Service Leadership Project (SLP):

Teacher Empowerment (SLP 2)

Jerry Taylor Matkins
Service Leadership Project
Providing Critical Support for the Beginning Teachers while Building Collaborative
Groups

Coversheetpg 2-5
Data Collection and Data Analysis..pg 6-19
Identification of Areas of Improvement.pg 20-21
Professional Language Summary..pg 22-28
Action Plan.pg 29-39
Project Evaluation and Impact Summary..pg. 40-50

DPI Evidence 2: School Improvement Leadership Project

Project Name: Providing Critical Support for the Beginning Teachers while Building
Collaborative Groups
Overview
School: E.B. Aycock Middle School
District: Pitt County Schools
MSA Students Name: Taylor Matkins
Principals Name: Janarde Cannon
University Professor/Supervisor: Dr. Ringler
Brief Abstract describing project:
The principal at E.B. Aycock Middle School and I determined that my Service Leadership
Project should be to increase beginning teacher support that would help improve our
schools success. Since this SLP involves teacher empowerment, I will look through the
scope of teacher leadership and support. The induction program will be organized and
managed in a way that every other week or two the beginning teachers and their mentors
will meet with one another along with administrators to discuss the progress and receive
professional development. Beginning teacher support has been low at Aycock, so the idea
is to help build it up with this program. The program is also designed to help the
beginning teachers network with other teachers while developing a sense of
empowerment. The program will allow some of the veteran teachers to establish and
develop a sense of leadership and accomplishment. The hope is that the teacher
empowerment will increase among beginning teachers and veteran teachers. In the end,
this SLP will have increased beginning teacher support while giving the mentors a sense
of leadership that will continue on through years to come.
Brief Impact/Evaluation of project:
At the beginning of this project, I was hoping to simply increase the support of the
beginning teachers at my school. For such a long time, beginning teachers were feeling
neglected and not appreciated for the work that they were doing. After reviewing teacher
working surveys, it became more evident that this was a big problem. Our school happens
to be the second largest school in Pitt County and one with a large beginning teacher
population. With such a large population of beginning teachers and a difficult

demographics to teach, we knew that providing support for beginning teachers would
help in the retention and recruitment of those teachers.
Obviously, the biggest impact that I will see with this project is the increase of support in
our school. In our school we will go from having no support for teachers to having a
program that will help walk beginning teachers through their first months of teaching.
Even though the program is designed to last for only a short period, there is no doubt that
teachers will continue to network and meet to help work out problems. This program will
undoubtedly provide the support for those teachers that are in desperate need of it.
The second impact was the increased leadership skills among our veteran teachers that
are acting as mentors. This program is going to allow those teachers to take a pertinent
role in the success of other teachers and the school. It will give them the empowerment to
make a difference in their career. This is important to make sure that all teachers in our
school are receiving the sense of accomplishment that will give them the ability to do
better in a classroom. This impact on veteran teachers was not priority at the creation of
this program, but it has definitely revealed itself.
Briefly describe your interactions with various cultural groups:
Since this project encompasses my entire school, I had plenty of interactions with all
cultural groups. For this project I worked with 27 core subject teachers that covered the
Caucasian, Asian, and African American races. I worked with 12 encore teachers that
covered those races as well, along with one South American race (Venezuela). I worked
with eight special education teachers, three administrators, one secretary, one bookkeeper,
and one data manager that included both the Caucasian and African American races.
Having the opportunity to work with the entire school gave me the opportunity to explore
new areas and get to know more about the staff that I work with every day.
I have worked at this school for four years. I have seen it transform a lot over the four
years. I was pleased with the support and appreciation that the school provided. Even
though I have worked there a short time, I have had the privilege of getting to know many
people. This Service Leadership Project allowed me to branch out and get to know all of
the 70 plus staff members that work at the school. I did not know what degrees or
certifications were necessary for certain positions, but this project allowed me to explore
them. I was able to network with more people that will allow my future projects to go
smoothly.

DPI Evidence 2: Teacher Empowerment and Leadership SLP

Descriptors of the elements addressed in the evidence: DPI: 1d1, 1d2,

3a2, 3b2, 3d1, 4a1, 4b1
Project Name: Providing Critical Support for the Beginning Teachers while Building
Collaborative Groups

DPI pre-service descriptors

1d1. Works with others to
create opportunities for
staff to demonstrate
leadership skills by
empowering them to
assume leadership and
decision-making roles.

Service Leadership Project Evidence (what

you did)
For this descriptor, I worked with the
administrators, mentors, and beginning
teachers to complete the program. Each
person had a leadership role during the
duration of the program and was able to
switch roles and make decisions
throughout. (Action Plan)

1d2. Works with others to

encourage teachers and
support staff to assume
leadership and decisionmaking roles in the
school.

I was able to work with the beginning

teachers and provide support and
encouragement in areas of weakness. I
assigned leadership roles to everyone and
allowed everyone to get out of their comfort
zone while completing different tasks.
(Action Plan)

3a2. Seeks input from the

School Improvement
Team and other
stakeholders to make
decisions.

To begin the program, I sought out approval

from the administrators, the mentors, the
lead mentor, and beginning teachers. I also
asked for their input on how the program
should be developed and for ideas. (Data
Analysis, Action Plan)

3b2. Works with others to

address diversity and
equity as the school
develops, monitors, and
adjusts the school
improvement plan.
3d1. Identifies strategies for
building a sense of
efficacy and
empowerment among
staff.

I talked with the administrators and the

lead mentor to make sure that all levels of
beginning teachers were being serviced and
monitored with the creation of this
program. We made sure that we took into
account teachers background, ethnicity,
grade level, subject taught, and levels of
experience. (Data Analysis, Action Plan)
As a group, we looked at different ways to
make sure that both the beginning teachers
and mentors were feeling a sense of
empowerment. It was critical to make sure
that both groups felt as if they were getting
something out of the program. The

program allows for building blocks to occur

that would allow the teachers to gain their
independence after each step. (Action Plan)
4a1. Works with others to
provide structures for
and implement the
development of effective
professional learning
communities and resultsoriented professional
development.

The backbone of this entire program is to

set up professional learning communities
between beginning teachers and other
beginning teacher, between mentors and
other mentors, and beginning teachers and
mentors. This program will allow for
networking to occur among grade levels,
experience levels, and subjects that will be
able to last for their entire year. (Action
Plan, Data Collection)

4b1. Supports, mentors, and

coaches staff members
and emerging teachers
leaders.

