Standard+4



School executives will ensure that the school is a professional learning community. School executives will ensure that processes and systems are in place which result in recruitment, induction, support, evaluation, development, and retention of high performing staff. The school executive must engage and empower accomplished teachers in a distributive manner, including support of teachers in day-to-day decisions such as discipline, communication with parents/guardians, and protecting teachers from duties that interfere with teaching, and must practice fair and consistent evaluations of teachers. The school executive must engage teachers and other professional staff in conversations to plan their career paths and support district succession planning.



4a. Professional Development/Learning Communities : The school executive ensures that the school is a professional learning community. Experiences
 * By analyzing the result of the Co-Teaching evaluation survey, I was able to develop concrete suggestions and strategies for professional development that reflect characteristics of and promote the use of teacher expertise to improve professional learning communities. Suggestions on training:


 * Solicited the help of all NELA Fellows so that I can develop online structures and implement the development of effective professional learning communities and results-oriented professional development. I revised the school's PLC form to include the school’s vision and mission and the norms and expectations of each grade level PLC. Conducted informal after school drop in visits to enhancement teachers and helped them use online tools to conduct PLCs with their district counterparts.


 * Sit on year level PLCs to get first-hand information about teachers’ issues and concern. This helped me get a clear understanding on what to focus on improving instructional programs and practices.
 * Adopted and shared Co-teaching lesson planning template and Co-teaching Meeting Agenda template. The process in both templates facilitate opportunities for effective co-teaching planning that is focused on results, and characterized by collective responsibility for instructional planning and student learning.

Coursework The following list of NELA coursework helped me work with the administrative team to ensure that the school is a professional learning community. Specialized Trainings The following list of NELA Specialized Trainings helped me work with the administrative to ensure that the school is a professional learning community. Related Readings The following list of NELA  Specialized Trainings  helped me work with the administrative team to ensure that the school is a professional learning community.
 * Aspiring Leader Self-Assessments
 * High School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 18px;">Internship Project / Problem of Practice
 * <span style="font-family: Georgia,serif; font-size: 18px;"><span style="font-family: Georgia,serif;">Distinguished Leadership in Practice assign ments:
 * <span style="font-family: Georgia,serif; font-size: 18px;">High School Turnaround Case Study
 * <span style="font-family: Georgia,serif; font-size: 18px;"><span style="font-family: Georgia,serif;">Weekly Internsh ip Logs
 * <span style="font-family: Georgia,serif; font-size: 18px;">Middle School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 18px;">Upper Elementary School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 18px;">Facilitative Leadership & Crucial Conversations reflection
 * <span style="font-family: Georgia,serif; font-size: 18px;">Formal Teacher Evaluations
 * <span style="font-family: Georgia,serif; font-size: 18px;">Clinical Supervision Assignment
 * <span style="font-family: Georgia,serif; font-size: 18px;">Pre-K / Early Elementary Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 18px;">Schooling by Design
 * <span style="font-family: Georgia,serif; font-size: 18px;">School Visits: KIPP Gaston, AB Combs, Bertie Middle School
 * <span style="font-family: Georgia,serif; font-size: 18px;">Facilitative Leadership
 * <span style="font-family: Georgia,serif; font-size: 18px;">Teacher Evaluation Instrument
 * <span style="font-family: Georgia,serif; font-size: 18px;">Various Conferences, Community Schools Learning Lab, Seattle, WA
 * <span style="font-family: Georgia,serif; font-size: 18px;">Fullan, M. (2001). //Leading in a culture of change//. San Francisco: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Fullan, M., & Ballew, A. C. (2004). //Leading in a culture of change: Personal action guide and workbook//. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Kotter, J. P. (1996). //Leading change//. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Chenoweth, K. (2009). //How it's being done//. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Florida, R. L. (2004). //The rise of the creative class: And how it's transforming work, leisure, community and everyday life.// New York: Basic Books.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). //Leading with inquiry & action: How principals improve teaching and learning//. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Wiggins, G. P., & McTighe, J. (2007). //Schooling by design: Mission, action, and achievement//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Bridges, W. (2009). //Managing transitions//. USA: Dacapo Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">90-90-90 Article
 * <span style="font-family: Georgia,serif; font-size: 18px;">Tipping Point

