Phase II

HR Practices to Consider
Recruitment

1. Since the candidate pool seems to be a Johnston County responsibility, JCPS should take

advantage of the numerous colleges in the area by creating relationships with the

Colleges of Education. JCPS should become very visible by offering opportunities for

students to visit JCPS schools, arrange for guest speakers to present to different education

classes, attend all events that will draw the college of Ed students, including resume

building/interview practice and of course student teaching. This will make JCPS a viable

option for students who are thinking about their futures.

2. When JCPS holds its annual recruitment fair, schools should interview potential teachers

on the spot. Many do, but if someone seems like they would be great for the school, then

the principal should also follow up with that candidate and be ready once they have

passed the HR process.

Selection

1. In the selection process, Principals should not just look for “good” teachers or teachers

that will “fit in”. Whitaker (2012) explains in his book that great principals look for

teachers who will be exceptional in the classroom and influential in the school (p.50).

2. In the process of selecting a new teacher, the principal should include as many people as

possible, the administration team, teacher leaders, teachers on team, and even some

students or trusted parents. I liked the process we went through with NELA. I never
 participated in a process organized with stakeholders, and in rounds that allow different

opportunities for the candidate to shine. Smith (2009) suggests using a group of

heterogeneous people for the interview because assembling a group that represents the

same views as the principal “there is no way to reach the best hiring decision” (p. 75). I

don’t suggest this process with every time that someone is hired, but certainly during the

summer when there are the most openings. I would also invite some people that I may or

may not be interested in at that time. As the year progresses, sometimes, it is better to

have some options when needing to fill a position as quickly as possible.

Induction/Orientation

1. Induction should begin with the first interview of the candidate. Questions that are asked

should reflect not only the expectations of the principal but also should inquire about the

processes and procedures the teacher uses in the classroom. These could also include the

expectations of the teacher for a healthy culture of the school. In this process, the

interviewer and the interviewee have a sense of the working environment.

2. Sutcher, Darling-Hammond, and Carver-Thomas (2016) suggest that two reasons teacher

attrition is so high during the first five years of a beginning teacher’s career can be

connected to the under preparation of the reality of teaching, and a lack of professional

training. Often, beginning teachers are given the most difficult assignments (classes),

there is little to no explicit training for handling classroom misbehaviors, and they lack

experience in how to best communicate with parents. Although many university/college

preparation programs strive to address these issues, once a teacher is in the position, the

teacher is expected to be an expert. Thankfully, JCPS has created the mentor/mentee

 program for every school in Johnston County and the representatives of these programs

meet to discuss the monthly plan for new teachers. However, it is up to the schools to

distribute the continuous learning as they see fit for their new teachers. I like the idea

many of my cohorts are using to address these teaching “realities” to beginning teachers

in their schools. In addition to the monthly PD requirement, it would be a great idea for

the beginning teachers to peer observe other teachers in their building. This observation is

not limited to classroom teaching, but also for phone calls home, lesson planning,

classroom routines, and time management. I think the responsibility of having a mentee is

limiting. New teachers should have a team of mentors in the building. This distributes the

human tendency of dependence and shame. Schools need to really think and plan for the

beginning teacher support system, especially if they want to minimize the turnover rate.

Staff Development

1. Professional Development for staff should be connected to a school’s WIGs. I also

believe that it lends itself to helping cultivate a culture change and definition of one’s

school. I really like the idea presented by Principal Julie Hancock of Smith Elementary in

Alamance County, she uses a book study every year to bring her teachers together and

working on the same goal (2019, October 17). Although she uses it to refocus their

school culture, I think that it too can create an opportunity to focus on school

improvement.