Throughout the implementation of this

program, I will be there for each meeting
and discussion. I will be visible and easy to
reach in case there is a need for it. I will be
participating and providing feedback as
well as receiving feedback that will allow
for this program to build and get better.
(Data Collection, Action Plan)

Section 1: Data Collection and Data Analysis School Improvement SLP:

E.B. Aycock Middle School

1. History of E.B. Aycock Middle School

E.B. Aycock Middle School, home of the Jaguars, was built in 1969. When E.B.
Aycock opened, it was a junior high school that served grades 6 through 8. In the
1980s, E.B. Aycock was switched over to become a middle school. It has served
over its time, thousands of students. Altogether, E.B. Aycock has had 23 principals
that have served as leaders in its halls. In the last ten years, E.B. Aycock has had
three principals. E.B. Aycock has also experienced great diversity through its time
as well. Since it is an inner-city school, it has experienced five different
redistricting initiatives that have been documented. After each redistrict, it has
brought in a new set of faces each time.

Analysis:

E.B. Aycock has been open for a while, and throughout its history, it has experienced a
great diversity in students and staff.
E.B. Aycock has experienced a lot of administration turnover in both the principal and
assistant principal positions.

2. Basic Demographics

Traditional Calendar School

Grades 6, 7, and 8
Total number of teachers 48 including Encore
2013-2014 student enrollment 651
1. Average class size by grade level
6th grade
203 students

7th grade

8th grade

235 students

213 students

Administrative turnover
o Most recent principal was transferred to another Pitt County School after 3
years of service in 2013.
o Current principal: Mr. Janarde Cannon
o Current Assistant Principals: Ms. Sharon Ward and Mrs. Ruth Christian

Breakdown of Demographics by Subgroups for 2014-2015 for E.B. Aycock

Middle School (Subgroups not represented are not included in the data).
o Total students 651
Subgroup

Males

Females

Total

Percent of Total
Population

Academically
Gifted

55

49

104

16%

American Indian

10

1.5%

Asian

10

16

2.5%

Black

200

197

397

61%

Hispanic

30

16

46

7%

Limited English
Proficiency

18

15

33

5%

Two or More
Races

12

21

33

5%

White

68

82

150

23%

Minority

255

247

475

73%

Students with
Disabilities

30

22

52

8%

Economically

227

203

430

66%

Disadvantaged

Analysis:

E.B. Aycock has a large portion of economically disadvantaged students in its

population.
E.B. Aycock also has more minorities that attend the school than any other race.

3. School Improvement Plan as it relates to Teacher Empowerment

E.B. Aycocks School Improvement Plan does not state anywhere about teacher
empowerment. E.B. Aycocks SIP is aligned with Pitt Countys goals. The district
creates five goals that encompass different areas they want to see the students
achieve. Each school then takes those five goals and then creates goals that are
important to their school and their students. Unfortunately, those five goals
discuss the achievement of students only. As of 2015, teacher empowerment is not
discussed in E.B. Aycocks School Improvement Plan.

Analysis:

E.B. Aycock needs to focus more on their teachers and staff when it comes to
creating the School Improvement Plan.
E.B. Aycock limits the school and causes problems with retention of teachers
when they do not look at ways to empower their teachers.

4. NC Teacher Working Conditions Survey (2013-2014): Sections on Teacher

Leadership and School Leadership

E.B. Aycock Middle School participated in the NC Teacher Working Conditions

Survey during the 2013-14 year. The school did give a climate survey for the
teachers to complete as well.
a. Total number of teachers 48 at our school
b. 88% of Respondents to the Staff Climate Survey (42 teachers participated)

Teacher Leadership
NC TWC
2012

NC TWC
2014

Change

a. Teachers are recognized as

educational experts.

47.6%

95.8%

48.2%

b. Teachers are trusted to make sound

professional decisions about instruction.

68.2%

92%

23.8%

c. Teachers are relied upon to make

decisions about educational issues

68.2%

88%

19.8%

d. Teachers are encouraged to participate

in school leadership roles.

86.4%

92%

5.6%

e. The faculty has an effective process

for making group decisions to solve
problems

63.6%

84%

20.4%

f. In this school we take steps to solve

problems.

63.6%

84%

20.4%

g. Teachers are effective leaders in this

school

54.5%

80.8%

26.3%

Q6.5 Teachers have an appropriate level

of influence on decision making in this
school

54.5%

80.8%

26.3%

Please rate how strongly you agree or

disagree with the following statements
about the use of time in your school.

Analysis: Overall, the teachers feel that their leadership skills and duties have
increased over two years. They feel that they are more empowered than they were
before.

School Leadership
Please rate how strongly you agree
or disagree with the following
statements about your school
facilities and resources.

NC TWC
2012

NC TWC
2014

Change

a. The faculty and staff have a shared

vision.

59.1%

92%

32.9%

b. There is an atmosphere of trust and

mutual respect in this school.

47.6%

80%

32.4%

c. Teachers feel comfortable raising

issues and concerns that are
important to them.

59.1%

73.1%

14%

d. The school leadership consistently

supports teachers.

71.4%

92.3%

20.9%

e. Teachers are held to high

professional standards for delivering
instruction.

90.9%

96%

5.1%

f. The school leadership facilitates

using data to improve student
learning.

90.5%

95.8%

5.3%

g. Teacher performance is assessed

objectively.

76.2%

84%

7.8%

h. Teachers receive feedback that can

help them improve teaching.

71.4%

88.5%

17.1%

i. The procedures for teacher

evaluation are consistent.

72.7%

84%

11.3%

85%

91.7%

6.7%

j. The school improvement team

provides effective leadership at this

school.
k. The faculty are recognized for
accomplishments.

68.2%

100%

31.8%

Q7.3 The school leadership makes a sustained effort to address teacher concerns
about:
a. Leadership issues

66.7%

91.3%

24.6%

75%

91.7%

16.7%

c. The use of time in my school

61.9%

91.3%

29.4%

d. Professional development

76.2%

95.7%

19.5%

e. Teacher leadership

80%

95.7%

15.7%

f. Community support and

involvement

65%

90.9%

25.9%

57.1%

96%

38.9%

h. Instructional practices and support

75%

95.7%

20.7%

i. New teacher support

70%

95.5%

25.5%

b. Facilities and resources

g. Managing student conduct

Analysis: The teachers demonstrated that they have been impressed with the
school leadership. Over the past two years they have shown an increase in their
support through the TWCS.

Analysis:

95.8% of the staff considers themselves as educational experts. They feel that
they are treated as ones as well.
Since 2012, the staff members increased their vote support for the school
leadership and feel as if they are respected.

5. Sections of Mast School Schedule Documenting the Time Provided for

Individual and Collaborative Planning for Every Teacher and Professional
Learning Communities.

The administration at E.B. Aycock has created designated times for individuals
and groups to meet each week. Each week, PLCs are required to meet on
Thursdays and collaborate. They discuss common assessments and lesson plans.
They are required to take notes of each meeting and send them to the
administration each month. Departments also meet once a month to discuss topics
that can be covered across grade levels. School-wide projects and assessments are
discussed during this time. Teachers also use this time to align standards across
grade levels.

