EDLD 5345 Managing Resources: Human, Fiscal, Facilities, and Community
Week 3 Assignment
Overview
Your Week 3 assignment gives you the opportunity to interview leaders on your campus regarding technology integration and instructional leadership. It also gives you the opportunity to assess both yourself and your campus in terms of cultural proficiency.
Rubric
Use this rubric to guide your work on the Week 3 Assignment.
Performance Outcome: The student actively engaged in a positive and useful communication challenge, with school and district staff, by successfully completing the assignment.
Tasksê / Accomplished
No errors in grammar, spelling or punctuation. / Proficient
Few errors in grammar, spelling or punctuation. / Needs Improvement
Responses lack clarity and depth and/or multiple errors in grammar, spelling or punctuation. / Unacceptable
No Response submitted.
Week 3: Part A
Technology Integration
ELCC:
3.2, 2.4,2.2, 3.1, / The student completed all aspects of the assignment and demonstrated knowledge and skills as indicated in the performance outcomes.
(20 points) / The student completed the assignment, but did not demonstrate complete responses to each aspect of the assignment.
(10 points) / The student attempted to complete the assignment, but failed to meet minimum requirements in all aspects of the assignment.
(5 point) / The student did not submit the assignment, content is incomplete, failed to meet minimum requirements in all aspects of the assignment.
(0 points)
Week 3: Part A: Organizational Support - Technology Integration
Use your observations, as well as interviews with school specialists (e.g., Human Resource or Personnel Department stakeholders), to answer the questions provided.
How is technology used in human resources and personnel? For example, are personnel postings online? Are applications online? Can principals or other appropriate personnel access applications and resumes of prospective candidates online?
According to Shelly Landgraf, Assistant Superintendent of Human Resources for Boulder Valley School District in Boulder, CO, the district is paving the way technology is used in all Human Resource (HR) aspects. The district website contains links to any needed information, including a tab for HR questions (http://bvsd.org/HR/Pages/default.aspx)Some of the methods where technology is being used include:
1. online job postings and descriptions: http://www.applitrack.com/boulder/onlineapp/
2. online job applications at https://www.applitrack.com/boulder/onlineapp/_application.aspx?starting=true
3. online detailed information concerning benefits, policies, and access to district forms: http://bvsd.org/employees/Pages/default.aspx
4. all requests and district forms are filed online unless external request has been approved
5. online staff handbook and district contracts/policies
Once the HR vets the applicants, electronic copies of the applications and resumesare sentto theprincipals. However, online access topersonneldoes not end with employment. The principal or supervisor can add electronically addpersonalinformation for an employee. Examples of whatmay beadded include evaluations, letters of recommendation, professional training records, boardaccommodations, etc.
When an applicantis hired, theyare issueda district ID number and user account. These numbersare neededto get access tojob-related information on the district website (http://www.bvsd.org/Pages/default.aspx). Some of the items an employee might wantto useinclude training schedules or online registration for district classes and professional development certificates, payroll, email, teacher websites, technology support, maintenance requests, quick links to other schools, and Infinite Campusgradebook.
In assisting teachers and administrators, how has technology been used in the following areas:
· Improving teacher and administrator planning and accountability;
· Accessing student records when legally appropriate;
· Reviewing campus accountability indicators, such as individual student academic performance on state tests and benchmarks;
· Planning and implementing individualized graduation plans for students;
· Communicating with staff, students and parents.
BVSD has elected to create their own evaluation system and forms. This is a new process with only one year of implementation. Therefore, while it will all eventually be online, it is still in the development stage. Ultimately, it will be used by teachers to get local testing data (benchmark and shared subject assessments) and TCAP results on individual students. Google calendar is also used to help with planning and accountability, as is Generation Ready (formerly Avatar): http://www.bvsd.org/development/Pages/default.aspx.BVSD has 55 schools: 29 elementary, 10 middle, 10 high, four K-8, one K-12 and one 6-12.
Each campus maintains their own campus accountability records and school ratings can be viewed on the district website. Teachers maintain their gradebook through an online program, Infinite Campus. Parents and students also have online access to their child’s academic information on Infinite Campus. Data on individual student academic performance, special programs, IEP, discipline referrals and action plans, graduation plans, and personal student information are included on this site.
