Staffing and Human Resources. In all recruitment processes, including those led by CWC Schools and those led by CWC Cincinnati following the launch of the region, ensuring a racially, culturally, and socioeconomically diverse staff cohort is critical to CWC Cincinnati’s mission and therefore the successful replication of CWC’s Learning Model. Specific steps to achieve this goal include ensuring the Cincinnati-based “nominators” represent diverse backgrounds and viewpoints, going beyond traditional recruitment vehicles to access historically underrepresented networks and tailoring a vetting process that prioritizes alignment with CWC’s Learning Model and mission. From year one onward, the principal, with input and support from the executive director, will be responsible for hiring all school staff who do not reside at the regional office level. The executive director will work with the principal and assistant principal to determine the annual oversight structure of school-based staff. These decisions will be based on the skill set and experiences of the principal and assistant principal, as well as the skill set of the instructional staff. CWC Cincinnati’s regional leadership will have access to the CWC network to understand best practices regarding staff recruitment. Each Kindergarten classroom will have a full-time teacher and teaching associate. CWC Cincinnati’s Kindergarten students will receive enrichment support beginning in the first year of each campus’s operation. CWC Cincinnati’s regional leadership (executive director and principal) may decide to hire either one full-time enrichment teacher to support both music and visual arts enrichment or hire two separate part-time staff members to support in each respective area. There will also be one reading specialist to support classroom instruction. The reading specialist will provide in-classroom support, coteaching, and one-on-one differentiation, working with classroom teachers. Reading specialists also participate in grade-level team planning and professional development. CWC Cincinnati will hire dedicated special education staffing from the onset of operations. These team members will be dedicated to ensuring that all CWC Cincinnati students with disabilities are fully meeting CWC Cincinnati’s selected standards within the CWC Learning Model and being provided a full continuum of services in the least restrictive environment. CWC Schools believes that all staff benefit from regular and constructive developmental coaching and fe...
Staffing and Human Resources. Teacher recruitment and selection PCLC utilizes some of the following methods to recruit teachers: • Newspaper ads • Radio ads • Personal referrals • College career fairs • Online teacher search firms PCLC utilizes the following methods to determine teacher viability: • Satisfactory personal interview • Satisfactory reference check • Satisfactory BCI check • Satisfactory FBI check • Satisfactory certification check PCLC will also use a bonus system to attract and retain high-quality teachers. Based on PCLC acquiring additional funds through grants, donations, fundraising, and so on, we will offer bonuses to teachers based on performance. If 80 percent of a teacher’s students pass the OAA in reading, math, science, or social studies, that teacher will receive will receive 2 percent of their base pay as a bonus. This will apply to each grade level that a teacher teaches that passes at 80 percent or more. PCLC administration partners, collaborates, and networks with local universities and colleges (University of Cincinnati and College of Mount St. Xxxxxx) in the area of educational leadership. This makes entrée into these programs an easier process with mentoring from school administrators. Educational opportunities are available at these institutions for those teachers who are interested in pursuing leadership positions (principal, superintendent, and district- and state-level education-leadership jobs).
Staffing and Human Resources. From the ACS Strategic Plan 2013–2017, the following goals regarding staffing are our focus: Attract, Develop, and Retain Excellent Teachers and Staff in Urban Education 1. Create a committee to design and implement a performance management process for DLA staff. Key elements of this process will be to develop student achievement goals and results, formulate individual strategies to enhance each teacher’s professional expertise, and contribute to the vision and plan for DLA.