Master Schedule
8:00-8:30

Homeroom

8:30-9:37

Period 1 (7th & 8th Grade)

(6th Grade Planning)

9:40-10:50

Period 2 (7th & 8th Grade)

(6th Grade Planning)

10:54-12:04

Period 3 (6th & 7th Grade)

(8th Grade Planning)

Lunch

11:10-1:05

1:07-2:17

Period 4 (6th & 8th grades)

(7th Grade Planning)

2:20-3:30

Period 5 (6th & 8th Grade)

(7th Grade Planning)

Monthly Meeting Dates

PLC Meetings

Every Thursday of each

week

Department Meetings

Second Wednesday of
each month

PBIS Meetings

First Wednesday of each

month

SIT Meetings

Fourth Wednesday of

each month

Analysis:

E.B. Aycock provides many opportunities for groups to get together and
collaborate with one another.
The teachers are required to go to meetings and record what happened.
They then turn in their notes to administration for review.

6. Teacher Retention Data

E.B. Aycock is an inner-city school that has had problem with retaining teachers
year after year. All teachers have a different reason for leaving the school though.
Some find a better opportunity, others have to move due to family issues, and
others have reached the age of retirement.

Teacher Retention Data

2011
% of Teachers
Retained

2012
% of Teachers
Retained

2013
% of Teachers
Retained

2014
% of Teachers
Retained

73%

68%

77%

82%

Number of
Teachers Lost

Number of
Teachers Lost

Number of
Teachers Lost

Number of
Teachers Lost

Analysis:

E.B. Aycock has a retention rate that is indicative of an inner-city school.

In the past three years, the retention rate for teachers has increased each year.

7. Number of Teachers Pursuing School Executive Credential, National Board

Certification, or Advanced Licensure in their Teaching Areas.
There are currently two teachers that are pursuing their school executive
credentials including myself. The other teacher is pursuing his credentials through
Kaplan University.
There are currently four teachers that are active National Board Certified teachers
that are teaching at E.B. Aycock. At this time, there are no teachers that are
pursuing this certification.
Between 40-50% of the teacher population have accomplished an advanced
degree. E.B. Aycock currently has three teachers that pursuing their advanced
degrees now.

Analysis:

Currently, the staff members at E.B. Aycock are not pursuing National
Board Certification.
Only a small percentage of the staff members have an advanced degree
and an even smaller percentage are actually pursuing an advanced degree
now.

8. Evidence of how Diversity and Equity Issues Are Addressed

E.B. Aycocks School Improvement Team developed five goals that addressed all
cultural groups that are present in our school. The SIT members developed a
strategy that would help all staff members effectively use those goals in their
classrooms. All staff members have to document and discuss with administration
how they are effectively addressed equity with all cultural groups in our school.
Teachers are required, in their lesson plans, to demonstrate different ways that
they are trying to reach all groups in their classrooms. They must present artifacts
and documents demonstrating how the groups were reached during that lesson.
Administration reviews those lesson plans with the teachers and a dialog is
created.

Our PBIS system addresses any diversity or equity issues that we have as well.
The system is set up in a way that all students are capable of receiving rewards
and praise. All students have the opportunity to participate in the rewards program
and it gives everyone a level playing field.

Analysis:

E.B. Aycock has a very diverse set of students from different cultural groups to different
learning abilities.
The PBIS system is in place to help with diversity and equity problems that may occur
throughout the year.

9. Record of Providing Structure for Results Oriented Professional

Development and an Assessment of the Impact of Professional Development
on Student Learning.
Each month, our Instructional Coach provides professional development within
each grade level. He visits each grade level during their planning period and
provides the teachers with an opportunity for them to learn a new skill. The
development may take place during one day or it may span across a few weeks. It
depends on the professional development. Once the development is provided, the
teachers must implement that new item in their classroom. The instructional coach
is there to provide any additional support that is needed.
In order to determine how effective the professional development was, the
teachers create a common assessment that directly assesses the impact of the
professional development. Different subject teachers will get together to create an
assessment for this. Once the assessment is given, the teachers then reconvene
with the instructional coach and review the results. They determine if the
professional development had an impact with the student learning or not.

Analysis:

Staff members are actively taking part in professional development each month.
When professional development does not show progress, then the teachers and the
instructional coach sit down together and determine where to go from there.

10. Structures for Implementing Effective Professional Learning Communities.

Every Thursday of each week, the teachers are required to get together during
their planning period and collaborate. They discuss lesson plans, pacing, and
common assessments. Every two weeks, the teachers give common assessments
that determine how each teachers students are doing in comparison with other
students down the hall. On the following week, the teachers gather their
assessment scores and discuss the progress of their students.
During each PLC meeting, one teacher is deemed as the note-taker. That teacher
records the meetings activities and sends them to the administration and
instructional coach. Periodically, the instructional coach and administration will
sit in on PLC meetings to discuss different topics.

Analysis:

E.B. Aycock has a detailed process to help make sure that teachers are participating in
Professional Learning Communities.
The administrators and instructional coach determine how effective the PLC meetings are
and help facilitate them.

11. Evidence of Support for Beginning Teachers, Mentors, Coaches, and

Emerging Teacher Leaders.

Currently, the only support that our school has for beginning teachers is the
mentor program. Each beginning teacher is assigned a mentor once their arrive at
our school. The mentor and mentee are required to meet together monthly and
discuss related issues. The mentor is required to keep documentation of his/her
advising and will record that in the beginning teachers PDP.

Analysis:

E.B. Aycock really does not provide the support that is necessary to help retain qualified
beginning teachers.
This lack of support may be the reason that there is such a high turnover rate with the
teachers at E.B. Aycock.

12. Documented Use of the School Improvement Team in Decision Making

through the Year
The School Improvement Team meets at the beginning of the year to develop the
goals for the school. They meet early on so that they can have time to discuss
important issue for the school and ways to take those issues. The SIT also is
required to meet once a month to discuss any new issues that arise as the school
year proceeds. The meetings take place after school and involve all areas from the
school. A member of the team records the topics that are discussed and reviewed.
Each department and grade-level receives a copy of the minutes to review. After
they review the minutes, they then can ask for any clarification or help from the
School Improvement Team.

Analysis:

The School Improvement Team takes an active part in decision making throughout the
year.
If a teacher or staff member has a problem, they make address it with a SIT member
where it is then brought up during the next meeting.