2. Professional Development for professional development’s sake is often viewed

negatively by teachers because if it doesn’t hold any value to the individual teacher, it is

seen as a waste of a valuable commodity, time. According to Kotter’s Change Stages,

 “removing obstacles and empowering people to move forward” is one way to get people

to change and improve (Bolman, L.G. & Deal, T.E., 2017). The best way to keep teachers

engaged in Professional Development, especially on early release days, is to design it for

teacher voice and choice. Having a menu of options, with teacher leaders leading the

sessions results in better outcomes for the teachers. When West Johnston High School

switched to this format, the teachers were much more responsive because they had the

choice of what they could learn. Even offering one session that the teachers could use to

research their own interests proved to be an effective option. By using teacher leaders, the

sessions were often much more useful because teachers were given tools to use the next

day.

Supervision/Evaluation/Action Plans

1. Walkthroughs should be quick snapshots of what is happening in every classroom. The

best way to know if a teacher is making an impact on learning is to become the learner.

That way, no matter what the teacher is doing in the moment of the walkthrough, the

evaluator can become the learner. If the classroom is designed as a collaborative space,

the evaluator can participate in the activity. This allows for conversation with the learners

about what they are supposed to be doing and why. The feedback on this experience

should be shared immediately with the teacher through a post-conference (Smith, R.E.,

2009, p. 162). The post-conference invites conversations about the experiences or

struggles the teacher is having and ways to address or mitigate the issues.

2. Another walkthrough idea is to allow the teacher to decide what the evaluator will look

for and provide feedback on. Many teachers know their weak areas or areas they want to
 improve upon (personal goals from PDP). By knowing what will be looked at, lowers the

stress level on a teacher and creates a culture of improvement and support (Kailua High

School 2012-2016).

3. Another great idea for walkthroughs comes from continuous data from teachers via

surveys or meeting exit tickets. The purpose of the walk-through will be announced to all

and as the walkthroughs are conducted, data is collected then shared with the staff at the

next meeting. These kinds of walk-throughs can be connected to a recent whole staff PD,

and/or the school WIG. This includes the staff on the progress they are making as a

whole to improve their school together.

Instructional Time

1. Involving the staff in the school’s development of the schedule is important. This is a

long term effort, so it should not be done in the spring of the year it will be implemented.

Schools should review their design of the school day every few years. This would require

a survey of satisfaction by all stakeholders, staff, students, and parents. The survey

should also include an opportunity for ideas. By listening to the needs of those living the

schedule, Administration can better determine what is needed. Reaching out for staff

proposals will reveal the variety of options that could exist. Allowing teachers to vote

gives teachers a voice in the process and will likely result in more of a “buy-in”. The

process also requires some revision input and finally, a final vote between two by

stakeholders. This process opens up discussions about seat time, required instructional

time, the inclusion of all subject areas, and possible benefits for both students and

teachers. It is a daunting task, but rewarding at the end (Kailua High School 2006).
2. Using “What is best for children” as the driving decision for master schedule adaption is

a best practice for designing a school schedule. Many times schedules are designed

around how to fit everything into a single school day, but stepping out and considering

the ages of students, curriculum needs of students, social/emotional needs of students and

using these to design the day fulfills the “why” of the schedule. In the elementary, every

age level has its own time schedule yet in middle school and high school, every period is

determined by the bell. In recent school “innovations” many schools have decided to use

the 4x4 Block schedule to allow more time for learning. This change has many benefits

on paper, but in practice poses many challenges and questionably may not be the best for

overall student learning. The biggest impact is the possibility for all students to graduate

with their needed credits because in eight semesters, students are offered a total of 36

opportunities to get credit. This box-like design does not always lend itself to the

flexibility that some subjects, like science, need for practical learning. Using the

philosophy of “what is best for children” is more difficult but much more intentional.

Instead of the rigid scheduling of the block schedule or traditional schedule, using a

modular schedule allows for much more flexibility for both teachers and students. I was

raised on a modular schedule, but my teaching experience has been in traditional or block

schedules, and the problems that many schools face can be connected to their inflexible

schedule.

