Administrative Management Plan. for

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THE SCHOOL BOARD OF HIGHLANDS COUNTY

Administrative Management Plan

for

The Department of Human Resources, Recruitment,

and Professional Development

Revised from the Human Resources Management Development

(HRMD) Plan, 2007-2008 School Year

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Development (L.E.A.D.) Management Plan

Table of Contents

TAB 1

Prologue-L.E.A.D. Program Introduction ... 4

Statement of Commitment ... 5

Acknowledgements School Board of Highlands County Program Approval ... 6

School Board of Highlands County Mission Statement ... 7

TAB 2: Section I Advertisement/Application/Screening/Selection Process ... 9

Appendices ... 18

Selection/Appointment Flow Chart ... 19

Organizational Chart ... 23

Administrative Job Descriptions ... 24

Online Application/Jobs Form/Position Vacancy List ... 65

HRRPD Webpage Information/Links ... 79

Screening Tool - Leadership Standards/Assessment Rating Form... 91

Succession Management Strategy ... 102

Sample Annual DROP/Retirement Report ... 103

Sample Professional Development In-Service Report ... 106

Sample School Accountability Report/AYP/School Enrollment ... 107

Sample Administrator Certification/Principal Preparation Reports ... 111

TAB 3: Section II Preparing New Principals Program (PNP) Table of Contents ... 117

L.E.A.D. Program Guidelines ... 119

Aspiring Administrator Training ... 120

Preparing New Principals Program ... 121

Program Assessment Information ... 132

Administrator Training ... 132 Participant Information ... 135 Statement of Understanding ... 136 PNP Protocol ... 137 PNP Program Timeline ... 139 PNP Program Forms ... 141

Principal Leadership Standards/Sample Key Indicators ... 159

Competency Dimension Indicators (PNP-4/Rating Form) ... 175

WCG Overview ... 186

Online Resources ... 188

Certification recommendation form/PNP-7 ... 194

Program and Participant Survey Forms ... 196

New Principal Protégé Program (NPP) ... 201

Table of Contents ... 202

Participant Information ... 204

Program Guidelines ... 205

Professional Development Training ... 207

Professional Improvement Plan ... 208

Program Evaluation ... 208

WCG Overview/Principal Leadership Standards/Professional Development ... 210

Mentor Responsibilities ... 214

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Program Requirements Checklist ... 216

Program Resources ... 218

Code of Ethics ... 219

Evaluation Worksheet ... 220

Mentoring Log ... 222

Progress and Accountability ... 225

Assessment ... 229

Principal Leadership Standards Inventory (PLSI) ... 230

Self Appraisal Form ... 231

Strengths and Developmental Needs Worksheet ... 232

Individual Leadership Development Plan (ILDP) ... 233

Principal Leadership Standards – Sample Key Indicators ... 234

Program Completion/Recommendation Form ... 250

CT125 Statement of Completion and Eligibility ... 251

Program/Participant Survey Forms ... 252

Professional Development/Leadership Training for Administrators ... 257

WCG Online Resources ... 260

Educational Impact Online Learning Academy ... 265

Degree Program Information and Certification Requirements ... 266

Professional Development Plan ... 274

TAB 4: Section III Administrative Assessment Components ... 300

Historical Overview ... 301

Introduction ... 302

Performance Appraisal Procedures - School Based Administrators ... 303

Statute and Rule Language ... 305

Attachments Portfolio (A) ... 309

Interim Review Form (B) ... 310

Performance Pay Assessment Guidelines ... 311

Performance Appraisal Instrument (C) ... 312

Performance Based Pay Determination Form (D) ... 317

Professional Improvement Plan (E) ... 318

Principal Leadership Standards – Sample Key Indicators ... 319

Performance Appraisal Procedures - District Based Administrators ... 333

Introduction ... 333

Guidelines/Requirements... 335

Attachments Portfolio (A) ... 336

Interim Review Form (B) ... 337

Performance Pay Assessment Guidelines ... 338

Performance Appraisal Instrument (C) ... 339

Performance Based Pay Determination Form (D) ... 345

Professional Improvement Plan (E) ... 346

TAB 5

Educational Leadership Preparation Programs Evaluation Checklist

Transitional Program Approval Criteria

FORMS PROVIDED THROUGHOUT THIS DOCUMENT ARE SAMPLE FORMS FROM PREVIOUS YEARS; UPDATES AVAILABLE UPON REQUEST.