Staffing and Human Resources. Columbus Collegiate Academy - West aims to attract highly qualified, motivated teachers who want to further strengthen their skills and make a dramatic impact on the educational and life trajectories of their students. Teachers will be evaluated on planning, experience, critical thinking, respect and humility, communication, professionalism, motivation, ability to motivate, others and responsibility. Most importantly, teachers will be evaluated on their ability to dramatically improve student achievement as measured and outlined in our Accountability Plan. We will work to attract entrepreneurial, mission-driven staff members—individuals who hold and enforce the highest academic and behavioral expectations and see student achievement as the ultimate reward. Each staff position at CCA-West will have a clear set of responsibilities and duties. Teachers will be supported through multiple internal structures, such as dedicated daily planning periods, scheduled weekly meeting times, clear expectations, a disciplined and structured school environment, and a visionary and supportive leadership team. Teacher Recruitment and Selection Columbus Collegiate Academy - West will take a local and national approach for recruiting teachers. Nationally, CCA-West will tap the alumni networks of various colleges and Teach For America. Position openings may be posted online and in education journals. The executive director and School Director will share the responsibility of reviewing applications, interviewing, and making offers to potential candidates. All final decisions for hiring will be made by the executive director. The office manager will schedule interviews and mail all follow-up materials. The school will ensure the quality of the staff through the use of the following five-step process for selecting and hiring the most qualified candidates. Throughout the process, teachers will be evaluated on planning, experience, critical thinking, respect and humility, communication, professionalism, motivation, ability to motivate others and responsibility. • Step One: Candidate submits an application, resume, and cover letter. • Step Two: Executive director and school director separate candidates into three categories: (1) very strong, (2) good, and (3) weak. Very strong candidates are invited for an interview and to teach a sample lesson. Good candidates are scheduled for a fifteen- minute phone interview. If the phone interview is strong, the candidate will receive an invitat...
Staffing and Human Resources. Position: Board of Trustees Description: The Board of Trustees shall be fiduciaries of the Corporation and shall set overall policy for the school. The board may make final decisions on matters related to the operation of the school, consistent with the charter granted to the school and other applicable law. Position: Chief Executive Officer Reports to: Board of Trustees Description: The chief executive officer of Columbus Collegiate Academy is hired by and directly accountable to the Board of Trustees and is primarily responsible for the school’s success, academic achievement, rigorous culture, financial viability, organizational structure, and reputation. Position: Director of Operations Reports to: Executive Director Description: The director of operations will be primarily responsible for all matters of school administration that do not directly relate to academics or student behavior at our Main Street and West campuses, including but not limited to finance, facilities, food service, transportation, and administrative functions. Position: School Director Reports to: Executive Director Description: The school director is responsible for all internal operations of the school, including the academic program and school culture. The school director will ensure that teachers develop high-quality curricula using CCA’s curriculum development process, assist the executive director with the recruitment and selection of faculty, and oversee the implementation of interim assessments and the evaluation of results. The school director implements and oversees an effective, building-wide, consistent student discipline system. Position: Xxxx of Students Reports to: School Director Description: The xxxx of students will be the primary person responsible for oversight of non- academic concerns regarding students. S/he will serve as the interface between the school and the students’ homes, ensuring consistent and timely communication from the school. The xxxx of students will also be responsible for student discipline, oversight of parent orientation, and coordination of student and family events outside of the regular academic program. Position: Office Manager Reports to: Director of Operations Description: The office manager serves as the primary administrative staff member for the school. The office manager is responsible for effectively managing the information systems, communications, and other administrative systems of the school. S/he works closely with the school...
