I

found that many of my morals and values aligned with the Code’s rules and regulations. I believe that the

policies are just good values and rules that all responsible people should follow. Now, I am a bit more on the

traditional side, but I believe the Code of Ethics was written with common morals and values in mind. These

are guidelines that most people would probably agree are the right things to do in certain situations. For

instance, I would never want to purposely discriminate against or coerce a colleague or student based on

their race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. That

goes against everything that had been instilled to me.

 References:

Keirsey Temperament Assessment. (n.d.). Retrieved January 28, 2020, from https://www.keirsey.com/

Kemerer, F.R. & Crain, J.A. (2016) Texas documentation handbook: Appraisal, nonrenewal, termination.

Austin, TX: Texas School Administrators Legal Digest. Read Chapters 1, 5 and 6.

Marshall, K. (2013). Rethinking teacher supervision and evaluation: How to work smart, build collaboration,

and close the achievement gap. San Francisco: John Wiley & Sons. Read Intro and Chapter 10.
 Creating A Comprehensive System for Human Talent Management
The purpose of human talent management is to attract, onboard, develop, engage, and retain high-talented

employees. Thus, it is the most important decision that a school system must make and the most important lever

to improve student achievement (Miles et al., 2016). It is important to have a robust human talent management

system that can help a district and school create a strong, positive culture and climate, increase engagement among

educators, and set up a system that reinforces the school’s vision and values. It also allows educators to see how

their personals goals help support the school strategic plan. This system should guide school leaders on how to

hire teachers and staff members to fill specific skill gaps, while also addressing needs through professional

development, providing additional supports, and keeping their most effective (Miles et al., 2016). Figure 1 (Miles

et al., 2016, Figure 1) shows the six talent decision areas that educators, including principals and teacher, have a

role in. In figure 2 (Miles et al., 2016, Figure 2), shows a map of the four key ingredients to setting up a clear

support system for human talent management. This means mapping out:

Figure 1 Six Talent Decision Areas (Miles et al., 2016, p. 5)

 Figure 2 Map of the four key ingredients to set up a system for human talent management (Miles et al., 2016, p. 7)

A job description and job posting can help adhere to local and legal guidelines. They establish guidelines for

employee performance and act as an important communication tool for a school system. According to Alief ISD

Policy Online (2019), when it comes to recruiting and selecting, a district shall not print or publish any notice or

advertisement relating to district employment that indicates any preference, limitation, specification, or

discrimination based on race, color, religion, sex, disability, or national origin, unless the characteristic is a bona

fide occupational qualification. This also extends to hiring. A district shall not fail or refuse to hire or discharge

any individual, or otherwise discriminate against any individual with respect to compensation, terms, conditions,

or privileges of employment on the basis of based on race, color, religion, sex, disability, genetic information, or

national origin (Alief ISD Policy Online, 2019).

English Teacher Job Description

The job of the English teacher is to prepare and provide learning activities that enable students to learn
the principles of the English language (“English Teacher Job Description,” n.d.).
The successful candidate’s main job duties and responsibilities:
• Plan lesson plans that are aligned with the school’s curriculum goals.
• Prepare instructional aids, materials, and resources to meet student needs.
• Use differentiated instruction to deliver lessons that meet the diverse needs of students.
• Appropriate use of technology in the classroom that is aligned with objectives.
• Develop students' verbal and writing skills.
• Encourage the development of higher order thinking skills.
• Create a safe and flexible classroom environment.
• Encourage students to work independently and collaboratively in groups.
• Establish standards of student behavior that are aligned to the school and district policies.
 • Encourage student responsibility, cooperation, tolerance, and mutual respect in a manner
consistent with school and district policies and procedures.
• Track and monitor student learning using a variety of techniques
• Prepare and administer assessments that are curriculum-aligned
• Keep current with district and state standardized testing and maximize student achievement on
these tests
• Monitor performance and progress and modify instructional methods to meet individual needs
where necessary
• Foster good working relationships with students, teachers, counselors, administrators, and other
stakeholders to support the development and wellbeing of the students
• Keep parents or guardians informed of students' academic progress and social and behavioral
issues
• Maintain accurate and complete student records including attendance, grades, assessments, and
test scores as required by district and school procedures and regulations
• Participate in staff meetings and training sessions
• Undertake professional development activities to ensure continued professional growth and
development of teaching skills
Qualifications:
• Bachelor’s degree from a recognized accredited college or university
• Valid educator certification for position(s) of interest
• Valid ESL certification preferred
• ESL certification must be completed by all teacher within two years of employment with Alief
ISD
• Strong communication skills
• Problem-solver
• Professional in appearance and demeanor
• Ability to multi-task
• High work standards and ethics
Key Skills and Competencies:
• Communication, planning, and organizational skills
• Creative and innovative
• Adaptability
• Collaborative
• Data driven
• Maintains a high standard of professional conduct