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PROLOGUE

Purpose and Introduction

The School Board of Highlands County (SBHC), Superintendent and staff recognize that the selection and development of district and school-based administrators is essential in

providing high standards of education to meet the needs of a diverse student population. Aligned with Florida’s William Cecil Golden Leadership Development Program, the purpose of the district’s Leadership Effectiveness, Assessment and Development (L.E.A.D.) Management Program will be to support the goals of the district focusing on the skills necessary to promote student growth and achievement and effectively facilitate the administrative

screening, selection, development, and appraisal process.

Program Objectives

The L.E.A.D. Management Program will:

• Utilize an online administrative advertisement, application and screening system for potential district and school-based administrators.

• Develop ongoing leadership capacity and a succession management plan. • Provide relevant, appropriate levels of professional development and training to

principals, assistant principals, and aspiring administrators to assist them in becoming “high-performing instructional leaders.”

• Provide relevant, appropriate levels of professional development and training to district-based administrative staff to enhance the level of leadership/managerial skills and competencies required for job success.

• Provide opportunities for leadership growth and development through on-the-job

training, reflective practices, and assigned field experiences to apply program knowledge and demonstrate leadership competencies.

• Include annual administrative performance appraisals based on established criteria for assessment linking rewards to levels of student achievement, individual performance and goal accomplishment, and successful outcomes of programs, processes, and procedures; conducted by the Superintendent, his/her designee, or assigned supervising

administrator.

• Promote a continuous improvement model for program assessment and revision utilizing mid-year (mid-program) and end-of-year (end-of-program) reviews and surveys to determine satisfaction with program’s/participant’s level of preparedness: observations, performance appraisals, support team/committee reviews and assessments, collaboration with higher education/educational leadership program consultants, regional consortia leadership professionals, Florida Department of Education specialists, and various community organizations/stakeholders, as well as the candidates’ overall success in meeting program portfolio requirements may be used to determine success and/or areas of development for program components.

Furthermore, in support of the school district’s commitment to high standards of

education through leadership development, The SBHC, pursuant to 1012.986 F.S. and 6A-5.081 F.A.C., aligned with the William C. Golden (WCG) Leadership Development Program, will provide certification of school leaders based on the Florida Principal Leadership Standards outlined in the Preparing New Principals (PNP) Section included in this plan.

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Statement of Commitment

A. The Superintendent and School Board are committed to the professional leadership development of individuals selected for school-based and district-based administrative positions.

B. The Superintendent and School board are committed to the allocation of funds required to support the professional leadership development of aspiring and incumbent

administrators.

C. Prior to implementation of this plan, the School Board, Superintendent and Administrators will participate in orientation sessions.

D. Authority and responsibility to coordinate implementation of the plan has been assigned to the Director of Human Resources, Recruitment & Professional Development.

Acknowledgements

A committee of administrators prepared the original draft of the Human Resources Management Development (HRMD) Plan in 1986. It has been revised a number of times (last revision June 1998) since the original plan was adopted under the direction of the Superintendent and School Board.

Authorized by The SBHC, this update of the existing HRMD Plan, being renamed

Leadership Effectiveness, Assessment and Development (L.E.A.D.) Management Program

is an effort to conform to the recent Florida Department of Education WCG Leadership Program, State Statute and State Board Rule language. The program has been reviewed and revised by the following advisory committee members during the 2007-2008 school year under the direction of the Director of Human Resources, Recruitment & Professional Development.

Committee Members District Office:

Vivianne Waldron Director Human Resources,

Recruitment &

Professional Development

Dr. Rodney Hollinger Deputy Superintendent School District

Rebecca Fleck Assistant Superintendent Curriculum and Instruction Rebecca Johnson Coordinator Exceptional Student Services

Richard Birt Director Finance

Martha Brown Director Food and Nutrition Services

Elementary School Representatives:

Andrew Lethbridge Principal Kindergarten Learning Center Valerie James Assistant Principal Lake Placid Elem. School

Secondary School Representatives:

Sandi Whidden Principal Sebring Middle School

Toni Stivender Principal Sebring High School

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LEADERSHIP EFFECTIVENESS, ASSESSMENT AND

DEVELOPMENT (L.E.A.D.) MANAGEMENT PROGRAM

Program Approval

This is to certify that The School Board of Highlands County Leadership Effectiveness,

Assessment and Development (L.E.A.D.) Management Program has been approved by The

School Board in regular session on ____________________________.

