Ready To Learn Independent School District Department of Human Resources

Priscilla  Dawn  Johnson  EDUL  7023:  Dr.  Douglas  Hermond  May  8,  2010  

Mission  Statement  for  Ready  To  Learn  Department of Human Resources

  WE   will   sustain   high   academic   achievement   of   all  Ready   to   Learn   students   by   recruiKng,   selecKng,  retaining,   and   supporKng   a   diverse   and   highly  talented   staff.  WE  will   train   and  educate  our   staff   to  be  fluent   in  technical  trends,  cultural  responsiveness,  and   excellent   gatekeepers   for   the   opportuniKes   WE  open   for  our   students.  WE  are   the  voice   for  all   staff,  the   developers   of   many,   purposed   to   serve   our  students,  who  are  Ready  To  Learn.      

HR  Strategic  Goals  

  Provide  the  best  available  staff  for  student  achievement  and  staff  development  

  Train  a  diverse  workforce  fully  engaged  with  students      Develop  student  teachers  and  ensure    their  success    Provide  teachers  the  opportuniKes  to  lead  in  our  supporKng  departments    Provide  training  for  teachers  who  instruct  the  SubsKtute  Academy  

  Implement  individual  development  acKon  plans  for  teachers  

  Encourage  parent  and  community  parKcipaKon  through  quarterly  newsleUers,  parent  conferences  each  semester,  and  maintaining  a  dynamic  website  

OrganizaKonal  Structure  

Director  of  HR  

Parents     Teachers   Students   Community  

Assistant  to  Director  

OrganizaKonal  Structure  ExecuKve  Director    

OrganizaKonal  and  Staff  

Development  

Employee  RelaKons  

Total  CompensaKon  

Recruitment  &  Workforce  Planning  

OccupaKonal  Health,  Safety,  and  Wellness  

Assistant  to  ED  

SubsKtuKon  Academy  

Student  Teaching  &  Mentorship  

Center  for  Student  Learning  

Departments Supporting Student Learning

Power  and  Authority  Structure  

 StandardizaKon  • We  rely  on  the  knowledge  and  experKse  of  our  teachers  to  funcKon  effecKvely;  teachers  lead  their  development  plans,  and  develop  own  standards  

DecentralizaKon  • Teachers  have  a  direct  “say”  in  their  curriculum,  high  level  of  job  autonomy,  while  belonging  to  professional  organizaKons  

Shared  Decision  Making  • We  uKlize  “zone  of  acceptance”  model  for  decision  making.  We  consider  relevance  and  experKse,  before  involving  teachers  and  uKlize  “group  consensus.  We  also  develop  teachers  for  decision  making.  

Professional Bureaucracy with Shared Decision Making

CompensaKon  Performance-Pay for Teachers

All  teacher  salaries  need  to  be  higher!  

Teachers  who  demonstrate  superior  performance  should  

be  paid  more!  

Base-­‐CompensaKon  Plans  •  Teachers  enter  our  schools  with  various  skills  and  knowledge  •  They  have  the  opportunity  to  negoKate  their  salaries  based  on  these  factors  

Career-­‐CompensaKon  plans  •  This  pay  builds  upon  base  salary  • We  offer  supplements  in  four  areas:  •  1.  Student  learning  2.  Knowledge  and  skills  3.  Market  needs  4.  Leadership      

The Center for Teaching Quality: TeacherSolutions℠ Model

A TeacherSolutions report by 18 of the nation’s best Teachers: Center for teaching Quality, 2006

CompensaKon  Performance-Pay for Teachers

A  Professional  Compensa0on  Framework,  Designed  for  a  Compe00ve  Metropolis    

Base  salary  range  (negoKable)  

Career  Salary  Supplements  

Student  Learning  

Knowledge  &  Skills  

Market  Needs  

Leadership   Base  and  Career  Pay  

Novice   $30,000-­‐$45,  000  

Up  to  5%   Up  to  5%   Up  to  $5,000  

Not  ready  for  role  &  reward  

Up  to  $55,000  

Advanced   $46,000-­‐$55,000  

Up  to  10%   Up  to  10%   Up  to  $10,000  

Up  to  10%   Up  to  $85,000  

Expert   $56,000-­‐$70,000  

Up  to  15%   Up  to  15%   Up  to  $15,000  

Up  to  15%   Up  to  $130,000  

We  graKfy  certain  needs,  called  MOTIVATORS:  