2020-2021 Teacher - English/Language Arts/Reading

Deadline: 12/18/20
Posting Date: 08/6/2020
Location: Elsik High School, Houston, Texas 77072
Job Overview:
Elsik High School in Alief ISD is looking for an English teacher to join our growing team. The
successful candidate will have a passion for helping students learn, grow, and develop.
Job Description:
Plan a program of study that meets the individual needs, interests, and abilities of students. Help
students learn content and/or skills that will contribute to their development. Other duties as assigned
by the Principal.

Salary: $58,700 - $60,230 DOE.

Job Responsibilities:
• Prepare and deliver daily lesson plans
• Establish and communicate clear objectives for all learning activities
• Provide a variety of learning materials for use in educational activities
• Observe and evaluate student's performance and development
• Assign and grade class work, homework, tests, and assignments
• Maintain accurate and complete records of students' progress and development
• Manage student behavior in the classroom
• Provide extra assistance for students with academic problems
Important Notes:
Alief principals review application documents and can select applicants for interviews. Some positions
may be federally funded and, as such, are contingent upon the availability of federal funds. Please
check with your hiring manager about whether the position for which you are applying is federally
funded.
Qualifications:
• Bachelor’s degree from a recognized accredited college or university
• Valid educator certification for position(s) of interest
• Valid ESL certification preferred
• ESL certification must be completed by all teacher within two years of employment with Alief
ISD
• Strong communication skills
• Problem-solver
• Professional in appearance and demeanor
• Ability to multi-task
• High work standards and ethics
Required Documents:
• Cover letter
• Resume
 The key to promoting a collaborative professional culture is having a collaborative school culture,

effective communication through transparency and shared decisions, and modeling expected behaviors. When

teachers have many opportunities to collaborate, they are less like to be cynical and defensives (Kohm & Nance,

2009). This is important as any opposition from faculty and staff members can hamper the change process. A

principal can create an environment that fosters a collaborative profession culture by sharing responsibility with

teachers as often as possible and by helping them solve problems collaboratively. According to Figure 3 (Kohm

& Nance, 2009, Figure 3), a collaborative school culture is where teachers can support one another’s efforts to

improve instruction, where each take responsibility for solving problems and accepting the consequences, where

they are able to share and build upon each other’s ideas, and these ideas are based on share goals that focus on

student learning. This is the opposite of top-down cultures where teachers feel discouraged to challenge the status

and blame others for their difficulties. To engage teachers in collaborative problem solving, principals should

help teachers gain skills such as in-depth thinking and communication skills to enable them to get a variety of

perspectives and good decision making (Kohm & Nance, 2009). To do this, everyone’s role should be clear. Such

as, who will gather the information, who will make the final decision, or will the faculty vote on this issue during

the next staff meeting? Next, is to develop and set realistic SMART goals. These goals should be mutually agreed

on and reinforce the school’s vision and values.

Figure 3 Collaborative vs. Top-Down Cultures (Kohm & Nance, 2009)

When trying to introduce a new initiative, a principal should pay attention to the way information is released,

including official and unofficial information (Kohm & Nance, 2009). In collaborative cultures, official and

unofficial information are similar and reinforce each other. Which leads to effective communication. A principal

trying to build a collaborative professional culture at their school should remember to allow shared decision

making and be transparent about information. As mentioned earlier, when teachers have opportunities to

collaborate with each other, they are more likely to buy in to the chance and less likely to be cynical and complain