(Date)

_______________________________ ________________________________

Andy Tuck Wally Cox

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The School Board of Highlands County

MISSION STATEMENT

The Highlands County Schools, with the

cooperative efforts of students, parents and

community, will provide educational opportunities

that prepare all students to be responsible and

productive members of a diverse society.

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Section I

APPLICATION

SCREENING

SELECTION AND

APPOINTMENT PROCESS

SUCCESSION MANAGEMENT

STRATEGY

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SECTION I

ADVERTISEMENT, APPLICATION, SCREENING, SELECTION AND APPOINTMENT PROCESS

This portion of the L.E.A.D. Management Program provides a detailed description of the recruitment, application, advertisement, screening, selection and appointment process used to fill vacancies for the position of principal, assistant principal and district-based administrators within the School District of Highlands County.

OVERVIEW

The selection system for all school-based administrators shall be aligned with the Florida Leadership Standards and WCG Leadership Development Program. Educational degree areas, relevant experience, evidence of demonstrated required leadership competencies, and previous performance appraisals as well as the specific role and responsibilities required of the school-based leader will be considered in the selection process for principals and assistant principals. This method may also be applicable to the selection process for identified district-based

administrative positions, when deemed appropriate. The selection process shall include multiple decision points based upon predetermined candidate qualifications (see board approved

administrative job descriptions section contained in this document) along with completed procedural requirements and shall be administered in a consistent, equitable manner for all candidates (see flowcharts in Appendices A-C).

OBJECTIVES

The application, screening, selection, and appointment process is designed to meet the following objectives:

• to identify and recruit potential qualified leadership candidates;

• to screen and select leaders based upon a consistent, uniform process that assesses education degree area/level, leadership training, previous experience, skills and characteristics linked to job effectiveness and the Florida Leadership Standards; • to assure that all qualified applicants are provided equal opportunity in the screening,

application, selection, and appointment process for administrators;

• to provide an orientation to school board members, administrators/aspiring administrators and/or supervisors to the district’s administrative application, screening, selection, and appointment process.

JOB ANALYSIS

When determined necessary based on changes in statute, policy, role or scope of responsibilities, a job analysis, conducted by a certified job analyst, will be completed for the principal and assistant principal positions (recommended every three to five years). As a result of the job analysis, job dimensions will be identified and updated/revised for various administrative positions.

FLORIDA LEADERSHIP STANDARDS

Job dimensions used for selection of principals and assistant principals are based on the William Cecil Golden (WCG) Professional Development Program for School Leaders and the Florida Principal Leadership Standards, 1012.986, F.S. The dimensions for selection of principals and assistant principals are divided into three categories: Instructional Leadership, Operational Leadership and Decision-Making Strategies.

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Within the context of the three categories, there are three levels of performance competencies.

Level I – Designed for Aspiring Assistant Principals, Assistant Principals, and initial certification in the following competency areas:

• Learning, Accountability and Assessment • Managing the Learning Environment • Human Resource Development • Technology

• Ethical Leadership • Diversity

Level II – Designed for Aspiring Principals, District Principal Certification Program, and Current Principals to meet Florida Principal Leadership Standards in the following competency areas:

• Instructional Leadership • Decision-Making Strategies • School Vision and Culture

• Building Community and Stakeholder Partnerships

Level III – Designed for Current Experienced/Accomplished Principals meeting competencies at the “High-Performing Principal” level by:

• Establishing goals and strategies aligned with the district’s mission and goals and in conjunction with the school-based support team to effectively lead change

• Developing a learning project around the implementation of a school reform effort with a goal resulting in increased student achievement

• Serving as mentors to aspiring and beginning principals

• Training and preparing high-performing principals to deal with challenging growth opportunities in a rapidly changing world

CAREER COUNSELING

Career counseling is available upon request on an on-going basis through the Human Resources, Recruitment, and Professional Development Department.

Career counseling shall provide the framework to encourage mutual discussion and planning for growth through personal and professional development and in preparation for possible future advancement. Counseling may be offered by district staff, experienced principals, or other training career counselors or professionals.

