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**Welcome to the SAU #15 Good to Great Allocation of Resources Work Group Wiki!**

=Next Meeting: June 13th 4-6pm @ Cawley Middle School=

Notes from 5/25 Meeting:


 * Hiring High Quality Teachers:**

1. Hiring AP's/P's vs. Teachers--Following the same process? 2. Narrow candidates down to a few select 3. Canned Questions? 4. Add scenarios to bank of questions. Helps realize how candidates think and react. Also, be sure to add information about the district/school. Ensure a "good fit."
 * Chance to interact with children and the team that they will be working with
 * Provide lesson content and video lesson?
 * Helps to see interaction with students
 * Incorporate technology into application process
 * Sometimes it is better to ask varied questions dependent on needs...of team and applicant
 * Deviate on questions to avoid the "buzz words" to get a real picture of the candidate. If they've had practice answering in previous interviews, they have a leg up on other candidates. Not an accurate measure.

5. How do we attract the highest quality college students (prospective hires?) 6. How to attract people outside of the local radius?
 * More interactive, in-class experiences in our schools? Make the students more a part of their own learning.
 * Take care of the "Day Care" issues for empoyees' families
 * Recruiting agencies (head hunters)
 * Establish relationships with colleges other than SNHU
 * Service Learning Projects at the schools (During College Spring Breaks)
 * Create video (Student Made?) to "sell" the district...send to colleges
 * Competition at 8th grade level or district wide (culminating project?) to create the "best" or "most accurate" project.

1. Support for New Teachers 2. Developing Teachers
 * Keeping and Developing High Quality Teachers**
 * Time!
 * Reduced responsibility?
 * Provide time to meet with a mentor
 * We would never treat students the same way we treat new teachers
 * Inconsistent mentoring system throughout the district.
 * Adjust contract for new teachers?
 * Follow through with the cohort of new teachers...post-induction meetings
 * Who are the mentors?
 * The right fit has to exist
 * Collaborating teachers will have ability to audit / take classes at university
 * Clear expectations for teachers
 * Proficiencies for teachers (Washington D.C.'s eval model has 5 levels)
 * Differentiate expectations for new to seasoned teachers
 * Master teacher model will allow for professional growth based on proficencies
 * Peer to Peer Observations
 * How do you (Seasoned Teachers) know what to read? You don't know unless someone gives it to you.
 * Balancing Provision of Training and Expecations
 * Immediate Feedback to reinforce positive instructional practices (walkthroughs, peer to peer observation) are effective and helpful.

//Please post a response below (along with your name if you'd like). This is an attempt to make everyone feel comfortable with posting on the wiki.// What should schools and districts do to ensure they recruit the best teachers available, retain them, and encourage growth throughout their employment? What is the role of the district and what is the role of the employee?
 * Question to Consider: **

What can be done to the school day to improve student success? If you were in charge, what would the day look like in your school?

I think to improve student success we need to put the whole student first, not focus only on parts of what a student needs, not focus on the negative information that testing data can produce but remember that we need our students to be invested in their learning in a meaningful way. The ideal day would: -feel joyful and productive -incorporae morning and afternoon time for students not on grade level in reading and math -start with community building time (calendar, circle, a long enough and well used homeroom time) -include a consistant reading and math block so that students could move from one room or grade to another to learn and their own pace and level -incorporate brain based learning stratigies (time for movement, student lead discovery, hands on activities, art, music, opportunity for emotional connections to what is being taught, etc.) and differentiated instruction to meet the needs of individual students -time for a civilized lunch, where teachers and students eat together using utensils, appropriate table manners and social interaction -more formative assessment, meaningful summative assesment -time for teaches to "unpack" and use the data provided by the required testing -time for teachers to reflect on their pratices and learn about what is new in the field of education