Standard+4

=Human Resources Leadership=

// Human Resource Leadership ensures that processes and systems are in place that result in the recruitment, support, evaluation, development and retention of a high performing staff. Engagement and empowerment of accomplished teachers in a distributive leadership manner, including support of teachers in day-to-day decisions such as discipline, communication with parents/guardians, and protecting teachers is expected from human resources leadership. Human Resources Leadership practices fair and consistent teacher evaluations, maintaining high efficacy of the evaluation tool. The effective leader engages teachers and other professional staff in conversations about professional development and career advancement for the success of individuals to become leaders, also. //



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Coursework & Training
 * 4.A. Professional Developmental/Learning Communities: The principal ensures that the school is a professional learning community. **
 * National Board for Professional Teaching Standards, AYA Science, Year Achieved: 11/21/2002, Valid Until 11/21/2022
 * Facilitative Leadership Training: Practice and Reflection
 * Distinguished Leadership in Practice Assignment - Assessing Professional Learning Teams in Your School
 * Clinical supervision/classroom evaluation assignments
 * Aspiring Leader Self-Assessments
 * High School Developmental Project
 * Middle School Developmental Project
 * Elementary School Developmental Project
 * Internship Project / Problem of Practice
 * Weekly Internship Logs
 * Crucial Conversations reflection
 * Formal Teacher Evaluations
 * Schooling by Design Training
 * School Visits: KIPP: Gaston College Prepatory, AB Combs Elementary Leadership Magnet School, Garner Magnet Middle School, Hertford County Middle School, Overhills High School, Beddingfield High School, Wayne School of Engineering, Enfield Middle School
 * DPI Training on the Teacher Evaluation Instrument
 * Literacy Training

<span style="background-color: #c0c0c0; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Related Readings
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Fullan, M., & Ballew, A. C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Kotter, J. P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Florida, R. L. (2004). The rise of the creative class: And how it's transforming work, leisure, community and everyday life. New York: Basic Books.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: How principals improve teaching and learning. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Bridges, W. (2009). Managing transitions. USA: Dacapo Press.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Reeves, D. B. (2005). 90/90/90 schools: A case study. In Accountability in Action: A Blueprint for Learning Organizations (2nd ed.). Advanced Learning Press.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: left;">Kim, W. C., & Mauborgne, R. A. (2003). Tipping point leadership. Harvard Business Review.

School Internship Artifacts Digital Story- Literacy Class with Carol Pope and Steve Amendum media type="youtube" key="1tOcJbXcHkQ" height="315" width="560" ** 4.B. Recruiting, Hiring, Placing and Mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff. ** Coursework & Training Related Readings School Internship Artifacts  media type="custom" key="23476290" ** 4.C. Teacher and Staff Evaluation: The principal evaluates teachers and other staff in a fair and equitable manner with the focus improving performance and, thus, student achievement. **  Coursework & Training Related Readings School Internship
 * Participation in planning sessions with teachers
 * Leading of PD sessions with staff on integrating technology in classroom presentations - xtranormal, Animoto and Go! Animate.
 * Facilitation and evaluation of the NCSU Friday Institute Maximizing the Impact of STEM Outreach through Data-driven Decision-Making (MISO) Teacher Efficacy and Attitudes toward STEM Survey (T-STEM)
 * Facilitation and evaluation of the NCSU Friday Institute MISO Student Attitudes toward STEM Survey (S-STEM)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Reinforced teachers’ self-confidence (acknowledge them for specific accomplishments via personal notes, post-conference forms with teacher strengths listed)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Senge, P. M. (1994). The Fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Currency, Doubleday.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Lane, K. E. (2005). The Principal's legal handbook. Dayton, Ohio: Education Law Association.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Schimmel, D., Militello, M., & Eckes, S. (2010). Principals teaching the law: 10 legal lessons your teachers must know. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Fullan, M., & Ballew, A. C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Kotter, J. P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Covey, S. M. R., & Merrill, R. R. (2006). The speed of trust: The one thing that changes everything. New York: Free Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Florida, R. L. (2004). The rise of the creative class: And how it's transforming work, leisure, community and everyday life. New York: Basic Books.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: How principals improve teaching and learning. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Fullan, M. (2008). What's worth fighting for in the principalship?. New York: Teachers College Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Bridges, W. (2009). Managing transitions. USA: Dacapo Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Tipping Point
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">90-90-90 Article
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">I participated in a mock interview for an administrative position, and I was given the opportunity to reflect on the process with those who had conducted my interview.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">I have observed dozens of classrooms and made hundreds of classroom visits. The result is that I am able to identify high levels of instruction, provide necessary feedback for teachers to act on, and arrange for staff transitions when necessary.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Participated on an interview team to recruit a middle school science teacher. Preparation for the interview required careful selection of objective and behavioral questions for the prospective candidate.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Principal Internship
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Crucial Conversations
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Data Day: EVAAS, ACRE, Metametrics, NC WISE
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Developmental Projects
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Formal teacher evaluations using NC Teacher Evaluation Instrument at internship site
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Weekly Internship Logs & Monthly Reports (tracking of teacher evaluation and support activities)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Lane, K. E. (2005). The Principal's legal handbook. Dayton, Ohio: Education Law Association.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Schimmel, D., Militello, M., & Eckes, S. (2010). Principals teaching the law: 10 legal lessons your teachers must know. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Huefner, D. S. (2006). Getting comfortable with special education law: A framework for working with children with disabilities. Norwood, Mass: Christopher-Gordon Publishers.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Guthrie, J. W. (2007). Modern education finance and policy. Boston: Pearson/Allyn and Bacon.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Kotter, J. P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Meece, J. L., & Daniels, D. H. (2008). Child and adolescent development for educators. Boston: McGraw-Hill Higher Education.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Covey, S. M. R., & Merrill, R. R. (2006). The speed of trust: The one thing that changes everything. New York: Free Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century. New York: Picador/Farrar, Straus and Giroux.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Militello, M., Rallis, S. F., & Goldring, E. B. (2009). Leading with inquiry & action: How principals improveteaching and learning. Thousand Oaks, Calif: Corwin Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Daniels, D. H., Beaumont, L. J., & Doolin, C. A. (2008).Understanding children: An interview and observation guide for educators. Boston: McGraw-Hill Higher Education.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Eller, J., & Eller, S. (2010). Working with and evaluating difficult school employees. Thousand Oaks, Calif: Corwin.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Wood, C. (2007). Yardsticks: Children in the classroom, ages 4-14. Turners Falls, MA: Northeast Foundation for Children.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Fullan, M. (2008). What's worth fighting for in the principalship?. New York: Teachers College Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, Va: ASCD.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Bridges, W. (2009). Managing transitions. USA: Dacapo Press.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Steele, C. (2010). Whistling Vivaldi: And other clues to how stereotypes affect us. New York: W.W. Norton & Company.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Payne, R. K. (2009). A framework for understanding poverty. Moorabbin, Vic: Hawker Brownlow Education.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">90-90-90 Article
 * Conducted regular teacher observations and evaluations.
 * Created a schedule for observations and evaluations to ensure that an equitable amount of time was spent in each classroom.
 * Conducted daily classroom walk through observations focused directly on the instruction taking place in the classroom.

Artifacts media type="youtube" key="GzHNOljIoBY" width="560" height="315" media type="custom" key="25048342"