13. Awards Structure for Teachers and Students Developed by the School

The students at E.B. Aycock have multiple opportunities to have rewards. Each
marking period the students are rewarded with what the school calls a Jag Jam.
The Jag Jam can include anything from a school dance, movie, games, or
cookout. If a student has displayed positive behavior then they have the
opportunity to take part in a Jag Jam. The students are also given tickets
throughout the year for good behavior that they are allowed to use to buy different
things like pencils, paper, clothes, and bags. If the students achieve As or Bs on
their report cards, then they are rewarded with an academic breakfast as well.
Teachers have been awarded for perfect attendance for two categories. They can
have perfect attendance for the year or for the month. If a teacher qualifies for
those two, their names go into two different drawings. If they win, they get a free
lunch in one drawing and if they win the other they get a $25 gas card.
Just recently, in my previous SLPs, I have created another incentive/rewards
program for teachers and students. Each week 6th, 7th, and 8th grade teachers pick a
student to be the student of the week. That student wins a free Chick-Fil-A meal.
Also, the school votes on one staff member to be the staff member of the week.
That staff member wins a free coupon to Texas Roadhouse, Chick-Fil-A, Sweet
Frogs, and Dairy Queen.

Analysis:

Reward programs have been very effective for both students and staff members. It has
provided an incentive for everyone to work harder.
Plans for the upcoming year are to increase the rewards/incentive programs.

Section 2: Identification of Areas for Improvement

E.B. Aycock Middle School
Identified Areas for Improvement
After analyzing the data for E.B. Aycock Middle School, and meeting with the
principal and other stakeholders, I have come up with several concerns that I
would address if I were the principal at E.B. Aycock Middle School:
Currently, our school has a difficult time retaining teachers.
Our School Improvement Plan does not mention staff empowerment. It
mainly discusses the students.
Both reading and math scores are well below that of the district and states
averages.
There is no decent support system in place for beginning teachers or
mentors.
There are a limited number of teachers that are pursuing an advanced
degree.
There are a limited number of National Board Certified teachers in the
school.
Support systems for teachers are not in place. More
Even though planned PLCs are in place, some staff members feel as if
they meet too much.
There are rewards in place for students and staff for their hard work, but
the school still feels like more rewards should be in place.

Focused Area for Improvement

During my first meeting with my administrators, we discussed some areas of interest that
I had analyzed through the schools data. Last year, our staff voted on our annual climate
survey that the overall climate of the school to be very low. The school voted 66% that
the administration provided the necessary motivation, while 81% voted that the
administration provides the need support for the staff. Our current administration saw the
problems in this area and understood the consequences if left alone. We also took a look
at teacher retention and support in our school. We have a high turnover rate in our school
due to a number of different issues. My administrators recognized that we have some
really awesome educators in our school and we need to figure out a way to retain those
teachers. As a group, we determined that these two areas were where I needed to focus on

with my Service Leadership Project. My objective was to improve on the school climate
while retaining teachers. I have totaled about 150 hours with this project.
To begin this project, I sat down with a few of my colleagues and my administration to
brainstorm some ideas about how to improve upon the retention rate while increasing the
schools morale. Together, we decided that it would be a great opportunity to design a
beginning teacher support program for new teachers that would help them. The program
will include both the beginning teacher and their mentors. It will take place over the
course of a year and will assist them in any problems that they may come across over the
year. At the conclusion of this program, new teachers and their mentors will have put in
effort and will hopefully increase retention rates at our school.

Section 3-Summary of Professional Language

Part One: Stakeholder Language Examples Relating to Beginning Teacher
Development
Best Practice Language (positive)

Other Language of Practice (neutral/poor)

That sounds like a wonderful idea. We have

so many beginning teachers in our building
that would benefit from it

I hope this wont be more work on me.

I have wanted to do something similar to that,

but have not had the opportunity to do it.
(Principal)

Who are you going to include in this project

exactly?

Im very excited that you are doing this. I

think it is something that we definitely need.
(Principal)

Have you really thought about how much

work this will be?

I really like that idea. Let me know if there is

anything that I can do to help you out with
this. (Assistant Principal)

I am not really sure how interested I am. I am

already a part of so many other things.

A beginning teacher program would be very

helpful to me. I feel like there is so much that I
need to know.

I just dont have the time.

I would love to collaborate with other

teachers in the school. That would give me an
opportunity to get to know people.

My summer is too busy to be thinking about

this.

There are so many things that I have questions Why are you in charge of this?
about. I feel like that program would help me.
Please count me in!

I do not want any part of this.

I definitely want to help the beginning

teachers in our school. I think there is so much
that we both can learn from it.

I feel like you will be putting more work on

people.

I want to help with the implementation of this

project.

Would this really benefit our school?

Great job with thinking about us. Sometimes

I feel like we are overlooked.

I will take any help that I can get.

I have talked to the principal and I agree with
him. Our beginning teachers would benefit
from this tremendously.
Awesome idea!

Summary of Stakeholder Language

After talking with several staff members and the administration, we decided that it
would be a great idea to create a beginning teacher induction program for our new
teachers at our school. . We felt that since our school has a large population of beginning
teachers, they need some extra support from our school. Each beginning teacher is
assigned a mentor, but we understand that as the year goes on, the two of them may not
have the opportunity to meet and discuss about certain topics like they should. We saw
this as a chance to really help this large population at our school and hopefully retain
them for longer duration than what we have experienced before.
During the summer, I plan on creating and developing a beginning teacher
program that the teachers at my school will experience. They will go through the training
as a cohort. They will experience professional developments that are geared for beginning
teachers and they will experience professional development that involves all levels of
experience. The program will begin in the middle of August and will continue on
throughout the year. Periodically, the cohort we meet and discuss ideas, problems, and
conclusions to certain things to come up. The hope of the program will be to improve
beginning teacher retention while boosting teacher empowerment. My administration
team has responded well to this idea. My principal went on to say, I have wanted to do
something similar to that, but have not had the opportunity to do it. One of my assistant
principals made a remark too. She said, I really like that idea. Let me know if there is
anything that I can do to help you out with this. There has also been a large support from
the teachers as well. The veteran teachers have offered their support and have asked if
they could have a part in the creation of this program. They understand the importance of
getting beginning teachers into the school and keeping them there.
On the other hand, as you can imagine, some people have not been as impressed
with this project. Some people believe that this will be a project that is going to require
more of them than they want. One teacher said, I am not really sure how interested I am.
I am already a part of so many other things. Another teacher stated, I feel like you will
be putting more work on people. Even though I have experienced some negative
feedback, it is only a small minority. Those teachers that have responded negatively will

not be asked to participate in the program. The administrators and myself do not feel as if
the negativity needs to be spread to beginning teachers.
All in all, I have been impressed with the feedback from the staff. Teachers and
administrators have commented on how it will be a wonderful program to plan over the
summer and even better to implement next school year. Many teachers are lost at our
school in the first few years of their teaching careers. Those teachers have made remarks
about how they did not feel as if they were prepared or supported those fragile years.
With this induction program, beginning teachers will feel more prepared and supported to
continue their endeavors as successful teachers.

Part Two: Researcher Language Examples Related to Induction Programs

What the researchers are saying:

What it means for us:

First-year teachers report feeling

overwhelmed and isolated. They feel
inadequate as teachers and are unaware that
others experience similar problems.
Without support and guidance, beginners
often grasp the first strategies that work
and cling to them throughout their careers.
(Brock & Grady, 1998, p. 179)

Beginning teachers are thrown a lot in the

first year. College only prepares the
teachers for certain things. Support and
guidance is critical to help bridge that gap
for those beginning teachers. Induction
programs allow them to learn new
strategies while having a mentor that can
show them the ropes.