Staffing and Human Resources. The leadership team at UPAE will consist of the following positions, subject to change at the discretion of the board or school leader. School director: The school director will be responsible for all matters relating to student, teacher, and parent programs, including the development of the organizational culture of the school. The school director will work to align all stakeholders (teachers, staff, students, families, and Board members) to reinforce and carry out the school’s mission, hire a diverse and capable staff, and educate the community about the school. USN schools will fill each school director role with dedicated professionals who will receive at least a year of intensive training. This school director training ensures that each school leader understands and can balance academic, financial, and operational and community responsibilities during the dynamic stages of starting and growing a successful, high-performing charter school. School leaders will receive focused instruction and curriculum development and leadership training, as well as field experience gained by working as an academic leader within existing USN schools. Director of curriculum and instruction: The director of curriculum and instruction (DCI) will provide daily support of teaching and learning, complete classroom observation and feedback cycles, implement curriculum, maintain quality of instruction, manage the various assessment systems at the school, and lead effective data analysis. The DCI will also work to continually improve the level of instruction at the school, with regular professional development on the teaching taxonomy. Finally, he/she will supervise and coordinate the special-education program at the school. Xxxx of students: The xxxx of students (DOS) will oversee school culture, handle discipline, and manage all after-school programming and activities. The DOS will work with the school director and the family and student coordinator to plan engaging school events, celebrate the academic and character successes of students, and work with the rest of the leadership team to engage families in the school. This position will be added after year one. Director of family and community engagement: This position will oversee all family and community partnerships at UPAE. He/she will build and manage relationships with students and families, local preschools and daycares, community-based organizations, and volunteers across the Columbus area. The family and community coo...
Staffing and Human Resources. Instructional staff are state licensed or are working on obtaining alternative licensure. There is a mix of experienced and new staff members, which allows the new staff to draw on the experiences and wisdom of the older staff. The instructional staff is evaluated by the supervising principal twice yearly during the year of their contract renewal. Other informal evaluations are done throughout the time the contract is in place. The staff members are evaluated in the following four areas: organization, creating an environment for student learning, teaching for student learning, and teaching professionalism. After completion of each formal evaluation the principal will review the evaluation and discuss it with the teacher. SEA is currently making plans to implement the Ohio Teacher Evaluation System as prescribed by the Ohio Revised Code. OTES will be implemented in the 2013-2014 school year. To fill teaching positions, vacancies are posted internally first, and then advertised in appropriate sources where people would look for employment. Resumes are collected, and then, interview committees are formed based upon the position that SEA is attempting to fill. Teachers are compensated based on experience and level of education. SCS utilizes a pay scale that shows how much compensation is to be provided. The pay scale is not used for yearly increases as it would be in other districts.
Staffing and Human Resources. Instructional staff are state-licensed or are working on obtaining alternative licensure. There is a mix of experienced and new staff members, which allows the new staff to draw on the experience and wisdom of the older staff. The instructional staff is evaluated by the supervising principal yearly. Other informal evaluations are conducted during the time the contract is in place. The staff members are evaluated in the following four areas: organization, creating an environment for student learning, teaching for student learning, and teaching professionalism. After completion of each formal evaluation, the principal will review the evaluation and discuss it with the teacher. SEA currently participates in the Ohio Teacher Evaluation System (OTES) to evaluate teachers, and it follows the procedures as set forth in law. To fill teaching positions, vacancies are first posted internally, then advertised in appropriate sources where people look for employment. Resumes are collected and interview committees formed based upon the position that SEA is attempting to fill. Teachers are compensated based on experience and level of education. SEA utilizes a pay scale that shows how much compensation is to be provided. SEA offers a range of benefits to full-time staff, including but not limited to healthcare and dental coverage. It also participates in the State Teachers Retirement System (STRS).
Staffing and Human Resources. DECA is committed to hiring content-proficient, creative, and high-energy professionals who relate well to a culturally diverse population. The director of talent acquisition and development, the DECA school director, and operations director will recruit teachers at colleges and universities that serve traditionally underrepresented groups; he will also network with human resource officers from area districts that frequently have an excess pool of candidates. DECA will also work closely with the University of Dayton’s Urban Teacher Academy and Bowling Green State University’s SMART program to identify potential candidates who specifically train for the urban setting. The screening and hiring process will include diverse team members and current DECA faculty. Successful interviewees will be asked to conduct a demonstration lesson engaging students. DECA will place great importance on identifying candidates who reflect the diversity of the student population and who demonstrate intellect, pedagogy, and passion for their content. The teacher-compensation system will be patterned after the highly successful plan currently in
Staffing and Human Resources. The leadership team at United Preparatory Academy will consist of the following positions.