<span style="font-family: Georgia,serif; font-size: 18px;"> 4b. Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff. <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Experiences
 * <span style="font-family: Georgia,serif; font-size: 18px;">Extended encouragement and support to the teacher candidate to NELA Cohort III.
 * <span style="font-family: Georgia,serif; font-size: 18px;"> My day in school always starts with quick visits to all classrooms to ask teachers if they are “OK”.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Provided resources and materials to the AIG teacher as she take the lead in organizing the Anti-Bullying Patrol next school year.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Joined the school administrative team in interviewing teacher and assistant teacher applicants. The interview process allowed me the opportunity to use a variety of data at the school level to identify school needs in recruiting, hiring, and placing new teachers and staff. The Gallup interview questions helped me together with the other members of the panel to find the best fit for the position. Provide resources to teachers especially on strategies in dealing with defiant students.

> <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Coursework <span style="font-family: Georgia,serif; font-size: 18px;">The following list of NELA coursework helped me work with the administrative team to ensure that the school is a professional learning community. <span style="font-family: Georgia,serif; font-size: 18px;">The following list of Specialized Trainings helped me work with the administrative team to ensure that the school is a professional learning community. <span style="font-family: Georgia,serif; font-size: 18px;">The following list of NELA Selected books and articles helped me work with the administrative team to ensure that the school is a professional learning community.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Developed an action plan for a given scenario during our NELA Assessment Day.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Aspiring Leader Self-Assessments
 * <span style="font-family: Georgia,serif; font-size: 18px;">Internship Project / Problem of Practice
 * <span style="font-family: Georgia,serif; font-size: 18px;">(Possible artifacts: PPT deck created for Dr. Corn’s class; slide created for poster; logic model; evaluation plan; video of students/teachers engaging in program)
 * <span style="font-family: Georgia,serif; font-size: 18px;">Distinguished Leadership in Practice assignments:
 * <span style="font-family: Georgia,serif; font-size: 18px;">High School Turnaround Case Study
 * <span style="font-family: Georgia,serif; font-size: 18px;">Weekly Internship Logs
 * <span style="font-family: Georgia,serif; font-size: 18px;">Formal Teacher Evaluations
 * <span style="font-family: Georgia,serif; font-size: 18px;">Facilitative Leadership & Crucial Conversations reflection
 * <span style="font-family: Georgia,serif; font-size: 18px;">Clinical Supervision Assignment
 * <span style="font-family: Georgia,serif; font-size: 18px;">(Potential artifacts: video of conference, teacher evaluation rubric, reflection pape
 * <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Specialized Trainings **
 * <span style="font-family: Georgia,serif; font-size: 18px;">Understanding by Design
 * <span style="font-family: Georgia,serif; font-size: 18px;">Schooling by Design
 * <span style="font-family: Georgia,serif; font-size: 18px;">School Visits: KIPP Gaston, AB Combs, Bertie Middle School
 * <span style="font-family: Georgia,serif; font-size: 18px;">Llano Grande Digital Storytelling Workshop
 * <span style="font-family: Georgia,serif; font-size: 18px;">Facilitative Leadership
 * <span style="font-family: Georgia,serif; font-size: 18px;">Crucial Conversations
 * <span style="font-family: Georgia,serif; font-size: 18px;">Teacher Evaluation Instrument
 * <span style="font-family: Georgia,serif; font-size: 18px;">Conflict Resolution
 * <span style="font-family: Georgia,serif; font-size: 18px;">Various Conferences
 * <span style="font-family: Georgia,serif; font-size: 18px;"> Community Schools Learning Lab, Seattle, WA
 * <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Related Readings **
 * <span style="font-family: Georgia,serif; font-size: 18px;">Bolman, L. G., & Deal, T. E. (2003). //Reframing organizations: Artistry, choice, and leadership//. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Tyack, D. B., & Cuban, L. (1995). //Tinkering toward utopia: A century of public school reform//. Cambridge, Mass: Harvard University Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Senge, P. M. (1994). //The Fifth discipline fieldbook: Strategies and tools for building a learning organization//. New York: Currency, Doubleday.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Covey, S. R. (2004). //The 7 habits of highly effective people: Restoring the character ethic//. New York: Free Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Lane, K. E. (2005). //The Principal's legal handbook//. Dayton, Ohio: Education Law Association.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Schimmel, D., Militello, M., & Eckes, S. (2010). //Principals teaching the law: 10 legal lessons your teachers must know//. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Tschannen-Moran, M. (2004). //Trust matters: Leadership for successful schools.// San Francisco: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Fullan, M. (2001). //Leading in a culture of change//. San Francisco: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Fullan, M., & Ballew, A. C. (2004). //Leading in a culture of change: Personal action guide and workbook//. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Carnegie, D. (1981). //How to win friends and influence people//. New York: Simon and Schuster.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Kotter, J. P. (1996). //Leading change//. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Chenoweth, K. (2009). //How it's being done//. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Patterson, K. (2002). //Crucial conversations: Tools for talking when stakes are high//. New York: McGraw-Hill.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Covey, S. M. R., & Merrill, R. R. (2006). //The speed of trust: The one thing that changes everything//. New York: Free Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Florida, R. L. (2004). //The rise of the creative class: And how it's transforming work, leisure, community and everyday life//. New York: Basic Books.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). //Leading with inquiry & action: How principals improve teaching and learning//. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Theoharis, G. (2009). //The school leaders our children deserve: Seven keys to equity, social justice, and school reform//. New York: Teachers College Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Fullan, M. (2008). //What's worth fighting for in the principalship//?. New York: Teachers College Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Wiggins, G. P., & McTighe, J. (2007). S//chooling by design: Mission, action, and achievement//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Bridges, W. (2009). //Managing transitions//. USA: Dacapo Press.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Tipping Point
 * <span style="font-family: Georgia,serif; font-size: 18px;">90-90-90 Article

