Leadership Experience and Administrative Development (LEAD) Program Orientation

Transcription

1 Leadership Experience and Administrative Development (LEAD) Program Orientation

2 What is the LEAD Program? The LEAD Program is the first step into the Broward Turn-Around Principal Continuum LEAD Interim Assistant Principal Intern Principal Interim 1st Year Principal

3 What is the LEAD Program? The LEAD Program is: ² a relevant, rigorous one-year program for aspiring educational leaders ² a requirement to be eligible for appointment as an Assistant Principal in BCPS ² a preparatory program for aspiring leaders who are ready to be appointed as an Assistant Principal ² currently using a multi-step, competitive application process

4 Why Do I Need LEAD? ² Board Policy # : Selection, Appointment and Professional Development of School-based Managerial Personnel ² Item #3 states:... As of August 2004, completion of LEAD or a comparable program (from another state or county) is a mandatory requirement for eligibility to become an Interim Assistant Principal

5 LEAD Criteria Minimum requirements for LEAD Applicants are: ² Full time certified instructional employee of Broward County Public/Charter Schools with three years of successful documented evaluations (2013, 2012, 2011) ² 2013 successful evaluation from a Broward County Public/Charter school ² Department of Education certificate in good standing indicating Educational Leadership (coursework and FELE scores submitted to FLDOE) ² Being mentored by Principal

6 How Do I Participate in LEAD? The Application Process ² Phase I: Documentation, Resume, Essay ² Phase II: Leadership Profile ² Phase III: Writing Sample, Presentation, Interview ² Phase IV: Notification of Selection

7 Phase I Documentation, Resume, Essay LEAD Application ² Include all information requested ² Ask your Mentor Principal to sign the application (Principal signature only - Assistant Principal, Intern Principal, or other signatures are not acceptable) ² Mentors should understand their responsibility goes further than signing the form, they are agreeing to allow you the opportunities required of the program

8 Phase I Documentation, Resume, Essay Aligned to the current Florida Principal Leadership Standards (from 2011) Provide documentation showing out-of-classroom leadership activities aligned to the Revised Florida Leadership Standards ² Items the resume review team will look for are: ² Documented experience showing direct work to increase student achievement ² Implementation of SIP-related or other school-wide initiatives ² Specific evidence of your impact on gains in student achievement for the school ² Activities over and above normal duties Strong résumés are the key to advancing to Phase II

9 Phase I Documentation, Resume, Essay ² Last three successful end-of-year Evaluation Forms (2013, 2012, 2011) with at least the one from 2013 being from a SBBC school ² Each evaluation must show overall ² 2012, 2013 Effective or Highly Effective rating ² Satisfactory rating ² Signature of the supervising Principal/designee must be visible ² Charter School applicants will provide end-of-year documentation for the last three years with the same requirements as above

10 Phase I Documentation, Resume, Essay ² A copy of applicant s valid Florida Teaching Certificate showing Educational Leadership (Must be a 5-year Professional Certificate within validity period - Temporary Non-Renewable is not acceptable) ² certificate must be in good standing with the Florida DOE ² Leadership essay Describe how you have worked to support your school beyond your classroom in closing performance gaps during the past three school years (Two page maximum, 12 point font, double-spaced) ² Content and development ² Organization and structure ² Mechanics

11 Phase II - Leadership Profile ² Applicants whose documentation packet scores at or above a targeted score will prompt a Leadership Profile to be sent directly to the Mentor Principal ² Mentor Principals will be asked to complete the Leadership Profile and return the signed form directly to Talent Development

12 Phase II - Leadership Profile ² The assessor will rate the applicant s leadership skills based on a set of leadership indicators ² Results of the profile will be disclosed ONLY by the applicant s Mentor Principal

13 Phase III: Writing, Presentation, and Interview ² Applicants whose Leadership Profile score meets or exceeds targeted score will be invited to Talent Development to complete an on-demand writing sample ² Writing Samples will be based on scenarios aligned Domain 3 of the current Florida Principal Leadership Standards ² Writing Samples will be rated on content, clarity of message, grammar, syntax, conventions, spelling and punctuation

14 Phase III Presentation and Interview ² Phase III participants will also prepare a presentation about the impact of their leadership skills/initiatives aligned to Domain 2 of the FPLS (official prompt will be sent to phase III participants) ² Presentation will utilize the technology of choice ² An interview aligned to Domain 4 of the FPLS will follow the presentation

15 Phase III: Interview Panel ² The 2013 Interview Panels consisted of: ² Principal/Intern Principal ² Cadre Director from the Office of School Performance and Accountability ² Talent Development Staff Representative ² Those individuals scoring at or above a set standard will be invited to participate in the 2014 LEAD Cohort