Each teacher is expected to create and maintain their own Google website which is linked to the school email and district website. The site can be designed to include assignments and any paperwork students may need to access. In addition to this communication, the school sends home a weekly principal letter, in English and Spanish, containing school information and upcoming events, as well as an electronic version for those with access to Internet. It is important to point out that many families in our district do not have access to the Internet so numerous schools have created a “lab time” families can use the school computer labs.
The superintendent, district offices, and principals communicate with staff via email. A point of contention regarding technology is the fact that our school tends to abuse the email system for staff messaging; it is not unusual to receive over 100 emails a day. This is problematic when teaching all day and not having the time to regularly check messages. Too many times, I have missed an appointment because an email was sent out at 9 am for a 2 pm meeting and I was teaching so I didn’t get the notice. Overlapping of the forms of communication would be ideal, as well as prior notice (at least 24 hours). Furthermore, many parents expect less than 24 hours for a reply to their online requests.
What professional or staff development has been provided for professional staff (e.g., teachers and administrators) in the area of using and implementing technology?
BVSDexcels at providing professional or staff development opportunitiesinusing and implementing technology. Trainingis offeredthrough certified ITpersonneland the training isongoingthroughout the school year as well as offered during PLC, in-service days, and before/after school. The district encourages the use of software approved and purchased by the district and they will give one-on-one support as needed. It was just announced thatthe 2014 Colorado Google for Education Summitis being hostedatBVSDfor the second year in a row (http://www.bvsd.org/IT/edtech/Pages/default.aspx).What technology improvements are still needed to improve human resource development?
The major complaint is the extensiveness of the site and lack of training to learn howto get access toall the information contained on the district website. As a newer employee, I struggle to find all the links and information needed to effectively use the valuable resources. I highly recommend that this site is covered during new employee training in addition to periodical reviews for seasoned staff.Performance Outcome: The student successfully applied the knowledge and skills learned to the assignment.
Week 3: Part BWeb Research
ELCC:
3.1, 3.2,3.5 / The student completed all aspects of the assignment and demonstrated knowledge and skills as indicated in the performance outcomes.
(20 points) / The student completed the assignment, but did not demonstrate complete responses to each aspect of the assignment.
(10 points) / The student attempted to complete the assignment, but failed to meet minimum requirements in all aspects of the assignment.
(5 point) / The student did not submit the assignment, content is incomplete, failed to meet minimum requirements in all aspects of the assignment.
(0 points)
Week 3: Part B: Web Research
Use your FireFox Browser go to: : http://www.tea.state.tx.us/page.aspx?id=3058 review the site. Answer the following:
How many hours may I require a teacher to be at school each day?
Texas state law does not address the length of a teacher's workday but it does set a minimum salary for teachers. However, the instructional day must be at least seven hours long, including intermissions and recesses according to the Texas Classroom Teacher Association. A teacher may be required to be at school longer and “compensation issues other than minimum salaries are determined by local policies and contracts” (TEA, n.d., ¶ 9).General Inquiry - Teacher Questions FAQ. (n.d.). Retrieved July 30, 2014, from
http://www.tea.state.tx.us/page.aspx?id=3058
Instructional Days/Years. (2014, June 17). Retrieved July 31, 2014, from
https://tcta.org/node/13143
Can the day’s total of 45 minutes, for planning and preparation, be divided in differing time frames?
According to the Texas Education Agency website; “ A single planning and preparation period must be at least 45 minutes long. The 450minute statute was written to allow districts that use block scheduling to have longer periods on fewer days” (¶ 10). Section 21.404of the Texas Education Code confirms that it cannot be divided into different time frames: “A planning and preparation period under this section may not be less than 45 minutes within the instructional day”.EDUCATION CODE CHAPTER 21. EDUCATORS. (n.d.). Retrieved July 30, 2014, from
http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.21.htm#21.404
General Inquiry - Teacher Questions FAQ. (n.d.). Retrieved July 30, 2014, from
http://www.tea.state.tx.us/page.aspx?id=3058
Can I hire a person that is not certified? Why?