<span style="font-family: Georgia,serif; font-size: 18px;"> **4c. Teacher and Staff Evaluation** : The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement. <span style="color: #c43838; font-family: Georgia,serif; font-size: 18px;">**Experiences**
 * <span style="font-family: Georgia,serif; font-size: 18px;">Observed the principal and assistant principal as they provide formal feedback to teachers. This helped me in conducting pre and post observation with the teachers, in providing them feedbacks concerning their classroom instruction and ways to improve their instructional practice.


 * <span style="font-family: Georgia,serif; font-size: 18px;">My participation in the district-wide leadership training facilitated by the Quality Teaching and Learning also helped me evaluate teachers in a fair and equitable manner.

<span style="color: #c43838; font-family: Georgia,serif; font-size: 18px;">**Coursework** <span style="font-family: Georgia,serif; font-size: 18px;">The following list of NELA Coursework helped me work with the administrative team to ensure that the school is a professional learning community. <span style="color: #c43838; font-family: Georgia,serif; font-size: 18px;">**Specialized Trainings** <span style="font-family: Georgia,serif; font-size: 18px;">The following list of NELA <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;"> Specialized Trainings <span style="font-family: Georgia,serif; font-size: 18px;"> helped me work with the administrative to ensure that the school is a professional learning community. <span style="color: #c43838; font-family: Georgia,serif; font-size: 18px;">**Related Reading** <span style="font-family: Georgia,serif; font-size: 18px;">The following list of NELA <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;"> Selected books and reading helped <span style="font-family: Georgia,serif; font-size: 18px;">me work with the administrative to ensure that the school is a professional learning community.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Used the New North Carolina Teacher Evaluation Rubric to evaluate teachers. I was trained by our principal to navigate and use the online evaluation process. The debrief every after formal observations that we (administrative team) conducted really improved my skills is giving feedbacks to teachers.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Aspiring Leader Self-Assessments
 * <span style="font-family: Georgia,serif; font-size: 18px;">High School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 18px;">Distinguished Leadership in Practice assignments:
 * <span style="font-family: Georgia,serif; font-size: 18px;">Weekly Internship Logs
 * <span style="font-family: Georgia,serif; font-size: 18px;">Formal Teacher Evaluations
 * <span style="font-family: Georgia,serif; font-size: 18px;">Middle School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 18px;">Fall 2011 Assessment Day: - Video reflection on school culture
 * <span style="font-family: Georgia,serif; font-size: 18px;">NELA operation: Triad role plays re: teacher interactions
 * <span style="font-family: Georgia,serif; font-size: 18px;">Action plan for teacher
 * <span style="font-family: Georgia,serif; font-size: 18px;">Upper Elementary School Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 18px;">Facilitative Leadership & Crucial Conversations reflection
 * <span style="font-family: Georgia,serif; font-size: 18px;">Clinical Supervision Assignment
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">(Potential artifacts: video of conference, teacher evaluation rubric, reflection paper)
 * <span style="font-family: Georgia,serif; font-size: 18px;">Pre-K / Early Elementary Developmental Project
 * <span style="font-family: Georgia,serif; font-size: 18px;">Data Day: EVAAS, ACRE, Metametrics, NC WISE
 * <span style="font-family: Georgia,serif; font-size: 18px;">Literacy
 * <span style="background-color: transparent; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Common Core Overview (the one we had on mock interview day)
 * <span style="font-family: Georgia,serif; font-size: 18px;">Understanding by Design
 * <span style="font-family: Georgia,serif; font-size: 18px;">Schooling by Design
 * <span style="font-family: Georgia,serif; font-size: 18px;">Mathematics Common Core Trajectories
 * <span style="font-family: Georgia,serif; font-size: 18px;">Assistments
 * <span style="font-family: Georgia,serif; font-size: 18px;">Facilitative Leadership
 * <span style="font-family: Georgia,serif; font-size: 18px;">Crucial Conversations
 * <span style="font-family: Georgia,serif; font-size: 18px;">Teacher Evaluation Instrument
 * <span style="font-family: Georgia,serif; font-size: 18px;">DPI Special Education Day
 * <span style="font-family: Georgia,serif; font-size: 18px;">Conflict Resolution