(Kohm & Nance, 2009). That means issues affecting the school should be discussed openly and solved

collaboratively. Teachers want to know that their experience, knowledge, and voice are being heard by school

leaders. For instance, if teachers and students having issues adopting the new literacy or math program, the

strengths and weaknesses of the program should be identified collaboratively. Sharing decisions with faculty and

staff members on key issues often leads to sounder decisions and increased support (Kohm & Nance, 2009). So,

the more information that faculty and staff know, the more effective they become in ensure the success of a

program (Kohm & Nance, 2009). Principals should avoid censoring information, and instead opt to making sure

the information is readily available to everyone. There are several actions a principal must take if they want to be

transparent to faculty and staff members. When releasing information, a principal should format it so that is

appealing and user friendly. An example would be to release a weekly memo with important updates and weekly

events. The memo clear and to the point, while the weekly events should be on the first page as that is what will

grab most people’s attention (Kohm & Nance, 2009). Next, is to develop guidelines for how to disseminate

information. This is extremely important for effective communication. Emails and memos should be used for

announcements, teacher feedback, and topics that will be discussed at staff meetings (Kohm & Nance, 2009).

Post charts, tables, and graphs that include important data should be displayed in areas for where all faculty

members can see it. A provide opportunities for to observe colleagues and collaborate on best teaching practices.

And lastly, school leaders can promote a collaborative professional culture by modeling what a collaborative

culture should look like. For instance, principals should allow time during staff meetings for check-ins and

dialogue (Kohm & Nance, 2009). At a start of a meeting, the principal should give everyone some time to “check-

in” to the meeting by asking short prompts about their day or any good news. Everyone should be given time to
speak, not just a few, to ensure that everyone is seen and heard. And then also encourage dialogue. During

dialogue, it is important to avoid making judgment. Dialogue can be used to model inquiry by posing questions

that lead to higher order thinking, advocacy by stating their own beliefs, or evening role playing when school

leaders practice taking about controversial curriculum decisions. There are multitudes of ways to use dialogue

and long as everyone is heard, and judgment is kept to a minimal.

To promote the professional growth of cultural responsiveness, a school leader should ensure that they

hire culturally responsive teachers and encourage them use culturally responsive instructional strategies and are

trained in using these strategies. They must also be held accountable to do so. Today’s teachers should hold

positive views of their students from diverse backgrounds and can build on students’ prior knowledge (Milner,

2018). Principals must also help promote a positive and nurturing school climate and relationship with key

stakeholders. Strong, positive relationships between schools and stakeholders help improve family engagement

and increase trust between them. This helps students feel connected with the school and a sense of belonging. To

improve adult capacity to transform schools, a principal should support an environment that provides the

necessary structures for them to flourish. This can be done by building adult leadership, trust, and a shared vision

and goal among faculty and staff members (Milner, 2018). To achieve this, a principal should offer professional

development on culture responsiveness, such as equity and inclusiveness, so that teachers can improve their

instructional strategies and management. A principal should be open in their decisions when staffing and hiring

and encourage strategies that engage educators, students, and stakeholders in diversity efforts (Milner, 2018).

This means giving faculty and staff members an opportunity to engage in professional conversations to help

develop their cultural responsiveness skills and learn how to adapt their lessons and teaching practices. And lastly,

a principal should a system in places that encourages the recruitment and staffing of qualified teachers who want

to bring change and promote culture responsiveness. To have transformational school, everyone needs to be on

board. The instructional leadership, team leaders, and department leads are all essential roles in education. They

are mentors, content coaches, advocates, etc. Principals should create a collaborative culture in which all teachers

are supported influence the quality of each other’s teaching. To create a culture of teacher leadership, there are

several actions a school leader can do. There should be a system in place for teams to regular meet to discuss
teaching and learning (Harrison Berg, 2018). There should be a routine where teachers are able to review the data

that shows evidence of teaching and learning. A principal should make sure to create a culture of shared learning

and decision making. This requires trust and for all faculty and staff members, students, and stakeholders to have

a shared vision and goal. There should be a system in place that allows faculty and staff members who questions

about the curriculum, instruction, or other issues to get it answered quickly by someone who can best assist them.