•  Achievement  

•  RecogniKon  •  Work  itself  

•  Responsibility  •  Advancement  

Yet,  we  also  recognize  fulfillment  of  hygiene  needs:  

•  RelaKons  •  Supervision  •  Policy  &  administraKon  working  condiKons,  and    salaries    

•  Personal  life  

Rewarding  &  MoKvaKng  our  Teachers  

MoKvators  

 Beginning  of  school  year  survival  kit   Once  a  year,  team  building  and  socializing  2-­‐day  retreat   EducaKonal  Olympic  games  to  strengthen  cohesion     Update  technology  and  supplies  for  teaching     Once  a  semester,  each  teacher  gets  a  two-­‐hour  “come  to  work  late  or  leave  early  coupon”   We  keep  salaries  above  market  levels   We  provide  cost  of  living  adjustments   OccupaKonal  Health,  Safety,  and  Wellness  department  provides  a  24-­‐hour  gym  for  all  staff  members   Reduce  the  number  of  unfulfilled  contracts  due  to  pregnancy,  by  offering  16  weeks  off,  with  ½  pay     We  provide  daycare  called  “Children’s  Center,”  from  4  months  to  age  5;  we  pay  33%  of  costs  

How  We  MoKvate  Our  Teachers  

How  We  Reward  Our  Teachers  

Rewards  

•  Golden  Apple  award  at  staff  meeKng,  selected  by  other  teachers  •  Set  money  aside  for  small  gips,  like  gip  cards  •  Televised  “Excellence  in  Teaching  Award”  •  Reward  monies  for  improvement  in  standardized  test  scores  •  All  staff  noon-­‐hour  lunches  4  Kmes  a  year  •  Teacher  movie  night  •  Teacher  of  month,  with  free  parking  space  •  Appointment  of  “acKng  principal”  •  Celebrate  “teacher  appreciaKon  week”  

Technical  Core  of  our  School  Focus:  CogniKve  &  ConstrucKvism  

Our  learning  culture  is  based  on  cogni1ve  development  and  social  construc1vism:  

We  believe:  

We  Be

lieve  

Our  students  respond  to  more  than  just  reinforcement  and  punishment  

We  Be

lieve  

Learning  is  a  mental  process  that  includes  problem  solving  

We  Be

lieve  

Students  learn  best  with  tools,  which  reinforces  cogniKve  development  

We  Be

lieve  

Our  students  bring  prior  knowledge  and  contribute  this  to  the  learning  process  

We  teach:  

Technical  Core  of  our  School  Focus-­‐  -­‐  -­‐>  CogniKve  &  ConstrucKvism  

We  Teach   Our  students  

how  to  learn  and  informaKon  digesKon  techniques  

We  Teach   Strategies  to  

retrieve  informaKon  for  future  use  

We  Teach   The  

importance  of  cultural  tools,  such  as  technology  and  stats  for  teaching  

Technical  Core  of  our  School  How we Teach Students to Learn

•  Cogni0ve  Approach   InformaKon  processing   Keep  student’s  aUenKon   OrganizaKon  skills   PracKce  techniques   Verbally  empower  students  to  learn    

•  Learning  TacKcs  – Note  taking  – Mnemonics  –  Visual  aids  

•  Social Constructivism   Social  interacKon   Cultural  tools   AcKviKes  to  shape  development  

•  Cultural  tools  – Math  instruments  –  Computers/internet  –  Symbolic  tools  

– Maps,  signs,  and  codes  

Technical  Core  of  our  School  Teaching Strategies

Encourage  and  accept  student  autonomy  &  iniKaKve  

Use  cogniKve  terminology:    

(classify,  predict,  create)  