Toprovideappropriatesupportand
directiontotheirnewteachers,principals
needtounderstandtheproblemsofthose
teachersandthesignificanceofthe
principalsroleinhelpingwiththeir
problems.(Brock & Grady, 1998, p. 180)

Principal often underestimate their role in

the induction process. Beginning teachers
have stated that the importance of their
principals in their first year cannot be
matched. They have said that they are
looking for the guidance and approval of
their administrators at all times.

Theprincipalsreportedthatmentorsand
personalinteractionswiththebeginning
teacherswerethemostusefulinduction
strategiesthattheyused. (Brock & Grady,
1998, p. 181)

Mentors are critical to the success for a

beginning teacher. Administrators have
plenty of things to worry with and cannot
devote all their time to beginning teachers.
Mentors are there to provide some of the
important information. This bond will help
the beginning teacher much longer than the
first year.

Beginningteachersidentifytheschool
principalasakeysourceofsupportand
guidance.Theprincipalislikelytobethe
personwhohiredorwasinstrumentalin
thedecisiontohirethem.Astheleaderof
theschool,theprincipaldeterminesthe
expectationsforteachingandlearning.
(Brock & Grady, 1998, p. 182)

Principals still need to make sure that they

are a vital part of the induction process.
They are often the ones that create the
process, but they need to make sure that the
implementation is carried out.

Mostbeginningteachersreportedaneed
formentorsasanintegralpartofthe
inductionprogram.Theyreportedthatthe
mentorshouldbeexperienced,teachinthe
samecontentarea,andbeabletoprovide

The most effective mentors are those that

are of close proximity to the beginning
teacher. The more that the mentor and
beginning teacher have in common, then
the more success the process will be.
Similar experiences will allow for the two

suggestions,discussexperiences;andjust
listen.(Brock&Grady,1996,p.14)

to discuss things openly and work through

problems.

Thefirstyearofteachingisthefirstyear
ofateachingcareer,andshouldbe
consideredasonestepalongacontinuum
ofprofessionaldevelopment.Beginning
teachersarebeginnersallyearlong.They
requireongoingassistancethroughoutthe
firstyear,andpossiblylonger.(Brock&
Grady,1996,p.15)

So often, beginning teachers receive

training at the start of the year and then are
thrown into the fire for the rest of the year.
It is important for principals to know that
those teachers need more help throughout
the year than they do at the beginning. AN
induction process should not end within a
few months, but continue one for years.

Thediversityofneedsexpressedbythe
beginningteachersinthisstudyreflectthe
individualityoftheteachers,the
uniquenessofthespecificschoolcontext,
aswellasneedscommontomost
beginningteachers.Thus,orientationand
inductionprogramsneedtobetailoredto
theiruniqueneeds.(Brock&Grady,
1996,p.16)

Every school and every teacher is different.

Therefore, an induction process should be
tailored to that of each individual. Certain
teachers may experience different things
than their counterparts. An induction
process that is tailored will allow more
success for the teacher at the end.

Work motivation and commitment have

less to do with personal qualities people
bring to the workplace than with the design
and management of a teacher induction
program. (Rosenholtz, 1989, p. 423)

Work motivation and commitment have

been linked to strong induction programs.
Teachers have found the support early on
and have been able to capitalize on that
support. Teacher induction programs must
not be taken lightly.

Beginning teacher induction programs

have proven to increase teacher retention
and the productivity of those teachers in
the long run. (Rosenholtz, 1989, p. 423)

One of the biggest problems education

programs face is the fact that more and
more teachers are leaving each year. What
is even worse is that a large population is
beginning teachers. Induction programs
will help minimize that lost.

Showntobevaluable,inductionprograms
thatincludesustainedfeedbackin
collaborativeenvironmentsremainarare
experienceformostbeginningteachers.
Thisneedstochange.(Weiss&Weiss,
1999,p.3)

Induction programs are often created by

individuals and implemented without
feedback from the participants. This allows
for the programs to be ineffective because
they are not tailoring the needs to those of
the beginning teachers.

Researchindicatesthatbeginningteachers
whoarementoredaremoreeffective
teachersintheirearlyyears,sincethey
learnfromguidedpracticeratherthan
dependingupontrialanderroralone.
(Weiss&Weiss,1999,p.4)

Trail-and-error approach in education is not

effective. More often than not, teachers
lose their patience and eventually get out of
the program. Induction programs will allow
teachers to feel supported instead of alone.

Mentorednoviceteacherstendtofocuson
studentlearningsoonerandleaveteaching
atalowerrate.(Weiss&Weiss,1999,p.
5)

It is very simple. Beginning teachers that

are mentored and supported are able to
focus on teaching and are not worried
about leaving the profession.

Theoretically, induction programs are not

additional training but are designed for
those who have already completed basic
training. This programs have proven to be
more successful than the basic trainings
that they have. (Ingersoll & Smith, 2004,
p. 29)

Basic orientation is important for all new

staff members. It allows them the
opportunity to familiarize themselves with
how things work. However, orientation
ends after the beginning of the year.
Induction programs stay with the teachers
throughout the entire year and allows them
to be more successful in the end.

Inresponse,duringthepastdecade
inductionprogramshavebeeninstitutedin
growingnumberstohelpnewteachers
copewiththepracticalitiesofteaching,of
managinggroupsofstudents,andof
adjustingtotheschoolenvironment.
(Smith&Ingersoll,2004,p.706)

Administrators have seen the importance

and the success of induction programs.
They have now started to incorporate them
more into their schools so that their
beginning teachers can be more successful.

Summary of Researcher Language Relating to Induction Programs

After reading several articles in-depth and skimming through multiple other
articles, I was able to conclude several key concepts. The first and most important
concept is that induction programs are critical to the success and retention of beginning
teachers. So often, beginning teachers are thrown into the water at the beginning of the
year and are expected to swim for the entire year without little to any support. It is a
process that has caused so many beginning teachers to leave the job profession. Educators
have started to recognize this and understand that induction programs are needed. These
programs have started to increase over the past decade. Beginning teachers need help at
the beginning, the middle, and the end of the year. With support and guidance from those
induction programs, novice teachers have proven to be more successful with student
achievement.
The second concept that numerous researchers emphasized was that the role of
administrators in the induction process must not be taken lightly. In many articles,
beginning teachers highlighted how important it was that their principal showed support
throughout the process. Teachers look for approval from their administrators and they
need to know how important it is for them to be seen and heard from. Principals need to
take an active part in that process from beginning to end.

