Principal Professional Practice Measures School Year 2014 15 Name: - PDF document

Principal Professional Practice Measures School Year 2014 ‐ 15 Name: Michael Meiser School: Thomas Stone High School Outcome Evidence/Explanation 1.0 Facilitate the development of a school vision. 1.1 There is a written school vision that encompasses Explanation: values, challenges, and opportunities for the This artifact is our poster of the TSHS Mission academic, social, and emotional development of Statement. This was created with all each student. stakeholders in an effort to be simple yet all encompassing. This supports our vision of a “college ‐ going culture, and career readiness.” The picture on the right shows our AVID students reading to the elementary students. This supports our vision of preparing our students to be college and career ready, lifelong learners, leadership and good citizenship. Comments: Over the past year, Thomas Stone students have been involved in a wide number of activities involving middle school students. Congratulations on the number of bridging activities high school and middle school students. These endeavors are certainly useful in promoting positive activities that students can become involved in once they reach high school. /1 1.2 There is a process for ensuring that all staff and other Explanation: community members are able to articulate the vision. Our mission statement and other meaningful messages are displayed around the school. COUGAR PRIDE is part of our PBIS initiative and our PRIDE is measured as we are evaluated by the PBIS SET evaluation teams. Our PRIDE is visible on all staff ID badges and students earn Cougar PAWS for their PRIDE. Comments: During visits to your building, I have observed numerous displays of Cougar pride shown not only by faculty and staff but also by students. The signage placed outside of the building and throughout the school are testaments to the positive environment that is being developed at your school. /1 1.3 There are procedures in place for the periodic, Explanation: collaborative review of the vision by the school Our School Improvement teams review the vision community. and its adaptability to be current with the needs of our stakeholders. Revisions and additions are made, similar to the Cougar PRIDE being added to

Principal Professional Practice Measures School Year 2014 ‐ 15 support our PBIS initiative. Our stakeholders review the vision throughout the year as they meet once a month in their SIT meetings on Professional Tuesdays. The Third Tuesday of every month in designated as SIT meeting dates. Comment: It is always important to involve stakeholders and community members in efforts to adapt and share the vision of the school. Question: How many revisions of the school vision have been made this year? /1 1.4 Resources are in place or have been requested to Our AVID Site Team helps to support our vision. support the vision. Our AVID team is a diverse group of stakeholders that impacts and drives the educational focus of the school. Team members are trained to help prepare students for college success and works to be sure our students are college and career ready. AVID promotes leadership, citizenship, lifelong learning and college readiness; it also provides resources for staff via training and ongoing PD. AVID teaching and learning strategies are pushed out at all faculty meetings and department chair meetings. Comments: AVID training also provides staff with many essential classroom management strategies. Hopefully those skills are being shared through the AVID team as well. /1 Total Points Outcome #1 4/4 Outcome Evidence 2.0 Align all aspects of a school culture to student and adult learning. 2.1 There is respect, teamwork, and trust in dealings with Explanation: students, staff, and parents. The two documents selected are ways we show respect for our stakeholders and their involvement in our school. The article on the left is a poster for nominating our SUPER STONE STAFF that we recognize at every faculty meeting. The document on the right is a student selected by his teacher as a Cougar Of Courage; each day in April we highlighted a student nominated by a teacher. Both these allow our staff and students to be recognized for their good doings in and out

Principal Professional Practice Measures School Year 2014 ‐ 15 of the classroom. Comments: Both of the artifacts you shared are excellent examples of how staff and students receive positive recognition. Over the past several weeks, your efforts to recognize vice principals and other administrative personnel have been noted. /1 2.2 There are high expectations for all students and Explanation: teachers in a culture of continuous learning. This artifact is a Twitter feed that shows our staff taking place in staff led professional development on the practical usage of technology in the classroom. Our teachers had the choice of what PD they wanted to attend and how they wanted to implement in their instruction. Many of our teachers are interested in the benefits of technology to enhance instruction. Comments: In my opinion, technology usage has quickly become one of the most significant instructional tools of the 21 st century. You have proven through your leadership that you embrace the transformation, which has been created by technology usage in the classroom. /1 2.3 There is a school improvement plan, focused on Explanation: results, and characterized by collective responsibility Department Chairs have common planning time and meet during 7 th period every day. This time for instructional planning and student learning. is utilized to collaboratively drive our instructional focus and plan how it will be developed and delivered to departments and staff. Meetings consists of all core content Dept. Chairs, High School Resource Teacher, and Administration. This time allows for grass roots leadership and buy ‐ in to the programs that are being developed to support our school vision. Comments: I noticed that you have on an orange key clip. I think orange is a great color as well. /1 2.4 There is a school improvement plan, focused on Explanation: results, and characterized by collective responsibility We developed the School Improvement Plan and for instructional planning and student learning. Teams to engage the entire staff in the school improvement plan. The SIP is a process of having stakeholders take part in developing our SIP based on data analysis and incorporate the plan into action. By looking at the needs unique to

Principal Professional Practice Measures School Year 2014 ‐ 15 TSHS, the teams have been developed and adjusted as needed. Our core team, which developed our plan, includes a variety of stakeholders – such as dept. chairs and a parent. Our School Improvement Teams include all members, divided into groups based on interest. Comments: I never had the entire faculty involved in the development of the School Improvement Plan. I think the strategy of obtaining input from all staff members by dividing the staff into groups based on interests is an excellent idea. /1 2.5 There are opportunities for leadership and Explanation: collaborative decision ‐ making distributed among Along with our Common Planning period with Department Chairs every day during 7 th period, stakeholders, especially teachers. which allows for collaborative decision making and leadership, this year our administrative interns have been a part of the collaborative approach in developing our future leaders of the school. From helping to lead our Cougar Time SIP, running our CPR (Credit Progress Recovery), and coordinating survey’s and bus referrals, our interns have been instrumental in our inner workings this year. Comment: Assisting administrative interns in enhancing their knowledge of instruction, programs, policies and procedures is extremely crucial. Dr. Hill is dedicated to the concept of “growing your own” in relation to administrative leadership. /1 Total Points Outcome #2 5/5 Outcome Evidence 3.0 Monitor the alignment of curriculum, instruction, and assessment. 3.1 There are ongoing conversations with teachers as to Explanation: how the Maryland State Common Core Curriculum Our departmental Lesson Sharing and Formative and/or local curriculum and research ‐ based Assessment sharing allowed for departments to instructional strategies that are integrated into daily showcase their researched ‐ based instructional classroom instruction. programs. Administration and HSRT observed the Lesson Sharing activities once a marking period, making our way around to all departments. This is a great way to insure that our instructional focus is being implemented throughout the departments and school wide. It also allows the staff to showcase their craft with