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Tyack, D. B., & Cuban, L. (1995). //Tinkering toward utopia: A century of public school reform//. Cambridge, Mass: Harvard University Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Lane, K. E. (2005). //The Principal's legal handbook//. Dayton, Ohio: Education Law Association.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Schimmel, D., Militello, M., & Eckes, S. (2010). P//rincipals teaching the law: 10 legal lessons your teachers must know//. Thousand Oaks, Calif: Corwin Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Huefner, D. S. (2006). //Getting comfortable with special education law: A framework for working with children with disabilities//. Norwood, Mass: Christopher-Gordon Publishers.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Guthrie, J. W. (2007). //Modern education finance and policy//. Boston: Pearson/Allyn and Bacon.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Tschannen-Moran, M. (2004). //Trust matters: Leadership for successful schools//. San Francisco: Jossey-Bass.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Fullan, M. (2001). //Leading in a culture of change//. San Francisco: Jossey-Bass.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Carnegie, D. (1981). //How to win friends and influence people//. New York: Simon and Schuster.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Kotter, J. P. (1996). //Leading change//. Boston, Mass: Harvard Business School Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Chenoweth, K. (2009). //How it's being done//. Cambridge, Mass: Harvard Education Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Meece, J. L., & Daniels, D. H. (2008). //Child and adolescent development for educators//. Boston: McGraw-Hill Higher Education.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Patterson, K. (2002). //Crucial conversations: Tools for talking when stakes are high//. New York: McGraw-Hill.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Covey, S. M. R., & Merrill, R. R. (2006). //The speed of trust: The one thing that changes everything//. New York: Free Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Friedman, T. L. (2007). //The world is flat: A brief history of the twenty-first century//. New York: Picador/Farrar, Straus and Giroux.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). //Leading with inquiry & action: How principals improve teaching and learning//. Thousand Oaks, Calif: Corwin Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Daniels, D. H., Beaumont, L. J., & Doolin, C. A. (2008).//Understanding children: An interview and observation guide for educators//. Boston: McGraw-Hill Higher Education.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Eller, J., & Eller, S. (2010). //Working with and evaluating difficult school employees//. Thousand Oaks, Calif: Corwin.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Theoharis, G. (2009). //The school leaders our children deserve: Seven keys to equity, social justice, and school reform//. New York: Teachers College Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Wood, C. (2007). Y//ardsticks: Children in the classroom, ages 4-14//. Turners Falls, MA: Northeast Foundation for Children.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Fullan, M. (2008). //What's worth fighting for in the principalship?//. New York: Teachers College Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Wiggins, G. P., & McTighe, J. (2011). //The understanding by design guide to creating high-quality units//. Alexandria, Va: ASCD.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Wiggins, G. P., & McTighe, J. (2007). //Schooling by design: Mission, action, and achievement//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Bridges, W. (2009). //Managing transitions//. USA: Dacapo Press.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Steele, C. (2010). //Whistling Vivaldi: And other clues to how stereotypes affect us//. New York: W.W. Norton & Company.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Payne, R. K. (2009). //A framework for understanding poverty//. Moorabbin, Vic: Hawker Brownlow Education.
 * <span style="background-color: #f6f6f7; color: #000000; font-family: Georgia,serif; font-size: 18px; text-decoration: none; vertical-align: baseline;">Robinson, K. (2011). //Out of our minds: Learning to be creative//. Chichester: Capstone.
 * <span style="font-family: Georgia,serif; font-size: 18px;">90-90-90 Article
 * <span style="font-family: Georgia,serif; font-size: 18px;">Tipping Point
 * <span style="font-family: Georgia,serif; font-size: 18px;">Ruby Payne RTI
 * <span style="font-family: Georgia,serif; font-size: 18px;">Why Reading by 3rd Grade Matters
 * <span style="font-family: Georgia,serif; font-size: 18px;">Creating the Opportunity to Learn
 * <span style="font-family: Georgia,serif; font-size: 18px;">North Carolina General Statutes, Chapter 115


