Bia Richards EDL 646~Principa: Leader and Adminstrator ‘School Effectiveness Survey Analysis and Acton Plan September8, 2016 Procedure: | supplied copies ofthe School Etfecveness Survey to 16 faculy members at South Fork High School on Monday, September 6, and received 9 surveys back by the cu-of dale of ‘September 8. One ofthe surveys was returned by @ new slaff member who apologized for ‘answering nearly every question with a question mark, so the return rate of scorable surveys was 50%: 8rd these eight surveys were tabulated and writen comments recorded. Results. a Anas “The ght soresin he survey, suggesting stents, wee recorded fre florng aucstons Teachers rake hgh qual suction a schol prey #5-The scoo ound and bung are dean and Wel mahianed, . ‘6-Studeis are ocogizad for thr accomplishments Pe () 5S herr opr ronvomesareten «sat MO AN Thalthe highest coring answer tat teachers gave came onthe question about E67". x high-quality instruction suggests that faculty members from differant disciplines generally believe waht, e Ih ealesgues ae provi Seong auction, Wiha sal acy and numerous cared WAC ‘students, teachers generally have a daily knowledge of the quality oftheir colleagues classes, and ©" bath re rewer fac ac langor-orm facut rept eac ler Ti genera amosphae of teacher respecting acer was also ear on he high cho WASC apt which red na thou ocean ti peel png Spekobt ter The secon ght sore reutng in response oh lator bout th canes of the chal bung and grounds was obo expected es edn ben refuting fe igh Shoo bigs and dassrooms over he las three years wth monies accessed by a suze School bond measure. The new fecities include numerous technology upgrades that alow school personnel fo improve and upgrade the sence they ofr to students and parent. “The two statements tate forthe highest score, ke te frst pace statomen iret with the qualy ofthe student experience. Clea te faculy takes pride in ther of ays that student achievements are recognize, apreciated, and rewarded. In adn, gen the smal staf ofthe schol large numberof athe and non atl extacuriculreches are olered and promoted thse ince csp wing, computing, gneray nape of interest o students, Earth Clb, Raval, FS} end mere ‘The conseaton of hese high esuls~an average score dosero “strongly agree" han to agre" inthe highest case-suggest tha acy members generally appreciate and respect each other, recognize the varity of opportunites they fle to studens sie and ouside the classroom, and are forthe stents themselves. Ina the resus suggest a heathy. virot ertucatonalrelstionship in regard othe teachers and students of South Fork High SchoolMeanwhile, the lowest scores inthe survey, suggesting challenges the school should protiize, were recorded forthe fllowing questions: 1#8--Free and open communication occurs frequently between leachers and administrators, There was a fve-nay te or second-owest score among the following) ##10--Curriculum is varied to meet the diferent needs, interests, and abies of students, ##14--Students are discipined in a far and consistent manner. ##2--Free and open communication occurs frequently and oflactvly between parents and —p administration ##5~Students and parents know what teachers and administrators expect of them, ##11-Parents are encouraged to support the instructional actives of teachers, ‘The major themes that run through four ofthese fe low-scoring statements are ‘elationships and communication, withthe single lowest scoring response revealing the breakdown ofthe relationship between administrators and teachers. This problem was underscored in one of seven written comments from respondents onthe survey, which stated that trust among teachers and administrators is ni. The low score in regard tothe falmnass and Consistency of discpline-one commenter sarcastically cited the "wheal of discipline’, refering to ‘administrative inconsistency-- further builds on this breaksown between administrators and teachers, though clearly teachers play their own rol in discipline polices and action. The breakdown in the efficacy of administrative function at South Fork High Schoo! has many potential origins, ineding tha dapactura of superintendent midyear perhaps ak years age and the departure ofa principal midyear 18 months ago, These departures left the schoo! ‘administratively stretched thin asthe remaining administrators struggled to cover duties of hose departed. Indeed, the schoo!’ WASC report from 2013 indicated that one of the must-ackress tems forthe school was the fact thatthe principal's responsibles were impossibly numerous, ‘Additional factors such as poor fits of administrators and departures of nearly 50% of sence teaching staff over a two-year period undoubtedly contributed to this problem as wel, In accion tothe various signs tha rust and communication between administration and teachers has broken down, three low-scoring responses point to inadequate communication between home and school. Two responses reer directly to breakdowns between administrators ‘and parents, while two refer in some way tothe relationship between teachers and parents. The teachers responding tothe survey fel thatthe administrators who were not communicating realy ‘and openly with teachers were also not communicating freely and openly with parents. The ‘parental comments Ive witnessed at recent school board meetings would support the teachers! responses. Meanwhile, the negative survey responses tothe statements about students and parents knowing whal teachers and administrators expect of them, along with the suggestion that prens are not encouraged to support teachers instructional scivtles, suggests a more general schooHto-home disconnect that has both administrative and teacher components The causes ofthese specicaly administrator-to-parent breakdowns no doubt comes as & result ofthe aver-assignment of some administrators, the poor fof ether administrators, and the upset response by parents to specific administrative actions both atthe high school and dsrct levels; these would include specic unpopular student dscpline actions, biurring of ines ofadministrative responsibly, end unhappiness in regard o personnel decisions, Allo those actions which some parents have reacted negatively fo are perhaps partly victims ofthe nature of operating witin a smal, tight-nit community in which many ciizens may have an ant-estabishment ei; however, undoubtedly ongoing and spect communication mists by sdminstrators exacerbated the situation. “The causes of the schoo-o-parent communication insuicloncies that have a teachor component-encouraging parents to suppor instustion and studenls and parents not knowing school expectatons~can perhaps be explained by @ combination of lack of administrative leadership inthis area during aime of rapdy-changing technology as wel as arapdtunover in teaching staf, which brought a number of new~and sometimes par-time-faculy othe high schoo! resulting in & lack of consstont parent contact using ether new or ol-echooltechnloges. “The final low-scoring statement inthe survey indicates that the respondents donctbeliove 2 that curiculum isnot offen enough varied to meet the needs, interests, and abies of students. | ule To analyze this specific response, it would be helpful to know further what portion ofthis score is 2 ,jestlve? 17, made up of those believing that the school doesnot offer a great enough diversity of courses to serve students’ needs, or whather the respondents are sensing thatthe individual courses ofered ‘70 | not provide enough dvacty of methods and materials. Whe the school has added a number ( ‘of lative courses i the last ree years, inducing relnstaling wood shop and metal sop. the} schoo! stil lacks courses often offered at somawhat larger high schools; we do not offer agriculture, auto shop or any engine-elated clas, computer programming, au o video production courses, cigital art courses, journalism, creative wring, foreign language other than Spanish, AP other than U.S. tory, or lerevel (bas) math or Englehcoureee. In adion, conflicts in the master schedule have made it ifcult to enrol interested students in performing arts classes such as music and drama. Existing courses do appear to use a wide vary of insiructonal methods and materials, especialy as new technologies have reached the classroom slong with work to align courses with Common Cove standards —BI Richards EDL 646--Principal: Leader and Administrator ‘School Effectiveness Survey Analysis and Acton Plan September8, 2016 Working Together: ‘An Action Plan to Improve Administrative Structures and Communication With Staff ‘at South Fork High Schoo! Background and Purpose: ‘South Fork High School earned a six-year accrediation from WASC in the Spring of 2016! ‘hiss the frst time in 20 years that the school has earned six years, and this accomplishment is a credit and validation of the teaching and suppor staff. Congratulations! However, in response tothe School Effectiveness Survey fr Fall 2016, South Ferk High - ¢ (\S School facully earl indicated a clear weakness ofthe school: the lack offre and open communication” between teachers and administrators. The survey results also showed addtional problems inthe performance of administrators, including a lack of good communication with parenis and an inconsistent application of school discipline poles. ‘Together, we must repair the ways that administrators and teachers work with ‘each other, and we must build trust. This action plan offers a starting place for an cengoing and continuous process to build the working partnership between administrators and teachers that wil lay the foundation that will