EQUAL OPPORTUNITY EMPLOYMENT

It is the intent of the School Board to recruit and encourage a diverse representation of qualified applicants for leadership positions throughout the system. Selection procedures include equitable review and consideration of qualified minorities for administrative position vacancies. In addition, efforts will be made to provide professional growth opportunities to enhance success in the selection process. Opportunities may include but are not limited to internships, career assessment and counseling, leadership development training, selection process orientations, and various relevant leadership experiences.

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ADVERTISEMENT, APPLICATION AND SCREENING PROCESS

1. Position Approval: The Superintendent recommends the position.

2. Advertisement of the Vacancy: Administrative vacancies shall be advertised in

an effort to recruit a diverse group of qualified applicants. At the Superintendent’s recommendation, the Director of Human Resources,

Recruitment & Professional Development shall approve the advertisement for the position vacancy, including the basic job description (see Appendix D) for Principal, Assistant Principal, or District-based Administrator and post it through the district’s online application system for a period of five (5) to ten (10) working days or longer at the request of the appointing administrator and/or approval of the Superintendent. The vacancy may also be posted to various other websites including other school districts, state organizations/agencies, educational institutions and publications, news media, and other sources, at the Superintendent’s discretion.

3. Application Process: To be considered for any posted administrative position

vacancy or anticipated administrative position vacancy, an applicant must electronically submit the following information/documentation within the required advertisement timeline: (see Appendix E):

A. A current completed electronic administrative application, if not already submitted, to include a comprehensive Leadership Assessment (see

Appendix F); may also require the online WCG “Prior Learning

Inventory” (PLI -for Assistant Principal applicants) or “Principal

Leadership Standards Inventory” (PLSI - for Principal applicants) report via email attachment to HRRPD. Identified district-level administrative position applicants may also be required to complete one of the

Leadership Assessments above. The link to DOE/WCG Professional Development Website is provided in the administrative application instructions.

B. A minimum of three (3) professional references from colleagues or supervisors with whom the applicant has worked within the past five (5) years.

C. Official copies of college transcripts and/or documentation of

administrative certification (where applicable, educational leadership or administrative supervision certification/licensure); position minimum qualifications/requirements are stated on advertisement and job description.

D. Other supporting documents may include resume, leadership experiences, professional development records, prior performance appraisals,

certificates and recognitions, etc.

E. Upon final completion and evaluation of administrative application requirements, applicants must officially apply for posted vacancies via the online application system.

F. Applicants who do not meet the advertisement deadline will not be considered for the posted position. It is the responsibility of the applicant to provide official documentation of any and all job application

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4. First Stage Screening: The Department of HRRPD will screen applications for

eligibility. (1) Those who meet the minimum qualifications for the job and (2) those candidates with “Status Complete” online applications shall be considered in the selection process. Applicants not meeting minimum qualifications shall not be considered for the position.

A. Minimum Qualifications for School-Based Administrator Applicants (Appendix D)

1. Minimum Qualifications for an Assistant Principal

a. Florida certification (or documentation of eligibility for Florida certification) in administration/supervision, educational leadership or school principal.

b. Three years of experience as a classroom teacher.

c. Satisfactory clearance of a criminal history records check and drug screening.

2. Minimum Qualifications for a Principal

a. Florida certification (or documentation of eligibility for Florida certification) in administration/supervision, educational leadership or school principal.

b. Five (5) years experience as a professional educator. c. Two (2) years experience in educational administration. d. Completion verification of a New Principal Preparation

Program or documented experience as a Principal in Florida.

e. Physical Requirements: To perform essential functions of the job and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing if required. f. Satisfactory clearance of a criminal history records check

and drug screening.

3. Interim Assistant Principal or Principal

a. Must meet all requirements as stated above for Assistant Principal or Principal or Superintendent may designate an existing administrator as temporary emergency placement until advertisement process is approved and completed.

B. Minimum Qualifications for District-Based Administrative Applicants

1. All applicants shall meet the minimum qualifications as required by the board approved job description for the position (see

Appendix D).

2. All applicants shall provide documentation of appropriate required experience as stated in the position advertisement.

3. Interim District Based Administrators must meet all requirements as stated in 1 and 2 above or Superintendent may designate a temporary emergency placement until advertisement process is approved and completed.

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5. Second Stage Screening and Selection Process: The Director of HRRPD or designee facilitates this process.