References
Brock, B. L., & Grady, M. L. (1996). Beginning Teacher Induction Programs.
Brock, B. L., & Grady, M. L. (1998). Beginning teacher induction programs: The role of
the principal. The Clearing House, 71(3), 179-183.
Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring
matter?. NASSP bulletin, 88(638), 28-40.
Rosenholtz, S. J. (1989). Workplace conditions that affect teacher quality and
commitment: Implications for teacher induction programs. Elementary School
Journal, 89(4), 421-39.
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring
on beginning teacher turnover?. American educational research journal, 41(3), 681-714.
Weiss, E. M., & Weiss, S. G. (1999). Beginning Teacher Induction. ERIC Digest.

Section 4: Action Plan

Goal 2: Improving Teacher Empowerment Through a Beginning Teacher Program
Actions
Data Collection

Person Responsible

Methods

Timeline

Evidence

Principal
Assistant
Principals
Mrs. Strickler
Data Manager

Collect school data

using resources
and stakeholder
input

September 2226, 2014

SLP Data Collection

Analysis of Data

Principal
Mrs. Strickler
Assistant
Principals

Analyze school
data to determine
school needs

September 29,
2014- October 1,
2014

SLP Analysis of Data

Gather information
and ideas for
increasing teacher
empowerment

Taylor Matkins
Mrs. Strickler
Principal

June 3, 2015

Communication records

Meet and Greet

with Beginning
Teachers and
School.

Second Week of
August, 2015

Communication records,
emails

Taylor Matkins
Principal
Assistant
Principals
BT Mentors

Research different
ideas for helping
beginning teachers
in their first year
of teaching
Allow Beginning
teachers to get to
know the school
and the personnel
that work there

Assist BTs with

Taylor Matkins

Mentors and other

Second Week of

Emails

the set up of their

classrooms

Any available
teachers
Administrators

BT Orientation
Meeting on PBIS

Taylor Matkins
PBIS Committee

BT Orientation
Meeting on Grade
book and
PowerSchool

Taylor Matkins
Mentors
Data manager

available teachers
will assist BTs
with the process of
setting up their
classrooms.
The veteran
teachers will
provide their
knowledge with
the proper way of
setting up a
classroom
The first
orientation
meeting the BTs
will experience
will be about
PBIS.
PBIS/STEPS is a
huge process in
our building and
BTs need to be
properly versed on
this topic
BTs will be versed
on the process of
using the grade
book, report cards,
& progress reports.
BTs will also be

August, 2015

First Teacher
Workday, 2015

Second and
Third Workday,
2015

Email and Schedule of

BT meetings
PBIS notes and
Powerpoint

Email and Schedule of

BT meetings
PowerSchool notes

BT Orientation
Meeting on
Classroom
Management

Taylor Matkins
Mentors

Open Question
Session

Taylor Matkins
Mentors

September
Observation Visits

Administration

BT Orientation
Meeting on Parent
Conferences and
Classroom
Management

Taylor Matkins
Mentors

taught how to take

attendance on
PowerSchool.
BTs will have a
brief seminar on
classroom
management and
what to expect
from the students.
BTs and mentors
will meet briefly to
discuss any
questions that may
have come up after
the first couple
weeks of school
Administrators
will briefly
observe how BTs
are doing in
classrooms.
BTs will be
introduced on the
process of parent
conferences and
how to properly
execute one.
BTs will also have
another session on
classroom

Fourth Workday,
2015

Email and Schedule of

BT meetings

Second Week of
September, 2015

Email and Schedule of

BT meetings

Last Week of
September, 2015

Reflections forms and

follow-up visits

First Week of
October, 2015

Email and Schedule of

BT meetings

Open Question
Session

Taylor Matkins
Mentors

December Followup Observation

Visits

Administration

management
BTs and mentors
will meet briefly to
discuss any
questions that may
have come up after
the first couple
months of school
Administrators
will briefly
observe how BTs
are doing in
classrooms.

First week of
November, 2015

Email and Schedule of

BT meetings

First Week of
December, 2015

Reflections forms and

follow-up visits

Teacher Selection Procedure

1. Position Description

What is in Place now

Strategies for Improvement

Normally, when a position becomes available, our

school posts the job opening on the countys
website. A short description is listed describing
where the position is open (if applicable), what
grade level and subject, and when it is available.
The principals send this information to county to
post on a website that the public can view.
Sometimes the position is very detailed, while
other times the position may be vaguer.

1. The school/district could list the basic

needs, demographic makeup, and other
important factors that the candidate needs
to consider.
2. Include the district/school mission.
3. Include qualities/characteristics that
are important for the job.

(Smith, 2009, ch. 3)

2. Application Process

3. Screening of Applications

A candidate will view the job opening on the

countys website and will contact the principal
directly either via phone message or email. The
candidate will send in a current resume to the
principal to review. The principal will then sit
down with other administrators and start the
application process.

1. Applications need to be categorized

based on personal information, factual
information, and feelings.

The administrative team will sit down as a whole

and look at what areas in the school need to be
filled. They prioritize the positions in the school
based on their importance. They finalize any

1. Applicants need to be prioritized based

on needs of the school.

(Smith, 2009, ch. 3& 4)

2. Develop a rating system to rate the

4. Selection of Interview Team

moving of current staff members that they have

now. After that, they then look at their application
pool and determine which applicants they have
that will fit into the positions that they have
available.

applicants based on their qualifications

and desire.

The interview team is comprised of the principal

and typically one or both of the assistant
principals.

1. Provide trainings for all the people in

the interview team in order for them to
properly participate in the interview
process.

(Smith, 2009, ch. 4)

2. Create an interview team that

encompasses all areas of the school and
its departments.

(Smith, 2009, ch. 4)

5. Interview Team Training

The administrators collectively review applicants

resume and references together. They have an
open discussion about the applicants and their
backgrounds. Together, they formulate some
questions that are relating to the position that the
applicant is applying for. They rehearse what
questions will be asked and in what order. They
then discuss about the tour of the school that they
will take the applicant on. They review the
process and discuss any questions.

1. Create two groups of interview teams

that include all areas of the school and
demographics.
2. Provide hands on training for both
interview teams along with some real
scenario training.
3. Go over rules and procedures that the
district and administrators require for the

interview process.
4. Go over confidentiality with the team.

(Smith, 2009, ch. 4)

6. Interview Protocol and
Format

7. Reference Checks

The interview protocol is like most normal

interviews. It begins with the administrators
describing the school, the staff, the students, the
culture, and other important issues. This gives the
administration an opportunity to present the
school to the applicant. The interview then
proceeds to the applicant describing the
background from where they came from and how
they made it to this point. After that, the
administration then begins the questioning. They
take turns going back and forth between what
administrators are present. They always end the
interview with a brief tour of the school and the
area that they applicant may be working in.

1. Use an environment that is inviting for

the interviews.