And a place for them to access resources to help identify answers to their questions. Routines should be in place

that make it easy for faculty and staff members to build relationships with stakeholders. This will allow them to

make sure our vision and goals are aligned with the values from the community. And teachers should feel safe to

take risk that will allow for change and student improvement. While many educators may have interest in utilizing

digital technology to foster professional learning for themselves and others, but many of them have low

confidence in their abilities to use and school leaders are usually not familiar enough with the technology coaching

methods themselves (Zimmerman, 2018). Google and Digital Promise teamed up in 2017 to establish the

Dynamic Learning Project to help introduce technology into the classroom and to increase educational equity and

impactful use of technology through instructional coaching. The Dynamic Learning Project came up with several

points to help guide and build capacity among school leaders and teachers to improve their use of technology in

the classroom. First, it is important to provide concrete examples that are related to their content instead of

hypothetical uses (Zimmerman, 2018). Like with students, educators should be actively engaged in their own

learning to help them retain how to use that technology or strategies to solve common problems in the classroom.

The training should not be a one-time thing but a continuous effort by all those involved until everyone is

comfortable with the technology. Expecting teachers to become experts at Google Classroom or Microsoft 365

after one-time session is unrealistic and can cause disillusionment and burn out. As with any other instructional

strategies, training should be done collaboratively where teachers can work with each other to share ideas to

engage students (Zimmerman, 2018). And the use of technology should still align with the curriculum and the

school’s vision and goals. The use of data can help understand where technology can best be used to support a

school’s curriculum.
 To observe teaching in a variety of classrooms requires some preplanning and collaboration among

administrators and the instructional leadership team to make sure all teachers are observed several times

throughout the year to get an accurate picture of how teachers are performing on a daily basis (Marshall, 2013).

First, classroom visits should be unannounced and frequent. Announced visits are one of the weaknesses of the

traditional evaluation system as it requires observing teachers just a few times a year based on whole lesson write

ups. With unannounced visits, evaluators can give authentic praise and development for accomplished and

distinguished teachers, coaching and support for proficient and developing teachers, and dismissal for ineffective

teachers who have who have shown little desire to make the improvements needed (Marshall, 2013). And by

making these visits frequent, the evaluator can a better idea or sampling of the quality of instruction. Also, the

visits should be short, between 10-20 minutes, depending on the purpose. Teachers and evaluators should

understand what instructional practices will be included on the rubric and what constitutes as excellent teaching

and learning (DeMonte, 2013). During observation, it is expected that a teacher has created standards-aligned

lesson plans that include clear objectives that are SMART, differentiated instruction to meet the specific needs of

students, and daily formative assessments (TEA, 2019). There should be several instructional strategies observed,

such as monitoring and student discourse. Classroom expectations and procedures should be modeled to students

and be practiced consistently. Agendas are posted for students to see including objectives, class opening,

transitions, and formative assessments. Student progress toward mastering of standards and fluency should be

visible in the classroom to foster ownership and achievement for students. And all teachers are expected to use a

student tracking system, such as RTI, that includes grades, referrals, and attendance to monitor student progress.

To support and improve teaching and learning, it is important that teachers receive frequent actionable feedback

after their observations. To close the loop among teachers, face to face conservations are essential (Marshall,

2013). The advantages of in-person feedback compared to a written one, is that allows teachers and the evaluator

to communicate a lot of information in a short amount of time. Teachers will be more open to feedback and can

give the evaluator more information about the lesson or correct any misunderstandings. A principal is also more

likely to see change with face-to-face feedback. The feedback should be prioritized, specific, actionable, and

supportive in tone. A good mnemonic for principals to remember when giving teachers feedback is SOTEL—
safety, objectives, teaching, engagement, and learning (Marshall, 2013). A principal should provide two to four

areas of encouragement (positive reinforcement) while focusing on one or two actionable steps that should be

addressed first to improve the teacher instructional practice (constructive feedback). The feedback should be clear

and precise. Actionable feedback provides support such as strategies and resources to implement into practice.

This offers the teacher reasonable steps to make progress toward the goal. To purpose of this is for teachers to

develop a growth mindset and trust and value feedback. To ensure that that the supervision and evaluation

strategies promote improvement, principals and teachers must have a shared understanding of what effective

teacher looks and sounds like. To effectively monitor the supervision and evaluation strategies, a principal should

first make sure their goals are SMART. Systems should be place so that teachers feel safe to set rigorous goals

that challenge themselves. Principals should constantly be looking for ways to improve observation and gathering

evidence. Principals should use face to face feedback with teachers to improve learning and encourage reflection.

