First Responder Brainstorming at the State of Georgia SAM Conference
Things to Consider when Developing a FR LIST
When is it OK to list the principal as a 2nd or 3rd responder?
Define the list of management areas and then determine who could help
Have a list of criteria you want in a FR before you ask people
Continue to monitor the list to see if it should be modified
The FR list may include or be a part of other lists like the Administrator’s duty list
Identify building hotspots
Consider the school culture
Identify areas that pull principal away from his/her schedule (building management, parents, etc.)
Consider areas that enhance school safety
Identify the areas in which the principal is willing to let go
Identify the staff FR possibilities for each area
Check TimeTrack for the management areas in which the principal spends the most time
Can Teachers be an FR?
Yes
Train on communication protocols with parents
Train teachers on school – wide practices
Teachers can be FRs for many management areas
Curriculum
Instructional strategies
Student supervision
Management areas that typically need urgent response may not be a good fit for teachers
Make sure to have 2nd and 3rd responders when teachers are a FR
Are Second and Third Responders Really Necessary?
Yes
It is necessary to keep the process moving when someone is not at school or not available
How do Small Schools with Few Human Resources Develop a FR Framework?
Identify teacher leaders
Build capacity with teachers
Training is critical
Communication is important
Teachers have areas of expertise
Review all the human resources available to you
Counselor
LSTC / TST
Custodian
Café Manager
Clinic Worker
Nurse
What Skill Sets Would Benefit a FR ?
Good communication
Able to make decisions
Expertise or competence in the management area
Good problem solver and solution focused
Patience
Clear understanding of expectations
Comfortable in the role
Willingness to be a FR
Trustworthy
Reliable and Dependable
Ability to maintain confidentiality
Leadership skills
Pleasant
Able to follow through
Task dependent
Takes the initiative
Team player
Knows when to ask for help
Willing to seek clarity by investigating further
Can accept criticism
Committed to the principals vision
The Invitation or “The Ask”
Start with your vision for improving student learning and the role the SAM process plays.
Let the staff member know they have the skills to do this.
Let them know you trust them.
This will be focused upon routine issues
You will work with them to make sure they’re comfortable in the role including any training they
may need
Things to Consider or Include in FR Training
Communication skills
Make role expectations clear
Clarity in What Would the Principal Do (WWPD)
Use role - plays
Model by letting FR observe principal
Observe FR and provide feedback
Determine the process for closing the loop
Tools to use
When to communicate with principal and when not
Sustainability
Are there structures in place to provide on – going support to the FR
Feedback
Celebrate
Do they need resources?
How would the FR respond when asked how it is going?
How do we communicate the process?
Web sites
Posters in office and teacher workroom
Newsletters
PTA
Principal and FRs remind parents and staff that their concerns or issues can be addressed
effectively and quickly by going to a person with special training in the area of concern.