16 What do I do now? ² Be flexible and available ² Let others see your passion to be a leader, especially your Mentor Principal ² Start planning for future participation ² Be patient and LEARN ² Avoid the checklist mentality and the entitlement attitude

17 What do I do now? ² Meet with your principal and ask for his/her assistance and for more experiences ² Strengthen your leadership résumé ² Be able to Walk the Walk and Talk the Talk ² Sharpen your soft skills ² Submit your application packet by the deadline ² If you are not selected, look toward next year

18 ò Creating an Experiential Resume

19 Types of Resumes ò Chronological Resume sequence of events in time showing jobs held from most recent to least recent ò Experiential or Functional Resume lists the experiences relevant to the job and related to a possible interview ò Combination Elements of both the Chronological and Skills Resumes are included (Experiential Resume required by Broward)

20 Align resume to standards under each of the four Domains

21 Resume Basics ò First Impression use appropriate format, spacing, aesthetically pleasing ò Align to the CURRENT Florida Principal Leadership Standards - ò be sure each experience is listed under the correct standard! ò Honesty Is The Best Policy ò Make Every Word Count ò Limit use of Professional Jargon and Acronyms write as if the reader does not know your job

22 Resume Tips ò Always write it yourself so it will represent you ò Don t lie & don t exaggerate- speak to what you have done ò Never include negative/judgemental information ò Balance confidence with humility use I ò Use professional/formal writing protocol

23 More Resume Tips ò Use Current Terms And Initiatives ò AMO, IMT, iobservation, College and Career Readiness, etc. ò Include Data, Data, Data!!! tie your role to the results/impact when possible ò Highlight who it impacted a grade level, department, schoolwide, etc. ò Your school data cannot stand alone what did you do?

24 Continued Resume Tips ò Use A Variety of Strong Verbs ò Have Someone Review Before Submitting ò Spelling ò Consistent Font Style and Size ò Grammar ò Spacing ò Verb tense ò Omitted words ò Ease of Understanding ò In appropriate standard area ò Link to results

25 Examples of Experiences ò Established a data collection system for RtI

26 ò Established a Response To Intervention (RTI) data collection system for ESE students in grades 6-8 to assist in identifying and scheduling students for pull-out Reading instruction leading to 65% of the ESE subgroup increasing in learning gains

27 Examples of Experiences ò Created instructional focus calendars for all Sixth grade Reading classes

28 ò Created instructional focus calendars for all Sixth grade Reading classes based on data from the Fall 2013 Benchmark Achievement Test (BAT) resulting in a increase from 67% to 92% of students predicting proficiency on the Winter 2013 BAT II assessment

29 Examples of Experiences ò Analyzed FCAT Math data for strengths and weaknesses

30 ò Disaggregated tenth grade FCAT Math data for strengths and weaknesses and used results to assist classroom teachers with implementing appropriate remediation strategies and differentiating instruction

31 Which is more effective? ò Coordinated and supervised 2012 FCAT camp ò OR ò Developed curriculum and supervised twelve staff members and ninety-six sixth through eighth grade students for FCAT camp, resulting in an increase of annual learning gains in Mathematics from 63% to 75% on the FCAT

32 Which is more effective? ò Co-chaired Data Analysis Team ò OR ò Worked collaboratively with the Data Analysis Team to monitor school-wide School Improvement Plan initiatives and provide teachers in fifth grade with subgroup data and strategies to address areas of weakness according to Benchmark Achievement tests

33 Scoring ò Domain 2 - Instructional Leadership weighted heavily ò Quality vs. quantity ò Quality out-of-classroom experiences in each standard ò Include all parts to each experience including what you did, for who, and why ò Include results when possible ò Resume score + essay score = Phase I score

34 Thank you and good luck with your resumes! Office of Talent Development **Deadline for Submission Thursday, March 6, :00 PM

35 The School Board of Broward County, Florida Patricia Good, Chair; Donna Korn, Vice Chair; Robin Bartleman Ann Murray Abby Freedman, Dr. Rosalind Osgood Laurie Rich Levinson Nora Rupert Robert W. Runcie, Superintendent of Schools The School Board of Broward County, Florida, prohibits any policy or procedure, which results in discrimination on the basis of age, color, disability, gender identity, gender expression, national origin, marital status, race, religion, sex or sexual orientation. Individuals who wish to file a discrimination and/or harassment complaint may call the Executive Director, Benefits & EEO Compliance at or Teletype Machine (TTY) Individuals with disabilities requesting accommodations under the Americans with Disabilities Act Amendments Act of 2008, (ADAAA) may call Equal Educational Opportunities (EEO) at or Teletype Machine (TTY)