By using a modular schedule, teachers of a specific subject area can determine

their needs for their students (Meyer, L. & Salmon, J.). Need time for a single lecture for

all students in the subject, that can be built-in with smaller sized meetings throughout the
week. Need “lab” time for conducting experiments that support the curriculum? That too

can be built in one day per cycle. The days are also not confined with Monday through

Friday, it is possible to have a 6-day cycle. With a modular schedule, students have time

between classes to study, meet with their teachers, socialize or attend various club

meetings. Their time is theirs to use as needed. One fear of modular scheduling is the

time and the student waste of it, I can say that very rarely did I or the rest of my

classmates “waste” time. We learned to use it to our advantage and to plan better because

we had some flexibility throughout the day. I was often in the library studying or working

on future homework, or meeting with others in a class to study group. Sometimes I would

just go and have lunch and socialize, but I needed that time just for that purpose.

Sometimes, I would go and work out-run on the track or go to the weight room if it was

open. I also worked on campus in high school, and I was able to schedule my work hours

around my breaks. Modular scheduling is expensive because it requires more teachers, it

is also very complicated, but eventually, all the kinks get worked out. My school has been

using modular scheduling for 50 years and it works!

Read this article about the history of modular scheduling at Punahou School.
 References

Bolman, L.G. & Deal, T.E. (2017). ​Artistry, choice and leadership reframing organizations 6th

Ed.​ Hoboken, New Jersey: John Wiley & Sons, Inc.

Hancock, J. (2019, October 17). ​How to cultivate school culture.​ Address at North Carolina State

University, Raleigh, NC.

Kailua High School 2006-2007.

Kailua High School 2012-2016.

Meyer, L. & Salmon, J. Modular Schedule (1971). Punahou. Retrieved from

https://www.punahou.edu/about/history-and-traditions/50-objects/post/~board/migrated-n

ews-e0c046b1-d60f-4cfd-84a9-6f835e8e018c/post/modular-schedule-1971

Smith, R. E. (2009). ​Human resources administration a school-based perspective.​ New York,

NY: Routledge.

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016, September). ​A coming crisis in

teaching? Teacher supply, demand, and shortages in the U.S.​ Learning Policy Institute.

Retrieved from ​https://learningpolicyinstitute.org/product/coming-crisis-teaching​.

Whitaker, T (2012). ​What great principals do differently 18 things that matter most 2nd Ed.​ New

York, NY: Routledge.