It can also be used to build the capacity of administrators to end the Widget Effect and effectively engage in

difficult conversations (Marshall, 2013). When using written feedback, principals should be specific and

actionable. Evaluators should develop routines for supervision and have peer observations to improve learning

for both the evaluator and the teacher.

In summary, the purpose of human talent management is to attract, onboard, develop, engage, and retain

high-talented employees. It is important to have a robust human talent management system that can help a district

and school create a strong, collaborative professional culture that reinforces the school’s vision and values. A job

description and job posting can help adhere to local and legal guidelines. They establish guidelines for employee

performance and act as an important communication tool for a school system. The key to promoting a

collaborative professional culture is having a collaborative school culture, effective communication through

transparency and shared decisions, and modeling expected behaviors. dialogue and long as everyone is heard, and

judgment is kept to a minimal. To promote the professional growth of cultural responsiveness, a school leader

should ensure that they hire culturally responsive teachers and encourage them use culturally responsive

instructional strategies and are trained in using these strategies. They must also be held accountable to do so.

Strong, positive relationships between schools and stakeholders help improve family engagement and increase
trust between them. This helps students feel connected with the school and a sense of belonging. To achieve this,

a principal should offer professional development on culture responsiveness, such as equity and inclusiveness, so

that teachers can improve their instructional strategies and management. To effectively monitor the supervision

and evaluation strategies, a principal should make sure their goals are specific and measurable. Systems should

be place so that teachers feel safe to set rigorous goals that challenge themselves. Principals should constantly be

looking for ways to improve observation and gathering evidence and should use face to face feedback with

teachers to improve learning and encourage reflection. My biggest takeaway from this course and after building

this supervision and evaluation system is that this is all designed to foster growth for all educators to help student

achievement. This process starts with a shared vision and goal of what a principal wants their school to achieve

and how human resources can help recruit, select, hire, train, and manage these employees to help attain the

vision. I have learned that the system is used to ensure high quality teacher effectiveness and student learning by

promoting a culture professional growth for teachers, including cultural responsiveness, opportunities for

engaging staff in leadership roles, and utilizing digital technology in ethical and appropriate ways to foster

professional learning for self and others.

 References:

Alief ISD Policy Online (2019). DAA legal employment objectives: equal employment opportunity. Retrieved

July 2020 from https://pol.tasb.org/Policy/Download/584?filename=DAA(LEGAL).pdf

DeMonte, J. (2013, July). High-quality professional development for teachers. The Center for American

Progress. Retrieved from http://www.americanprogress.org/wp-

content/uploads/2013/07/DeMonteLearning4Teachers-1.pdf

English Teacher job description (n.d.) Retrieved July 2020 from https://www.best-job-interview.com/english-

teacher-job-description.html

Harrison Berg, Jill. (2018). Creating a culture of teacher leadership. Retrieved from

https://www.k12insight.com/trusted/creating-culture-teacher-leadership/

Kohm, B., & Nance, B. (2009, October). Creating Collaborative Cultures. Educational Leadership, 67(2), 67–

72.

Marshall, K. (2013). Rethinking teacher supervision and evaluation: How to work smart, build collaboration,

and close the achievement gap. San Francisco: John Wiley & Sons.

Miles, K.H., Lewis, C., & Galvez, M. (2016, October). Building a Talent Decision Map: How School Systems

Can Promote Strategic Talent Management at Scale. Education Resource Strategies.

https://www.erstrategies.org/tap/the_talent_decision_planner

Milner, H.R. (2018). The Principal’s Guide to Building Culturally Responsive Schools. National Association of

Elementary School Principals.

https://www.naesp.org/sites/default/files/NAESP_Culturally_Responsive_Schools_Guide.pdf.

Texas Education Agency. (TEA, 2019, February). Effective schools framework. Retrieved from

https://www.esc1.net/cms/lib/TX21000366/Centricity/domain/44/2018-

2019/february%2021%202019/01%20-%20TEA%20Effective%20Schools%20Framework%20-

%20Version%203%20-%20Lizette%20Ridgeway.pdf
Zimmerman, E. (2018, September 14). 5 Key Areas of Technology Professional Development for Teachers.

Technology Solutions That Drive Education. https://edtechmagazine.com/k12/article/2018/09/5-key-

areas-technology-professional-development-teachers.