In what ways does the framework of meet and confer interface with student performance and district vision/purpose?

Meet and Confer is a valuable process. It allows for

• Crucial conversations
• Leading with courage
• Serving with due diligence
• Models transparency
• Starting with the why
• All stakeholders know purpose
• Links to mission, vision, beliefs, values
• Sets priorities
• Sustains credibility

The Socio Cognitive Leadership strategy that will assist me most as a leader when making decisions that enhance student learning will be a shared vision.  I have learned that a vision is not created through word smithing, it should reflect a clear and strong focus, with student learning as the chief priority for the school.  In order to enhance student learning, I want my staff and students to know where I stand, and that is with students as the priority of every decision I make.  I want to always keep at the forefront DuFour's guiding questions in my shared vision as I focus on student learning - What do we want students to learn?  How will we know they are learning?  How will we respond to the students who did not learn?  How will they respond if they already know it?

Getting Feedback (Meet & Confer)

How?

• Handbook Committee, Compensation Committee (fist to 5)
• Union Member on both committees
• Staff volunteers and the district chooses members from that pool
• The purpose was to develop a handbook and compensation together
• Surveys
• Listening sessions
• Recertified Union Reps

Feedback Input/Recommendation/Decide

• Shared Agenda / Minutes
• Voting
• Administration Decision
• All members of the committee are responsible for feedback
• Committees forward recommendations
• Decision is ultimately the School Board’s, but having board members on the committee increases transparency and credibility

Best Practice Showcase

• Facilitators (impartial) hired for listening sessions/meetings
• Collaborative approaches
• Recommendations from group forwarded to decision-making body

How do these help?

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In order to establish this shared vision, I will work to gain the trust of my staff and students by developing relationships and modeling  a set of core beliefs about teaching and learning (Kelley and Shaw 2009).  Every decision we make as a school needs to meet the vision we created and be consistent with that vision.   I will also work with all stakeholders to create and believe in the vision of the school.  I want them to own and embrace our shared vision as a collective moral commitment.  In order to be sure this shared vision is always at the forefront of our decisions we will have it as part of our school branding.  This will include website, meeting agendas, publications, etc.  I reflect back on my Politics class I took this summer and I met a Dean of Students from Black River Falls, she shared with me their shared vision and how they brand it.  Their webpage and brand is amazing.  If a question is asked or a decision needs to be made that does not meet this shared vision, it will not be a priority.  If the stakeholders believe it is a priority, then our vision must be relooked at.  This is where many schools and leaders fail, their decisions do not always reflect their vision or their school’s vision.  This is KEY.

Chapter 115 – State Superintendent; General Classifications and Definitions; Children with Disabilities

As a principal I have many roles when working with special education students, as well as students with disabilities.  Some of these roles include meeting IDEA regulations, using the RTI process to qualify students, developing and implementing IEP’s, as well as 504 plans, and following established law regarding disciplining students with disabilities.

As leader who must enforce IDEA regulations, I must keep in mind that IDEA covers infants to age 21.  My district must provide early intervention services to these infants, toddlers, and their parents.  I must provide adequate communication to my community so they know these services are available for children before the start a formal public education program.  As a principal I will need to make sure my school has the resources and training needed for all these ages and disabilities.  I must also stay current on the law.  

As a leader I will need to ensure my staff is using the RTI model to identify students who may need special services.  This will include making sure a policy is in place for referring students who may need special services.   I will be part of the team to come up with interventions that provide early assistance to children who are having a difficult time with grade level instruction and meeting academic standards.  I must help to monitor interventions and collect data in order to demonstrate a notable difference between the students IQ and standardized test scores.  As a leader it is my responsibility to make sure parents are informed and give consent to all evaluations and placements outside the regular classroom.  A placement into special education would require an IEP be in place.  When developing the IEP I need to keep in mind the goals and services that will be provided to meet the goals in the least restrictive environment.  

As a school leader, I must always pay attention to students who have disabilities, but do not qualify for services under IDEA.  As an educator, it is my duty to provide equal access to educational opportunities for all students.  These students could get special education services through section 504.  As a district we would still be responsible for developing an IEP for services.  The implementation and follow through with these plans requires an extreme amount of professional development to prepare all staff to design instruction for children with disabilities.

Finally, the school must have clear discipline guidelines and procedures for all children.  When disciplining students with disabilities, I must keep in mind that I can not discipline a student with a disability for behavior that is a manifestation of their disability.  Sometimes students will put themselves or other students in danger due to their behaviors.  If this is the case, regardless of the disability, the student may be suspended for up to 10 days without any inquiry as to whether the behavior manifested from their disability or not.  There are times when the “stay put” provision is put in place.  This may be the result of an extreme discipline issue.  The “stay put” clause states that the child remain in their current placement until the current IEP and placement can be reviewed.  Regardless of any disciplinary outcome, the special education student must continue to receive educational support.

Principal Job Description

Contract Length : 12 Month

Reports To: Superintendent

Instructional Leadership

• Assumes responsibility and instructional leadership for the planning, operation, supervision, and evaluation of the educational program
• Communicates with students, teachers, parents and community members using a variety of mediums including technology.
• Partners with teachers to evaluate the effectiveness of instruction and individual teacher performance.
• Coordinates and promotes professional growth plans and opportunities for faculty and staff
• Coordinates New Teacher Induction and ongoing staff development program  
• Provides leadership and oversight  for the instructional, co-curricular and extra-curricular programs
• Responsible for horizontal and vertical articulation and curricular alignment
• Works with teachers and parents to implement student interventions that differentiate instruction based on student need.
• Oversees assessment program
• Establishes, monitors, and evaluates school improvement goals as documented in the annual School Improvement Plan
• Uses data to make decisions about curriculum, assessment, instruction and all school improvement efforts
• Establishes a culture of mutual respect and excellence through dialogue and relationships with staff, students, central office administrators, and community members
• Develops, monitors, and evaluates programs to enhance positive school culture and climate
• Responsible for staffing, enrollment, and budget decisions involving master schedule development
• Coordinates selection of all certified and classified staff

Management

• Develops Building Master Schedule and Staff Supervision Schedule
• Develops and monitors overall school and departmental budgets
• Ultimately responsible for building operations and maintenance
• Interprets Board of Education and central office policies and procedures
• Maintains student handbook and building procedures
• Responsible for student management, attendance and discipline
• Oversees the inventory, purchase, and organization of textbooks and supplies
• Oversees vendor and service contracts
• Coordinates building level crisis plan
• Supervises school activities and events

Job Description

I do not have a current job description, so I created my own.  I'd like to write - anything and everything that no one else volunteers to do, PLUS an effective classroom teacher.  I know that probably summarizes each and everyone of us, so here is the best I could do - 

Plan, organize and implement a science instructional program with rigor and high expectations that aligns with NGSS standards for grades 6-8.  Observe and evaluate student's performance and development.  Use 1:1 iPads to support and differentiate instruction in a 90 minute A/B block schedule.  Manage student behavior in the classroom by establishing positive relationships and enforcing rules and procedures.  Participate in Technology team, leadership team, Academic Excellence Team, Literacy Team.  Lead middle school staff in charge of communicating necessary information regularly to students, colleagues and parents regarding student progress and student needs.   Lead all professional learning on technology implementation.  Work with staff in grades K-12 on technology integration.   Coach middle school volleyball.  Lead the summer garden club and run the school garden throughout the year.