 Part III
My Perfect School
Section Practice
Vision We nurture creativity and curiosity in young
learners to build resilient and empathetic
global citizens ready for now and beyond.
Mission Our school is a caring community
committed to authentic relationships. We
develop in each student the capacity for
creative and critical thinking, the skills for
effective communication, and qualities of
curiosity, persistence, and resilience. We
will foster within each student the empathy
and diversity needed for 21st-century global
citizens.
Recruitment Our school will create relationships for
learning opportunities with nearby colleges
and universities. Opportunities for
observation, student teaching, and hosting
events will promote not only our school but
also will help cultivate future teachers.
Selection Hosting a stakeholder (students, other
teachers, admin, parents) event for potential
candidates. The candidates would have four
rounds of interviewing: Round one-Question
and Answer from the panel, Round two-a
student scenario, Round three-a parent
scenario, and Round four-a pretend planning
session with a PLC using a combination of
candidates and current teachers.
Induction The induction should begin with the
Why
Creativity, curiosity, resilience,
empathy are the characteristics I
believe future-ready students
need for success.
Relationships with families,
creative and critical thinking are
needed for problem-solving.
Skills that students can use for
communication are important to
pursue their goals and work
collaboratively. Qualities of grit
are needed for life long learners.
Building empathy and
acceptance of diversity are
needed in order to have
opportunities globally.
By making our school visible
and accessible will draw
candidates who are familiar with
the school and understand the
mission and vision. This also
presents a chance to see the
future teacher in action.
This offers those who will
interact with the candidate the
opportunity to see in real-time
how they may act/react in tough
situations. This opportunity also
instills the expectations to the
candidate before they make their
decision to become part of the
staff.
The outcome of this interview
 interview process, questions should
represent the expectations, vision and
mission, and philosophy of the school. These
will be scripted and the same for all
interested candidates. The next phase will be
the selection process described above
Orientation New teachers (to the school) will participate
in an Acclimation Academy. Experienced
teachers who are new to the school will
participate once a month in a large group
setting with the beginning teachers and
experienced teachers who are new to the
school. The monthly meetings will address
common issues that teachers will have to
deal with throughout the school year, such as
parent/teacher communication, grades, the
community, SEL, classroom management,
pay/insurance, data and how to traverse the
off-campus PD sign up program.
Staff Development Professional Development will be designed
by the teachers for the teachers. In looking to
promote best practices and encourage
leadership among teachers, all teachers will
be responsible for taking the lead for PD
sessions at least once per school year. The
other teachers attending will have the
opportunity to choose what session best fits
their needs. The leaders of the PD will also
follow up with every attendee one week after
the session to answer any questions or to
share in the experiences of implementing
any strategies presented.
Evaluation Teachers need to be evaluated, several times
a school year. One way that these
evaluations can be meaningful is to spend
time on pre and post conferences. In a
allows the candidate to decide if
they want to go further with the
process. Their response will
provide enough information to
the interviewer/interviewers if
the candidate has potential to
move the school forward.
New teachers to any school need
a great deal of support as they
learn the new culture, policies,
procedures, and expectations of
the new school. Beginning
teachers need to have a person
they can go to often for
questions, but they also need
others to support them as they
get through their first year.
Creating a network of support is
necessary if a school intends on
keeping these teachers in the
long term. If teachers do not feel
supported, this can affect their
stress levels in a negative way.
This PD allows staff to connect
on a deeper professional level. It
generates communication among
the staff and encourages peer
support throughout the year. As
lifelong learners, teachers are
surprisingly out of touch with
one another’s talents and
specialties in the classroom. The
follow-up piece is really
powerful to solidify the
connection and to ensure that the
PD was not a waste of time. The
end result should bring the staff
closer not only in a personal
way, but hopefully, it will close
the teaching gap.
When a teacher is involved in
the process of evaluation, the
stress of it becomes minimized
and the teaching can be
 perfect school, a teacher will be very
cognizant of what the evaluator will be
looking for. The teacher should provide a
lesson to the evaluator, and in the pre
conference will discuss one area that they
(the teacher) are trying to grow over the
school year. The evaluator can use the
appropriate evaluation tool, but will also
provide feedback to help the teacher on the
area they are focusing on improving.
Instructional Time The design of the school schedule must meet
the needs of the students and their learning. I
would use a modular schedule that used 6
days and 15 minute time periods. Time for
classes would vary but it would allow the
opportunity for students K-8 to have
additional classes (electives) and will meet
all the necessary requirements of the State.
The schedule will also include a rest period
in the middle of the day for students (K-3) to
rejuvinate so their brains can continue to
learn in the afternoon. In high school (9-12),
students will have time built in for free time
to use as needed, to study, homework, meet
with teachers, eat, rest, and socialize. This is
also an opportunity to regroup and deal with
some of the stress they may be experiencing.
authentic. It becomes a team
effort for improvement instead
of the pressure and wonder that
some evaluations can create.
Teaching should not be about
the teacher worrying about being
judged. In that climate, a teacher
does not flourish or grow, they
are stymied.
By using a module schedule,
students and teachers are given
the flexibility to meet in a
variety of ways that fully
explore the potential of learning
without the barriers of a set
schedule.
One of the missing elements of a
regulated school is the lack of
student freedom.The fear of
misbehavior is one reason that
students are hurded from one
class to the next. Somehow, it is
believed that students will act
like animals when permitted
freedom. One way to address
this fear is if the school teaches
students how to manage their
free time. After being taught,
most students will use the time
to their benefit. This instruction
can take place in the form of
study halls as students are
transitioned to the freedom of
time.