Search  students’  prior  knowledge  of  

topic  before  teaching  

Encourage  communicaKon  between  students  

and  teachers  

Encourage  criKcal  thinking  with  open-­‐ended  quesKons  

Ask  follow-­‐up  quesKons  to  gauge  understanding  

Provide  Kme  for  students  to  

construct  own  meaning  

Challenge  previous  concepKons  on  

topics  and  discuss  

Use  errors  to  provide  feedback  

MoKvaKng  Students  “It only takes a spark to get a fire going, and soon all those around warm up to its glowing…”

 1st  day:  Teachers  tell  of  their  passion  for  learning   Observe  students  and  make  records  of  all  learning  styles  

 Create  supporKve  relaKonships  with  students  through  

encouragement,  aUenKon,  &  feedback  

 Create  an  atmosphere  where  students  want  to  work  

hard  for  someone  

 Provide  standards  and  structure   Let  them  know  what  they  have  to  do  to  succeed  

 Relate  assignments  to  real  life  (bring  current  event  

arKcles  to  class)  

 Vary  delivery  of  instrucKon   Use  visual  aids  (technology,  internet,  social  networks  

 Reward  success  with  verbal  praise  and  trinkets   Help  students  build  their  character  by  focusing  on  1  character  trait/week  

 Teach  goal  setng  by  having  students  write  down  

3  goals/week  

 Teach  accountability,  were  goals  met?  

 Have  students  answer  the  “big”  quesKon  3  x’s  per  week:  “did  I  do  my  best?”  

 Incorporate  team  building  exercise  to  teach  

importance  of  helping  others  

Research  QuesKons  1.  Does  the  teacher-­‐student  relaKonship  have  an  influence  on  student  

moKvaKon  to  learn?  

2.  Does  shared  decision  making  have  and  adverse  impact  on  teacher  job  performance?    

3.  Does  the  “pay  for  performance”  model  have  an  impact  on  student  achievement?  

4.  What  is  the  correlaKon  among  well-­‐trained  subsKtute  teachers  and  student  performance?  

References  Ames,  R.  and  Ames,  C.  (nd).  Nine  ways  to  moKvate  your  students.  Journal  of  Educa-onal  Psychology.  Retrieved  May  5,  2010  from  

hUp://www.imakenews.com/achievement/Nine_Ways_to_MoKvate_2006.pdf  

Cambridge  Public  School  (2009).  Goals  for  2008-­‐2009.  Retrieved  April  30,  2010  from  hUp://www.cpsd.us/schcomm/goals.cfm  

Center  for  Teaching  Quality  (2007).    Designing  a  system  that  students  deserve:  A  TeacherSoluKons  Report.  Retrieved  May  7,  2010  from  hUp://www.teacherleaders.org/sites/default/files/TS2008_0.pdf  

Craven,  H.  (nd).  LighKng  the  learning  fire.  Retrieved  May  5,  2010  from  hUp://www.inspiringteachers.com/classroom_resources/arKcles/curriculum_and_instrucKon/learning_fire.html  

Hoy,  W.  &  Miskel,  C.  (2008).  EducaKonal  AdministraKon:  Theory,  research,  and  pracKce  (8th  ed.).    New  York,  NY:  McGraw-­‐Hill.    

Hopkins,  G.  (2008).  25  ways  to  moKvate  teachers.  EducaKon  World.  Retrieved  April  30,  2010  from  hUp://www.educaKonworld.com/a_admin/admin/admin289.shtml  

Kostelecky,  K.,  &  Hoskinson,  M.  (2005).  A  "NOVEL"  approach  to  moKvaKng  students.  Educa-on,  125(3),  438-­‐442.  Retrieved  from  Professional  Development  Collec-on  database.  

Murphy,  E.  (1997).  CharacterisKcs  of  construcKvist  learning  and  teaching.  Retrieved  April  20,  2010  from  hUp://www.ucs.mun.ca/~emurphy/stemnet/cle3.html  

NDT  Resource  Center  (2010).  Teaching  with  the  construcKvist  learning  theory.  Retrieved  April  30,  2010  fromhUp://www.ndt-­‐ed.org/TeachingResources/ClassroomTips/ConstrucKvist%20_Learning.htm