SACS Self-Assessment Report. Standard #2 Governance and Leadership

Transcription

1 SACS Self-Assessment Report Standard #2 Governance and Leadership

2 Standard 2 Governance and Leadership Indicator 2.1 s Establishes policies and procedures that provide for the effective operation of the school What process is in place to add, remove, or revise governing body policies and procedures for the effective operation of the school? How do school leaders ensure full compliance with governing body policies and procedure? How do school-based policies and procedures ensure equity of learning opportunities and support for innovation in the school? Highly Functional Policy manuals Policy to ensure that there is no conflict of interest between the governing body s policies and school improvement plans Governing body meeting minutes Governing body and school policies Staff/Student handbooks Agendas and minutes of stakeholder meetings Archdiocese of Miami Policy Manual Indicator 2.2 Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school What kinds of autonomy does school leadership have to make operational choices about how to implement policy?

3 Stakeholder surveys Agendas and minutes from meetings School improvement plan Staff handbook Personnel evaluation plan Maintenance of consistent academic oversight, planning, and resource allocation Meaningful leadership roles defined Archdiocese of Miami Policy Manual Parent-Student Handbook Personnel evaluation plan Indicator 2.3 Ensures compliance with applicable local, state, and federal laws, and regulations How do school leaders assure that all legal compliance requirements are met? Highly Functional Assurances, certifications Lesson plans that show time, resources, and students served as required by federal funding Budget allocations documents Criteria for selecting and terminating partners and contractors Copies of agreements Compliance historical data

4 Master calendar FHSAA compliance to rules and regulations Emergency drills (fire/lockdown) logs Graduation requirements meet state requirements Indicator 2.4 Employs a system that provides for analysis and review of student performance and school effectiveness In what ways do school leaders advocate for a culture that is interested in, and reliant on data? Committee minutes Professional development plan Role of leaders in use of data and interpretation Use of data for continuous improvement or decision-making Multiple methods of using and reporting data Lesson plans Course Description Booklet Curriculum Guide Indicator 2.5 s Fosters a learning community How do adult learning principles shape professional development for instructional staff members, so that it takes into account their expertise, learning style, and needs? How do adult learning principles shape professional

5 development for the community of learners so that it takes into account their expertise, learning style, and needs? Highly Functional Professional development plans and records Observational protocols Testimony from other teachers Peer learning community agendas and minutes Professional development calendar Indicator 2.6 s Provides teachers and students the opportunity to lead How do teachers participate in decisions that shape the school? How do students participate in decisions that shape the school? How do teachers and students lead the school to ensure a safe, orderly environment in which behavior management is consistent school-wide? Emerging Meeting agendas/minutes Policies/procedures that address leadership roles Procedures for purchasing materials and equipment that consult teachers Organizational charts Committee rosters

6 Student projects Documentation of numbers of disruptive events increase/decrease Behavioral policies Committee agendas and minutes Indicator 2.7 Provides stakeholders meaningful roles in the decisionmaking process that promote a culture of participation, responsibility, and ownership In what ways do stakeholders actively participate in and contribute to the school improvement process and other meaningful decision-making roles? Minutes/Attendance lists from school improvement team meetings showing responsibilities of stakeholders Schedule of school improvement planning meeting topics Minutes from Administrative Council, Academic Council, Academic Department meetings, Parent SACS Committee meetings, minutes from STA School Improvement Team Indicator 2.8 Controls curricular and extracurricular activities that are sponsored by the school How are decisions made regarding equity, level of participation, leadership roles, and allocation of resources in curricular and co-curricular activities? Highly Functional Class and activity rosters

7 Lesson plans showing support for all students Distribution of curricular materials Distribution of qualified staff members Indicator 2.9 Responds to community expectations and stakeholder Satisfaction How does the school learn about and respond to stakeholder questions, concerns and satisfaction issues? and related data Newspaper articles and advertisements Committee membership lists Indicator 2.10 s Implements an evaluation system that provides for the professional growth of all personnel What process do school leaders use to monitor instructional practices, provide feedback, encourage reflection, and make available opportunities for professional development that support instructional staff members needs What process do school leaders use to monitor and support non-instructional staff members needs? Administrative classroom observation protocols and logs Actions taken as a result of observations

8 School practices and procedures Documentation of collected lesson plans and grade books Maintaining feedback Meeting minutes Job Descriptions Observation protocols Evaluation forms Attendance rosters/minutes of professional development meetings Continuum of administration skills, job descriptions

9 Contextual Narrative As you review the responses to the indicators and rubrics, what major trends, themes, areas of focus, or goals emerge that cut across this standard? St. Thomas Aquinas High School is fortunate to have a dedicated, professional leadership team that consistently advocates for the school s vision and improvement efforts. All professional and non-professional staff members are held accountable for and support the educational goals of the school and work collaboratively to promote student performance and overall school effectiveness. Parents are an integral part of the St. Thomas Aquinas school community. Concerns were expressed about the amount of input the teaching staff has in the overall running of the school. How will you use the insights gained from this self-assessment to inform and enhance your improvement efforts related to this standard? The SACS Self-Assessment process presents the current leadership of St. Thomas Aquinas with an opportunity to work in a more collaborative way with all members of the school community. The administration should more fully utilize the tremendous talent and potential that exists in the staff. All stakeholders should be encouraged to have a sense of shared responsibility in the governing of the school.