A. Assistant Principal Applicants

1. Targeted Selection Interviews (TSI)

a. The Director of HRRPD shall coordinate the TSI schedule; responsibilities shall include:

(1) Development of job dimensions, as necessary based on Leadership Standards and individual Job

Analysis.

(2) Selection of (TSI) trained interview teams and orientation; every effort shall be made to

incorporate at least one (1) interviewer who does not know the candidates.

(3) Notification of applicants of the TSI schedule. (4) Coordination of all activities during the interview

dates.

(5) Coordination of the integration of TSI interview data.

b. All applicants qualifying after first stage screening shall be interviewed.

c. The Director of HRRPD shall notify all applicants of their status and provide feedback and counseling to unsuccessful applicants upon request.

d. Targeted selection scores will be valid for a period of three years; data gathered in the targeted selection process will be handled in a confidential manner and shall not become a part of the candidate’s personnel file. If an applicant is applying for another position and their scores are more than one year old, they may request another interview.

2. Targeted Selection Recommendations

a. The TSI team members shall consist of three administrators with targeted selection interviewer certification (training or updated training within the last 5 years).

b. Reasonable efforts shall be made to include one or more interviewers who do not know the candidates.

c. TSI team will use targeted selection interview guides which contain job related questions to sample the performance of the candidates.

d. All candidates will be administered the same questions in the same scheduled amount of time.

e. The committee shall receive all accumulated data.

f. The committee shall recommend candidates with scores of three or above in all dimensions for final structured

interview.

3. Principal Interview Process for Assistant Principals

a. Principal will convene a committee of teachers, parents, staff, or other community members to assist in

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committee.

b. An orientation to the structured interview process will be provided to the interview committee members

c. The Principal and committee will interview the candidates who have successfully completed screening stages one and two.

d. Developed in-box activities and interview questions will be aligned with the leadership standards, be job-related and site specific, with opportunity for experienced-based responses; prior leadership experiences, previous

performance appraisals and situational scenarios may be used.

e. The committee shall list applicants in ranked order using a scoring rubric/guide to measure responses.

f. The Principal will recommend candidates’ names in ranked order to the Superintendent.

4. Final Selection

a. The Superintendent will review all interview data accumulated on the recommended applicants.

b. The Superintendent may recommend an applicant to the School Board, if he/she believes the applicant’s credentials and experience will best fit the needs of the district and the school for which the position is being selected.

c. The Superintendent may elect to reject all of the applicants. d. If all the stages of the screening process have been

completed once, the Superintendent may initiate an internal transfer, recruit and recommend an appropriate

administrator to fill the position or direct the selection process to revert to the initial vacancy/advertisement stage. e. The Director of HRRPD shall provide feedback and

counseling to the unsuccessful applicants upon written request from the applicants including recommendations for continued professional growth.

B. Principal Applicants

1. Targeted Selection Interviews

a. The Director of HRRPD shall coordinate the TSI schedule; responsibilities shall include:

(1) Development of job dimensions, as necessary based on Leadership Standards and individual Job

Analysis.

(2) Conduction of Site Analysis as needed. (3) Selection of TSI interview teams and provide

orientation to the targeted selection process. (4) Notification of applicants of the TSI interview

dates/times.

(5) Coordination of all activities during the TSI dates. (6) Coordination of the integration of interview data.

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b. All applicants qualifying after first stage screening shall be interviewed.

c. The Director of HRRPD or designee shall notify all applicants of their status and provide feedback and counseling to the unsuccessful applicants upon request. d. Targeted Selection scores will be valid for a period of three

years; data gathered in the targeted selection process will be handled in a confidential manner and shall not become a part of the candidate’s personnel file. If an applicant is applying for another position and their scores are more than one year old, they may request another interview.

2. Targeted Selection Recommendations

a. The TSI team members shall consist of three administrators with targeted selection interviewer certification (training or updated training within the last 5 years).

b. Reasonable efforts shall be made to include one or more interviewers who do not know the candidates.

c. The TSI team will use targeted selection interview guides which contain job related questions to sample the

performance of the candidates.

d. All candidates will be administered the same question in the same scheduled amount of time.

e. The committee shall receive all accumulated data.

f. The committee shall recommend candidates with scores of three or above in all dimensions for the final structured interview

3. Principal Interview Process: Superintendent’s Interview Committee

a. The Superintendent or designee may elect to convene an interview committee which may consist of experienced school/district-based administrators, teachers and/or various other district/school-based staff and/or

parent/community representatives; otherwise, selection and recommendation will be made as per 1012.27, F.S.

b. An orientation to the structured interview process will be provided to the interview committee members.

c. The committee will interview the list of candidates who have successfully completed stage one and two of the screening process.

d. Developed in-box activities and interview questions will be aligned with the leadership standards, be job-related and site specific, with opportunity for experienced-based responses; prior leadership experiences, previous

performance appraisals and situational scenarios may be used.

e. Using a consistent scoring rubric or guide, committee members may be asked to discuss their perceptions of candidates’ responses along with their ratings and recommendations regarding the finalists.