support this echoo!'s ability to meet the learning needs of all ofits students. ‘This action plan incorporates a few key principles: (1) teachers wil be included from the startin discussions that affect them and their students; this incudes discussions about cuculum, the discipline matrix, professional development, course offerings and schedules, and teacher ‘evaluations, (2) school cimate improves when teachers and adminsralors communicate in ree, ‘open, and respectful ways, whether one-on-one or in group settings, (3) administrators and teachers will communicate and cooperate to implement student dsciolne in fait and consistent ways, (4) teachers are more supported when school administrators communicate better wih “students and parens, (8) teachers will be included from the startin d'scussion of long-range goals ‘and plans. Implementation Steps: 1 Principals Open-Door Paley: |am new here, and I need to listen te staf, paren, to “students. My goal sto meet with EVERY staff member during the days before schoo! stats Help me reach my goal, i possible, Please let me know wha Ison your mind, and what | need to know. Dates Effective: Immediate and Ongoing \Who is Responsible: Prindpal and Staff2.School Leadership Group: Ths group, consisting of he principal, assistant principal, ‘school counselor, and a representative chosen by each department, shall meet on a biweekyy basis throughout the school year. The group shall work together to agree on time and place. The purpose ofthis group is o provide an open forum between teachers and administrators on issues ‘of departmental or schoolwide importance, Dates Effective: Week of September 6, 2016 and Ongoing, Who is Responsible: Princigal and Departments 3 “This group, consisting ofthe principal, assistant principal, twee or more teaci, wo oF more assed ta, school secretary, wo oF mace stds, and tree or tore parent, wil met ona mony bai tvoughout he school ear; srs wilbewelzmeio sitin on is group. The group shall work together to review existing school poles, Cay requirements, and other matters, and it will act as a clearinghouse to listen to and discuss input Reon tonal tne alonodrincr hohe ar alc eae dream Sp as euch is designed tobe mere interectve place of mule perspectives; ths wil afer aplace "<) for parens and community members tobe heard pir to providing comment at ait scoot board meetings. 8 y Dates Efectve: Seplember 2016 and Ongoing F ——~wnois Response: Principal, Assistant Principal ngs: Our staff meetings with occur once per month dung he early reease °\. _de(Lclime. Agendes willbe shared wih sa the day before (wth oom fr aque, tmeeting‘willbe kept to an hour o la. generally, ther eary release day meetings wil sto between department group meetings( PBIS\days, and individual days (scheduled to sync up with grade reports). a Dates Efecve: Seplember 7, 2016 an Ongoing yy Whois Response: Prinapal-tun Meatngs ? Assistant Prinipel-Meeting Agendas Silt The principal and oe principal wil be highly vsble this year! We wl ays ‘meet the school buses. We willbe out during lunch aways and out curing passing periods as ‘much as possible. Dates Efecve: Fst Day of School and Ongoing y Whois Responsible: Principal 2 Assistant Principal e 6 Siafl Involvement: Help us get the ball roling! We are blessed with a great staf! Dates Efecve: Right Now and Ongoing! ‘Who is Responsible: Allof Us! Be bold, be delicate, and pursue the prize.~Brenden Gil(Weraaoe afte ‘School Effectiveness Survey Scoring Sheet slog Qt S139 2 ‘ag > : aoe 2s ly tee = oe (212 2% 5[4 3B 22 Wy a 2h elas >FSe eG ee oe ete 8S OS eo eo Tee ee gourve SB 1 Bly 3B Aad Bagger pratee high qual ds in: He Se tart GiPAS Tre Scheel gevabs eb lize are clean ork weil mauectee? GB SOON pat CCG IED Foe Tyee HECOMPESHNENTS Gees Pe ENE ang OLEAN Ee Bere Corre ATES, ‘Weaknesses (Top Three) Lowest Scores ia 25 B® Cree- a8 OBE Commun icoren eee Genes weve teoavs aD Aen 5 Varedte meet the Ai Geret needs, interest, dab (be FS RR DEBE TD x Ra Cdl CONSHAEAE Manners OF STOUT, Tamang Te Comment Summary epee Cmmemitttee oc cure Crewe OneD Co. &. feo paves Al) Chima enct Goes ee ee Semper i (Pare cre ecard eet te ochudles 0 TeelerMEMORANDUM DATE: September 7, 2016 TO: SFHS Teachers FROM: Bill Richards RE: School Effectiveness Survey Dear Colleagues, As many of you know, I'm currently working on my school administrative eredential at HSU, and fiom time to time I may ask for your input as part of my coursework. The survey Ihave attached is my frst such request. I imagine that completing the survey may take five minutes oF less. ‘The data collected from this survey is intended solely tobe used for my assignment, and your responses will remain anonymous. L would greatly appreciate receiving vour completed surveys inmy mailbox in the office by 3:30 on Thussdav, September 8°, Thanks to allt