Standard 6

Develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being. Education leaders support the professional learning of effective, caring teachers and leaders who are able to work with students productively in the classroom and who can collaboratively lead a school or district. Building an effective staff requires careful personnel recruitment, selection, assignment of responsibilities, support, evaluation, and retention. Developing the professional skills of educators involves such activities as coaching, creating supportive conditions, and fostering a professional learning community. Effective leaders:

• 1. Recruit, hire, assign, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty in an equitable manner based on school needs, and local, state, and federal requirements.

  2. Plan for and manage staff turnover and succession, providing opportunities for effective induction including mentoring of new personnel by carefully selected and trained mentors.

  3. Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development.

  4. Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student.

  5. Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice.

  6. Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement.

  7. Recognize the achievements of highly effective teachers and others by developing the capacity, opportunities, and support for teacher leadership and leadership from other members of the school.

  8. Promote the personal and professional health, well-being, and work-life balance of faculty and staff.

  9. Address their own learning and effectiveness through reflection, study and improvement, maintaining a healthy work-life balance.

PSEL Standard 6 Summary

Based on Georgia’s Professional Standards of Effective Leaders (PSEL), Standard 6 focuses on the recruitment, support, and development of highly motivated teachers and staff. It states that an effective leader works diligently to manage staff turnover and provide opportunities for effective induction and mentorship for new teachers. In addition to hiring caring teachers, it is also important for leaders to bring in highly effective special education teachers to help teachers and staff effectively meet the needs of general education students and students with disabilities. As mentioned in the PSEL Standards with Indicators for Inclusive Leadership (PSIIL), an effective leader works to provide a variety of resources and professional development that help teachers and staff develop reliable instructional practices to meet the academic, social and emotional, and physical needs of all students, especially students with special needs. Highly effective school leaders also make time to observe and evaluate teachers and procedures to make sure they are supporting the enrichment of teachers and staff.

Class Assignment = CA Practice-Based Experience = PBE

Artifact #1 Teacher Instructional Observation with Mentor (PBE)

Artifact 1 one is the summary of literal notes taken from a teacher observation. My role was to co-observe a classroom instruction with my mentor (principal) and discuss ratings. My assigned focus was to develop useful literal notes and follow the observation protocol.

https://docs.google.com/spreadsheets/d/1AtFAJA-UgbYDbzbnjQzRy7o-winw2MhEdQok1f1X6RA/edit#gid=0

Artifact #2 Teacher Instructional Observation Summary (PBE)

Artifact 2 was an action plan where Tier I candidates were tasked with observing a fellow teacher and providing feedback. My role was as an observer, but my findings were mainly to analyze the process of observation than the actual teachers performance.

https://docs.google.com/document/d/1hVRczEnFguHNGA0WmUuvEY0rSjmtpZFN31jK1VZFiig/edit

Artifact #3 The Interview (PBE)

Artifact 3 is an interview that was completed as a course assignment, but involved several procedures and an actual interview. My roles was to locate a leadership job of interest and constructively prepare myself to interview for the position.

https://docs.google.com/document/d/1QH8_IfdGh7RNlNq_Hng_MTdVOl5xgt1GDpsFKs_kR6c/edit

Artifact #4 Partner Teacher Observation (PBE)

Artifact 4 is are observation notes used to observe my partner teacher. My mentor (principal) wanted to give more insight on the purpose of peer observations. My role was to use an observation template and during our planning time give feedback.

https://docs.google.com/document/d/1uMylfSV9-STevjISmAUev0ZuzQK48UK8XaEcgJnZrTY/edit

Artifact #5 Standard 6 Article Analysis (CA)

Artifact 5 is an assignment from course 8970 in which we had to find articles related to PSEL standards and write a summary. In our response, we also had to explain the findings, results and connection with the standard. We also could make recommendations based on the analysis of the article.

https://docs.google.com/document/d/17Ys_aHv5OX5tBgt251xvJ7EMc2P6sa31WhX0t5umkws/edit