Our administration always requires at least three

references from each applicant. The principal
reviews the references by contacting them via
email. If the applicant has worked in a school
before, then the administration is listed as a
reference and will be contacted. If the applicant is

1. When talking to the previous principal,

listen to certain characteristics they may
mention.

2. Provide table tents for peoples names.

3. Have a person designated as a
recorder.
4. Have a planned interview process in
place before the interview occurs.
5. Have a greeter for the candidate.

(Smith, 2009, ch. 4)

2. Get references from multiple people

and from all different areas of the

a beginning teacher, then the university

supervisor and clinical teacher will be contacted.
Our administration takes special consideration
with the reference checks.

persons professional life.

(Smith, 2009, ch. 4)

Teacher Induction Process

Date

Activity

Personal In Charge

Number of Teachers

Areas of Teaching

Second Week of
August

Second Week of
August

First Day of
Teacher Workdays

Second Day of
Teacher Workdays

Third Day of
Teacher Workdays

Introduce teachers
to the school and
personal.
Allow them the
opportunity to get
to know how the
school works and
who is involved
Assist new teachers
with setting up of
classroom
Explain to the BTs
how our PBIS
system works.
Explain the STEP
process, assist on
assessing the Wiki,
and the rewards
system
Assist new teachers
on how to use
PowerSchool and
the grade book.
Classroom
management
seminar

Administration

4 teachers

LA, Science, &

S.S.

Mentors

4 teachers

LA, Science, &

S.S.

PBIS committee

4 teachers

LA, Science, &

S.S.

Data Manager

4 teachers

LA, Science, &

S.S.

Mentors

4 teachers

LA, Science, &

S.S.

Second Week of
September

Open session of
questioning
Allow BTs to talk
candidly about how
the beginning has
gone so far

Administration &
Mentors

4 teachers

LA, Science, &

S.S.

Last Week of
September

Second Classroom
management
seminar

Mentors

4 teachers

LA, Science, &

S.S.

Last Week of
October

Parent Conference
Seminar
Allow mentors to
explain how
conferences should
go and look like

Mentors

4 teachers

LA, Science, &

S.S.

Open session of
questioning
Third Classroom
management
seminar

4 teachers

Administration &
Mentors
Mentor

4 teachers

LA, Science, &

S.S.
LA, Science, &
S.S.

Fourth Classroom
management
seminar
Go over with BTs
the expectations
and requirements

Mentor

4 teachers

LA, Science, &

S.S.

Administration &
Mentors

4 teachers

LA, Science, &

S.S.

First Week of
December
First Week of
January

First Week of
March

First Week of
May

for closing a school

year.
Train BTs on EOG
testing

Section 5: Service Leadership Project Evaluation and Impact Summary

E.B. Aycock Middle School
Data Outcomes
All three administrators have expressed their appreciation for the work that
went into the Beginning Teacher Support program.
A partnership has been created among beginning teachers and mentors that
will be strong.
A checklist and score sheet has been created in order to make sure that
beginning teachers are progressing effectively.
A schedule has been created and is now in place for the Beginning Teacher
Support program.
Morale has increase among staff members.
A committee has been created to continue this project on for the years to
come.

Impact on Overall School Improvement:

The administrators of E.B. Aycock Middle school and I reviewed the school data from the
North Carolina Teacher Working Conditions surveys, and decided that a focus area of our
school would be to increase the support for our beginning teachers that we have. The
surveys that were taken by the teachers ranked the overall support for beginning teachers
very low. The beginning teachers voted with 75% of the total population saying that they
felt that their workload was too much and they did not have support that they needed
complete that workload. Another 48% of the beginning teachers agree that there is not
enough formal time allowed for them to meet with each other and their mentors to
discuss how things are progressing. Since we have a large beginning teacher population
at our school, we know the importance of making sure that these teachers are helped and
feeling supported.
When I began this project, I discussed with some colleagues some ideas that could be
implemented to increase beginning teacher support. Collectively, we decided to create a
program that would allow partnerships to be created between all beginning teachers, all
mentors, and all administrators that would assist one another throughout the school year.
We discussed a program that would allow for formal and informal times for teachers and
their mentors to meet. These partnerships that would be created would help benefit both
parties. Once the conception of this program was completed, I have received more
positive feedback than negative from all staff members. My assistant principal told me I
really like that idea. Let me know if there is anything that I can do to help you out with

this. Other teachers have said, That sounds like a wonderful idea. We have so many
beginning teachers in our building that would benefit from it There are so many things
that I have questions about. I feel like that program would help me. I have been blown
away with positive remarks that I have received. It has definitely made this project well
worth it.
In order to create start the recognition program, I had to make sure that I could elicit the
help of my administrators and mentors that are present in my school. I contacted all that
would be a part of this program to make sure that they would be willing to help. All
teachers and administrators were on board with the idea and are excited about getting
started.
In addition to the support that the beginning teachers will experience, our mentors will be
able to get something from the program as well. They will be able to network and
communicate with more teachers in the building. At the current time we are working on a
possibility for the mentors and beginning teachers to get Continuing Education Unit
credits from this experience as well.

Impact on Leadership Skills and Abilities:

Once I had completed the Service Leadership Project, I had a few moments to reflect on
the impact this project had on my leadership skills and abilities. Collaboration was the
first area that was targeted through this project. I had to communicate with over 60
individuals via email and face-to-face to accomplish the beginning teacher program. I
worked with all cultural groups within my school as well. On top of that, I also worked
with core teachers, encore teachers, personnel, and administrators to complete this
project. Throughout this endeavor, I had to learn how to communicate with over 80
individuals from all different areas, and concentrations. I have come to understand how
important it is to communicate with individuals in an effective manner.
In my research of professional language, I was able to develop a deeper understanding for
school partnerships. I grew up in a school where everyone knew everyone and all came
out and supported the school. It did not matter the race, economic status, or the gender.
All of the teachers would support one another no matter the amount of years taught. It
was different when I arrived at this school. Teachers kept to themselves and did not
communicate with one another, especially to see if beginning teachers needed help.
Through my SLP, I have started to see how important it is to have collaboration with the
teachers that in the school.
Since this SLP, I have seen how creating positive school morale goes hand-in-hand with
creating collaborative groups. If beginning teachers can get the help necessary from

veteran teachers, then school morale will improve. There are so many ways that
partnerships can help school morale. That creates a nurturing environment that allows the
staff and students to feel comfortable in.

Professional Development on Academic Vocabulary

Evaluation Level

1. Participants
Reactions

What Questions
are Addressed

How Will
Information be
Gathered

What is
Measured or
Assessed

How Will
Information be
Used

Why is academic
vocabulary
important in every
subject?

Discussion
questions
administered at the
beginning of the
session.

Initial interest with

the topic

To improve the set

up of the
professional
development.

Lesson plans will

be gathered.

Use of academic
vocabulary in the
weekly teachings.

To improve
teacher and
student
performance.