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4. Final Selection

b. The Superintendent may recommend an applicant to the School Board, if he/she believes the applicant’s credentials and experience will best fit the needs of the district and the school for which the position is being selected.

c. The Superintendent may elect to reject all of the applicants. d. If all the stages of the screening process have been

completed once, the Superintendent may initiate an internal transfer, recruit and recommend an appropriate

administrator to fill the position or direct the selection process to revert to the initial vacancy/advertisement stage. e. The Director of HRRPD shall provide feedback and

counseling to the unsuccessful applicants upon written request from the applicants including recommendations for continued professional growth.

C. District-Based Administrative Applicants 1. Targeted Selection Interviews

a. May be recommended by department supervisor when relevant and appropriate to determine job performance indicators of leadership experiences; TSI process for other school-based administrators will be followed if

recommended as a stage two screening.

2. Committee Interviews

a. The administrator/supervisor of the vacant position shall coordinate the scheduling and delivery of these interviews and responsibilities shall include the following:

(1) Conduct Job Analysis as needed by an experienced trained analyst and update job dimensions based on results of the Job Analysis where appropriate. (2) Conduct Site Analysis as needed.

(3) Select interview committee (may include various district and school-based staff to include

experienced administrators, support staff and other business/community stakeholders).

(4) Notify applicants of the interview dates/times. (5) Provide orientation for committee members to the

structured interview process.

(6) Conduct the structured interview (by supervisor and interview committee).

(7) Facilitate the developed in-box activities and interview questions; will be job-related and site specific, with opportunity for experienced-based responses regarding prior leadership experiences, review of previous performance appraisals and various situational scenarios.

(8) Coordinate the integration of the interview data using a consistent scoring rubric or guide and

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generate discussion regarding applicants’ responses and job suitability.

b. The Supervisor shall send recommendations in ranked order to the Superintendent.

3. Final Selection

b. The Superintendent may recommend an applicant to the School Board, if he/she believes the applicant’s credentials and experience will best fit the needs of the district and the department for which the position is being advertised and selected.

c. The Superintendent may elect to reject all of the applicants. d. If all stages of the screening process have been completed

once, the Superintendent may initiate an internal transfer, recruit and recommend an administrator to fill the position or direct the selection process to revert to the initial

vacancy/advertisement stage.

e. The Supervisor shall provide feedback and counseling to the unsuccessful applicants upon written request from the applicant, including recommendations for continued professional growth.

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Appendix A Flow Chart – Assistant Principal Selection Appendix B Flow Chart – Principal Selection

Appendix C Flow Chart – District-Based Administrator Selection Appendix D Sample Administrative Job Descriptions

Appendix E Copy of Online Administrative Application

HRRPD Website Links to WCG Online Resources

PLI (Prior Learning Inventory) and Principal Leadership Standards (PLSI) Inventory

Appendix F Principal Leadership Standards Assessment and Rating Forms (may be used during application or selection process as pre-interview screening tool or assessment of leadership competencies in conjunction with PNP)

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THE SCHOOL BOARD OF HIGHLANDS COUNTY SCREENING/SELECTION/APPOINTMENT FLOW CHART

ASSISTANT PRINCIPAL (AP)

Targeted Selection Committee Interviews: Completes Data Analysis, and Recommends Candidates who have Completed Stage 1 and Stage 2 (with TSI scores of 3 or above in all

dimensions) to the Interview Committee

Electronic Application Process Completed (with references and PLI)

Electronic Application Reviewed (1st Stage Screening)

Principal and Committee Interviews Applicants and Ranks Candidates

Position Vacancy Advertised

Appointment to Position Superintendent Reviews Information on the Candidate and Sends Recommendation to the School Board

