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 operation at DECA. Rather than a typical step system with pay based on seniority and education credentials, DECA will employ a base salary merit system augmented by an annual team bonus. Elements of the compensation system are as follows: (1) multiple salary grades will be established around the differentiated teaching positions (for example, master teacher/coach, teacher, paraprofessional); (2) salary-grade midpoints will be market competitive to attract and retain a talented staff; (3) each staff member will be evaluated annually by the principal; and (4) an annual group or team bonus, similar to DECA’s, will be awarded annually (to be paid the following school year). The purpose of this bonus is to establish an element of variable compensation that reflects school performance and progress. A team bonus is supportive of the highly collaborative culture envisioned for the teaching staff. Both salary actions and bonuses will be reviewed and approved by the Board of Trustees. The board is charged with the responsibility to evaluate and modify the compensation plan periodically to assure that it continues to fulfill its objectives. The experience at DECA with this particular compensation structure, enhanced by best practices in the private sector, convinces us that it will reinforce a culture of high expectations, high motivation, teamwork, ...
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. 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. 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 CCA 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 nonacademic 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 director and the director...
Staffing and Human Resources. The leadership team at United Preparatory Academy will consist of the following positions: 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 training ensures that each school leader can understand and balance academic, financial, operational, and community responsibilities during the dynamic stages of starting and growing a successful high-performing charter school. School leaders will receive focused training in curriculum development and leadership training, as well as field experience gained by working as academic leaders within existing USN schools. Director of curriculum and instruction: The director of curriculum and instruction will provide daily support of teaching and learning, administer classroom observations 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, as well as supervising and coordinating the special education program at the school. Director of student life: 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: The family and student support coordinator will oversee all family and community partnerships at United Preparatory Academy. 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 coordinator will help recruit...
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. DocuSign Envelope ID: D9786F56-A291-4427-8E02-5B6CFD843AA8 DECA is committed to hiring content-proficient, creative, and high-energy professionals who relate well to a culturally diverse population. The DECA PREP principal will recruit teachers at colleges and universities that serve traditionally underrepresented groups; he will also network with human-resources officers from area districts that frequently have a pool of excess candidates. DECA PREP 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 that engages students. DECA PREP 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. XXXX has committed to identifying the metrics of successful teaching in our nontraditional setting, both at the teacher level and concerning the school as a unit. DECA has four years of experience with faculty compensation based on school performance, and much work is being done to differentiate evaluation used to identify the technical competence (classroom instruction, assessment, discipline, and so on) of entry-level teachers from the more subtle and critically important master-teacher competencies (classroom control as a consequence of teaching rather than as a prerequisite) developed over time. Using multiple measures and providing classroom- embedded support will translate those metrics into fair evaluations for teachers.
Staffing and Human Resources. Organizational Chart Roles and Responsibilities Overview As with many XXXX schools, the internally documented roles and responsibilities serve as a framework; however, individuals are not limited to their particular scope of work. We exemplify the belief that we find a way or make one and work as a team to do what is best for students. Necessary Instructional Skills & Expertise KIPP Journey Academy requires that all teachers (except in rare cases) have at least two years of teaching experience in an underserved community, possess a “whatever it takes” attitude, are singularly focused on driving student achievement, and change and alter their instruction using meaningful data. Staff Recruitment KIPP Journey Academy will recognize that it can only accomplish its mission by hiring exceptional teachers and staff. To that end, KIPP Journey Academy will aggressively recruit the most talent educators in the country to come to Columbus and help transform the educational landscape of the city and state. Specifically, KIPP Journey Academy jobs will be advertised on the websites of the national XXXX Foundation, YES Prep Charter Schools, Uncommon Charter Schools, IDEA Public Charter Schools, Achievement First Charter Schools, Aspire Charter Schools, and Teach For America. Currently, approximately 25 percent of current KIPP Central Ohio staff participated in Teach For America, and School Leader and Executive Director build strong relationships with Ohio-based recruiters for the program to identify those teachers who might be eager to return to their home state. KIPP Journey Academy will also hope to draw a number of future alumni from the newly created Northeast and Southwest Ohio Teach For America regions.
Staffing and Human Resources. As discussed above, Village Preparatory School :: Woodland Hills Campus will be led by a Head of School, who will report on all school matters to the school board, and will and coached, mentored, and held accountable to the Breakthrough Charter Schools School Model Leader. (The Breakthrough Charter Schools School Model Leader will be a former School Building Leader or School Executive Director who has been through the many challenges of starting and/or running a school, and who will be able to provide the support, mentorship, and advice required to successfully open and run VPWHC.) The Head of School will lead a team including: Xxxx of Students: Supports the Head of School in all student & family related matters, especially regarding student behavior, discipline, and building a strong school culture to encourage positive, productive behavior and attitude among the student body. Director of Curriculum and Instruction: Will support the head of school in all curricular matters, as well as in the observation, coaching, and development of teachers; will develop, adapt, and employ proven curricular practices and be an education leader among the staff. Student & Family Coordinator: Responsible for student outreach and recruitment; responsible for working with families to encourage positive, productive relationships and interactions among the school, students, and families; will work directly with and support the Head of School and Xxxx of Students; also, responsible for working with the community to develop strong and productive partnerships to strengthen the school, community, and experience for students. processing accounts payable, managing inventory, compliance, facilities management, and other school needs that arise. The qualities and characteristics required of a successful school leadership team to run the school successfully include a commitment to the following:
Staffing and Human Resources. Recruitment of School Leaders: The board will look internally for potential candidates. The PCLC has three candidates who have completed the education administration program. The PCLC has two other candidates who are currently completing the education administration program at the University of Cincinnati. The board has extensive contacts at the education administration programs at the University of Cincinnati and Xavier University , The board may advertise in the local newspaper or utilize an executive search firm. Teacher Recruitment and Selection. The PCLC utilizes some of the following methods to recruit teacher: Newspaper Ads Radio Ads Personal Referrals College Fairs Online Teacher Search Firms The PCLC utilizes the following methods to select teachers: 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, etc. we will offer bonuses to teachers based on performance. If 75 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 75 percent or more. PCLC administration partner, collaborate, and network with local universities and colleges (University of Cincinnati, 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. Opportunities are available at these institutions for those teachers who are interested in pursuing leadership positions (principal, superintendent, district and state level education leadership jobs). Recruitment of School Leaders: The board will look internally for potential candidates. The PCLC has three candidates who have completed the education administration program. The PCLC has two other candidates who are currently completing the education administration program at the University of Cincinnati. The board has extensive contacts at the education administration programs at the University of Cincinnati and Xavier University. The board may advertise in the local newspaper or utilize an executive search firm.