 * <span style="color: #c43838; font-family: Georgia,serif; font-size: 18px;">Artifacts and Documentations **
 * <span style="font-family: Georgia,serif; font-size: 18px;">Developed concrete suggestions and strategies for professional development that reflect characteristics of and promote the use of teacher expertise to improve professional learning communities. Suggestions on training:

<span style="font-family: Georgia,serif;">media type="custom" key="15447136" <span style="font-family: Georgia,serif;">media type="custom" key="15447182" <span style="font-family: Georgia,serif; font-size: 18px;"> Online tools I developed for Enhancement teachers so they can conduct PLCs with their district counterparts. <span style="background-color: #ffffff; color: #800000; font-family: Georgia,serif; font-size: 17px; text-decoration: none; vertical-align: baseline;">media type="custom" key="15448080"
 * <span style="font-family: Georgia,serif; font-size: 18px;">Sit on year level PLCs to get first-hand information about teachers’ issues and concern. This helped me get a clear understanding on what to focus on improving instructional programs and practices.



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 * <span style="font-family: Georgia,serif; font-size: 18px;">Adopted and shared Co-teaching lesson planning template and Co-teaching Meeting Agenda template. The process in both templates facilitate opportunities for effective co-teaching planning that is focused on results, and characterized by collective responsibility for instructional planning and student learning.

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 * <span style="font-family: Georgia,serif; font-size: 18px;"> Provided resources to teachers especially on strategies in dealing with defiant students.

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 * <span style="font-family: Georgia,serif; font-size: 18px;">Developed an action plan for a given scenario during our NELA Assessment Day.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Observing the principal and assistant principal as they provide formal feedback to teachers helped me in conducting pre and post observation with the teachers, in providing them feedbacks concerning their classroom instruction and ways to improve their instructional practice.
 * <span style="font-family: Georgia,serif; font-size: 18px;">My participation in the district-wide leadership training facilitated by the Quality Teaching and Learning also helped me evaluate teachers in a fair and equitable manner.
 * <span style="font-family: Georgia,serif; font-size: 18px;"> I was trained by our principal to navigate and use the online evaluation process. The debrief every after formal observations that we (administrative team) conducted really improved my skills is giving feedbacks to teachers.

media type="custom" key="16392536" <span style="font-family: Georgia,serif; font-size: 18px;">One of the teachers trying one of the strategies I've shared.