AP Applicant Pool Exit Exit Exit Remaining Applicants Applicant Eliminated from Consideration Feedback Provided Counseling Provided upon Written Request Appendix A Applicant Eliminated from Consideration Feedback Provided

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THE SCHOOL BOARD OF HIGHLANDS COUNTY SCREENING/SELECTION/APPOINTMENT FLOW CHART

PRINCIPAL

Targeted Selection Committee Interviews: Completes Data Analysis, and Recommends Candidates who have Completed Stage 1 and Stage 2 (with TSI scores of 3 or above in all

dimensions) to the Superintendent and Interview Committee

Electronic Application Process Completed(with references and PLSI)

Electronic Application Reviewed for Minimum Qualifications (1st Stage Screening

Superintendent and Committee Interviews Applicants and Ranks Candidates

Principal Applicant Pool Exit E Exit x Applicant Eliminated from Consideration Feedback Provided Applicant Eliminated from Consideration Feedback Provided Counseling Provided upon Written Request Exit Remaining Applicants

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THE SCHOOL BOARD OF HIGHLANDS COUNTY SCREENING/SELECTION/APPOINTMENT FLOW CHART

DISTRICT-BASED (DB) ADMINISTRATOR

Targeted Selection Committee Interviews where requested:

Completes Data Analysis, and Recommends Candidates who have Completed Stage 1 and Stage 2 (with TSI scores of 3 or above in all

dimensions) to the Interview Committee

Electronic Application Process Completed (with references and competencies where required

Electronic Application Reviewed (1st Stage Screening)

Committee Interviews Applicants and Ranks Candidates

DB Admin. Applicant Pool Exit x Exit x Exit Remaining Applicants Appendix C Applicant Eliminated from Consideration Feedback Provided Applicant Eliminated from Consideration Feedback Provided Counseling Provided upon Written Request

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JOB

DESCRIPTIONS

FOR

SCHOOL-BASED

AND

DISTRICT-LEVEL

ADMINISTRATORS

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The School Board of Highlands County

Organizational Chart

~2007~

SUPERINTENDENT Deputy Superintendent Assistant Superintendent of Curriculum/Instruction Assistant Superintendent of Business Operations Director of Secondary Programs Director of Finance Director of Management Information Systems Director of Elementary Programs

Coordinator of Career and Technical Education

Director of Transportation Director of Student Support

Services

Coordinator of Exceptional Student Education

Director of Human Resources, Recruitment, & Professional Development Coordinator of

Student Services

Director of Facilities/Maintenance

Director of Food Service

Coordinator of Purchasing

Principals*

•Reports Directly to the Superintendent

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THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Principal

MINIMUM QUALIFICATIONS

1. Florida certification in administration, supervision, educational leadership or school principal

2. Five (5) years experience as a professional educator 3. Two (2) years experience in educational administration

4. Completion of a Preparing New Principals Program or documented experience as a Principal in Florida

5. Physical Requirements: To perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as

frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required

6. Satisfactory clearance of a criminal history records check and drug screening

ADDITIONAL DESIRED QUALIFICATIONS:

None at this time

PRIMARY PERFORMANCE RESPONSIBILITIES:

1. Assists with teacher screening and nominations 2. Conducts teacher conferences

3. Arranges and supervises department chairman meetings 4. Prepares and conducts faculty and staff meetings

5. Prepares for orientation of teacher new to the school 6. Prepares for teacher/public/parent relations

7. Provides individual counseling for teachers 8. Makes and evaluates classroom visits 9. Provides supervision of student discipline

10. Coordinates all assigned duties of all departments of the school 11. Formulates public relations policies affecting the school

12. Works with the district staff in carrying out the district’s goals and objectives. 13. Prepares the budget and keeps spending within the budgeted framework 14. Administers and supervises all aspects of the school: instructional, custodial,

lunchroom, clerical, maintenance, etc.