How active the

schools leaders
where in
supporting the use
of the academic
vocabulary?

To increase the
support of the
school and its
leaders.

Why should every

teacher be worried
with vocabulary in
his or her
classrooms?

Will it be useful in
my classroom?

2. Participants
Learning

Did the teachers

acquire the
knowledge
necessary?

Did the teachers

participate in the
professional
development
properly?
3. Organization
Support and
Change

Did the
administration
support the use of
the professional
development?

Classroom
observations by
the instructional
coach and
administration.

Questionnaires

Lesson Plans

4. Participants
Use of New
Knowledge and
Skills

Did the
instructional coach
provide help when
necessary?

Interviews with
the teachers

How are the

teachers using the
academic
vocabulary in their
daily lessons?

Questionnaires

How are they

assessing their
students
knowledge of the
new vocabulary?

Observations

Lesson plan
reflections

How much
academic
vocabulary is
being
implemented into
daily use?

To document and
improve the
implementation of
program content

How much are the

students retaining?

Assessments of
academic
vocabulary

How are the

students making
connections with
the vocabulary and
incorporating it
into their daily
lives.
5. Student
Learning
Outcomes

How did the

students respond
to the use of
vocabulary?

Assessments

Did it affect
student
performance?

Observations

Performance and
achievement of
students.

Lesson plans

How did it affect

teacher
performance?

Professional Learning Communities

To improve on all
aspects of teacher
development

Key Features of Effective

PLCs
*Reflective Dialogue

*Collective focus on student

learning

Positives of PLCs

Deltas Based on
Experiences of PLCs

*My PLC has common goals

for one another

*Collective work where

responsibilities are shared

*Common interests in and out

of school

*Reflective Inquiry

*Deprivation of practice
*My PLC feels more like a
family

*Failed implementation of
PLCs by administration

*Collaboration

*Shared values and norms

*We do not feel like we are

competition against one
another

*Increasing responsibilities on
teachers

*Ignoring of individual needs

*Common interests and goals

*Multiple roles of group

members

*Shared roles and rotation of

responsibilities

*Collaboration during formal

and informal PLC sessions

*Open to new ideas and

teaching techniques

*Shared responsibilities
among everyone in the PLC

*Creating and Sustaining Trust

*Organization of PLCs

*Tailoring the work to your

school or classroom

*Proximity

*Autonomy and open

communication

*Willing to help and share

with anyone in need

*Innovative
*Openness to improvement
and new ideas

*Constant reflection on
classroom performance

*Sustaining all the different

characteristics of your
classrooms

*Trust and respect

*Supportive leadership

Dismissal versus Non-Renewal

What does Dismissal Mean?

Teacher dismissal to me is a lot harsher than non-renewal. Dismissal means that a

teachers contract is terminated before their contract is up. Typically, the teacher has done
something wrong and the administration and school district deem it necessary to dismiss the
teacher at the moment. They do not wait for their contract to end, but do it during the contract. A
lot of times, dismissal occurs when a teacher has done something very immoral with students or
other members of the staff.

What does Non-Renewal Mean?

Non-renewal means that at the end of a teachers contract, they are asked to leave and
they do not receive a new contract for the next term. Contracts can be given for year-to-year
basis, and if the administration does not want the staff member back then they simply do not
renew their contract. In this situation, notifications and hearings can be mandatory or requested
depending on the place of employment and how long the person has been working.

Pitt Countys Stance on Non-Renewal

Pitt County has a policy in their handbook that outlines some required dates that have to
be followed in the process of a non-renewal. The superintendent provides a written notice to the
teacher by May 15th of each year. The teacher then has 10 days to file a response from the school
and superintendent asking for the reasons for the non-renewal. If the process continues, a hearing
is established with a panel of members. After the hearing, it is up to panel to uphold the nonrenewal or not. They must follow strict guidelines in order to follow human resources guidelines.
The board must then notify the teacher by June 15th.

Human Resource
Management

Related Issues or Terms:

Definition: It is the function within a

school or district that focuses on the
recruitment of, management of, and
providing direction for those staff
members will increase the
productivity of those involved.

Communication
Recruiting
Retention
Leadership
Beneficial
Development
Effectiveness
Productivity
Compliance
Diversity

Key Elements:
Training and Motivation
Partnerships within the School/District
Organization
Development and Maintenance of Staff/Personnel

Throughout the course of my teaching experience, I never fully developed a true

understanding of what human resource management stood for and how it would affect my life as
an administrator. After taking this course and diving head first into human resource management,

I feel as if I have a better understanding of what this topic has to offer and how it will affect my
success as a future leader in my school.
To fully understand the different realms of human resource management, you must first
understand the definition. After perusing some general websites, I was able to generate my own
idea of what human resource management stands for. It is the function within a school or district
that focuses on the recruitment of, management of, and providing direction for those staff
members will increase the productivity of those involved. Basically, this is the department within
a school district that is responsible for the well-being, training, and retention of all of the staff
members that work within that district. Most people quickly overlook this department because
they always insist that you watch that silly video about bending with your knees and not your
back. However, after this semester, I was able to develop a larger and clearer picture of what
benefits the human resource sector can provide for a school.
Once I was able to better grasp an understanding of what this phrase meant, I began to
think about other terms that could easily be compared to human resource management. The first
and probably the most important was communication. Without communication, human resource
management would be non-existent. Effective leaders have to be able to communicate the need
and desire to their staff members in order for things to work smoothly. Recruiting and retention
are often two r words that get mentioned a lot with this phrase too. It seems that school districts
constantly have to recruit new teachers and find creative ways to retain the ones that they have.
Recruitment is critical to get right for school districts in order to fill the need that they have for
their slots. School leaders have to be able to find effective ways to retain the teachers they have
by making sure they are comfortable with their job. Of course development and productivity
cannot be overlooked when it comes to human resources as well. Human resources must hold
staff members accountable for the tasks that are required of them. Without that, staff members
will not see the need to perform anymore.
There are many key elements to human resources that all desire their time in the
spotlight; training and keeping staff members motivated ranks fairly high on that list. The

responsibility of this sector is to determine and ensure that those that are at their jobs are working
to their full potential and are receiving the encouraging remarks that are needed. Once the staff
members have been trained to a certain level, it is still up to this sector to continue the
development and maintenance of their staff members. Lastly, organization is something that is
critical in schools and districts that requires the full attention of human resources. Without
organization, lives are affected and productivity of school will start to diminish as well.
As I had mentioned before, human resources is a term we have all heard or come across
before, but really had no idea what it meant or what its job was. After this semester, I now
understand its role in the success of our classrooms. Administrators and leaders have the
responsibility to practice these common expectations of human resources because without them
many things would not be possible. It can make all the difference in the world within your school.

References

Smith, R. E. (2009). Human resources administration: A school-based perspective. (4th ed).

Larchmont, NY: Eye on Education, Inc.