Yes, under special circumstances , a district is able to assign a “school district teaching permit” as long as it adheres toSection 21.055 of the Education Code and coordinates with the Texas Education Agency (TEA).The terms for the teaching permit are:a) A person must hold a baccalaureate degree. This subsection does not apply to a person who will teach only career and technology education.
b) Promptly after employing a person under this section, a school district shall send to the commissioner a written statement identifying the person, the person's qualifications as a teacher, and the subject or class the person will teach. The person may teach the subject or class pending action by the commissioner.
c) Not later than the 30th day after the date the commissioner receives the statement, the commissioner may inform the district in writing that the commissioner finds the person is not qualified to teach. If the commissioner fails to act within the time prescribed by this subsection, the district may issue to the person a school district teaching permit and the person may teach the subject or class identified in the statement.
d) A person authorized to teach under this section may not teach in another school district unless that district complies with this section. A school district teaching permit remains valid unless the district issuing the permit revokes it for cause.
EDUCATION CODE CHAPTER 21. EDUCATORS. (1995.). Retrieved July 30, 2014, from
http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.21.htm#21.404
General Inquiry - Teacher Questions FAQ. (n.d.). Retrieved July 30, 2014, from
http://www.tea.state.tx.us/page.aspx?id=3058
Can I hire a permanent substitute instead of a certified teacher, when the certified teacher has applied for the same position?
The Texas Education Code website states that a permanent substitute can be hired under the following condition, “A school district may employ a teacher under an emergency permit if they have been unable to secure a certified and qualified person for the position” (n.d., ¶ 1). Therefore, even though a certified person applied for the job, they might not be qualified and a permanent substitute is needed. The website continues with the following information:“However, if an uncertified individual is assigned for a certified teacher that will be absent for
more than 30 consecutive instructional days due to documented health related reasons and
has expressed the intention to return to the assignment, a permit is not required.In any event,
if a person who is uncertified or serving under an emergency certificate is assigned to the
same classroom for more than 30 days, the superintendent must provide written notice of the
assignment to parents of students in the classroom perSection 21.057, Texas Education
Code” (¶ 1).
General Inquiry - Teacher Questions FAQ. (n.d.). Retrieved July 30, 2014, from
http://www.tea.state.tx.us/page.aspx?id=3058
Performance Outcome: The student successfully applied the knowledge and skills learned to the assignment.
Week 3: Part CArticle Critique
ELCC:
3.3, 4.1, 4.2, / The student completed all aspects of the assignment and demonstrated knowledge and skills as indicated in the performance outcomes.
(20 points) / The student completed the assignment, but did not demonstrate complete responses to each aspect of the assignment.
(10 points) / The student attempted to complete the assignment, but failed to meet minimum requirements in all aspects of the assignment.
(5 point) / The student did not submit the assignment, content is incomplete, failed to meet minimum requirements in all aspects of the assignment.
(0 points)
Week 3: Part C: Article Critique
Your assigned readings for this week included the following article:
Baron, D. (2008). Consensus building: A key to school transformation. National Association of Secondary School Principals: NASSP Principal Leadership, 8(6), 56-58.
Critique the article using the questions below.
Briefly summarize key points from the reading.
In the article, “Consensus building: A Key to School Transformation”, Baron offers ways to use consensus building and universally held group agreements to make staff meetings more industrious, inclusive, and worthwhile. His first suggestion is to realize that reaching consensus has different meanings depending on the context:“decisions are made "by consensus" when the decision affects the entire group. The group is "in consensus" only when each member of the faculty can live with the recommendation support its implementation, and agree to not impede the implementation” (Baron, 2008, p.56).Second, the Turning Protocolis recommendedas a strong method for beginning consensus-baseddecision-making because it is essential for the group to have ownership of a decision if theyare expectedto agree to the terms. Third, consensus-baseddecision-makingcan transform the school climate and eventually affect how staff works together. Fourth, once agreementis achieved, future planning on how it will be implemented should occur. If consensus cannot be reached, the 80% rule is a viable option; at least 80% of the staff supports the decision and the rest agree to not impede its implementation. Fifth,aproposeddecision-making processis suggestedthat includesnumerousopportunities for collaboration. Last, consensus-baseddecision-makingwill flourish if every decisionis alignedwith the mission, vision, and core beliefs of the school.
In the reading, the author states, “One of the most demoralizing aspects of a meeting is . . .” How would you approach a meeting where you understand the outcome may have been pre-determined? Make your answer a full paragraph, please. List some possible strategies as you approach this challenge. IF you think about this, the scenario would be much like you attending your first staff meeting, as the new principal. Some preconceived ideas and decisions could already be in place.