15. Makes assignments to teachers and other members of the staff in relation to their general and specific duties

16. Keeps parents informed of events covering their children 17. Sets the tone for a healthy educational environment

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developments which may affect them 19. Provides for the supervision of total staff

20. Initiates and maintains a system of pupil accounting and attendance 21. Institutes measures for the orientation of pupils

22. Selects and assigns staff personnel

23. Stimulates and provides opportunities for professional growth of staff personnel 24. Organizes professional groups for participation in educational planning and other

educational activities

25. Orders materials, supplies, textbooks, equipment, etc. as needed

26. Cooperates with other schools and central administration in the implementation of instructional activities

27. Counsels with teachers, students, and parents on educational matters 28. Recommends staff for PEC and CEC employment as appropriate

29. Prepares and submits to appropriate agency/department all reports and plans required by the district, state and federal offices

30. Supervises the scheduling of all teacher, students and other school personnel 31. Coordinates pre and post school planning

32. Assists in the development and implementation of appropriate in service activities for school personnel

33. Assumes responsibility for developing and implementing effective and appropriate school curricular and extracurricular activities

34. Assumes responsibility for the dissemination and implementation of School Board rules and regulations as they relate to school personnel and operation 35. Establishes and maintains an effective program of articulation and communication

with other principals and schools 36. Coordinator of school volunteers

ADDITIONAL DUTIES:

Performs other duties as requested by the Superintendent

TERM:

Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process

APPRAISAL:

Performance will be appraised annually in accordance with School Board policies

PAYGRADE:

According to the School Board of Highlands County Administrative Salary Schedule

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POSITION TITLE: Assistant Principal MINIMUM QUALIFICATIONS:

1. Florida certification in administration, supervision, educational leadership or school principal

2. Three (3) years experience as a classroom teacher

3. Satisfactory clearance of a Criminal History Records check and drug screening

ADDITIONAL DESIRED QUALIFICATIONS:

Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required.

1. Assists the principal in the administration of clerical activities and auxiliary services 2. Assists the principal in assessing curriculum needs, planning to meet such needs,

assisting in implementing plans and evaluating results of the instructional program at the local level

3. Assists principal in administrative duties (discipline, student supervision, scheduling bus transportation, maintenance, food service, etc.) when necessary

4. Supervises and ensures attendance procedures 5. Contacts and assigns substitute teachers

6. Assesses needs of personnel and provides appropriate staff development 7. Works with teachers to identify needed instructional materials and equipments 8. Assists in the preparation of the school budget

9. Performs formal assessments on annual teachers 10. Checks teacher lesson plans

11. Orders textbook and instructional materials

12. Assists principal in writing School Annual Report and Comprehensive Plan 13. Acts as a designee when principal is off campus

14. Assists in planning summer school

15. Implements performance standards and instructional objectives with teachers and assures that they are met or exceeded

16. Coordinates school level electronic data processing services 17. Responds to faculty personnel problems

18. Assists with scheduling and course selections 19. Makes classroom observations

20. Works with Parent Advisory Committee, School Improvement Team, and Parent Teacher Organization

21. Acts as, or designates, volunteer contact 22. Conducts parent conferences

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24. Supervises school activities after regular school hours 25. Develops of student handbook

26. Responsible for free and reduced lunch program 27. Acts as contact person for SARB, HRS and courts 28. Assists principal with student activities

29. Assists principal in curriculum planning 30. Serves on committees for new teachers

ADDITIONAL DUTIES:

Performs other duties as requested by supervising administrator

TERM:

APPRAISAL:

PAYGRADE:

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POSITION TITLE: Assistant Superintendent of Curriculum & Instruction

MINIMUM QUALIFICATIONS:

1. Master’s degree from an accredited educational institution in

Administration/Supervision, Educational Leadership, Curriculum and Instruction, or other curricular related area

2. Minimum of eight (8) years experience as a professional educator, including at least five (5) years of administrative experience

3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening

ADDITIONAL DESIRED QUALIFICATIONS:

None at this time

1. Directs and supervises the overall activities of planning, developing, coordinating, implementing, and evaluating all district curriculum and instructional support programs for K-12

2. Plans, implements and evaluates a systemic approach to Pre-K through grade 12 curriculum

3. Initiates the development of programmatic goals and learning objectives on a district-wide basis within the scope of School Board policy, administrative directives, assessed student needs and operational constraints

4. Provides overall leadership and appropriate resources for on-going district-wide curriculum development and review to ensure articulation of standards, objectives, and skills for Pre-K through grade 12

5. Provides leadership for school improvement initiatives

6. Provides leadership for emerging, innovative and special programs

7. Provides leadership for the development and implementation of a district instructional technology plan

8. Assists in interpreting the programs, philosophy and policies of the district to staff, students and the community

9. Prepares and recommends to the Superintendent the implementation of alternative and optional programs to support the requirements of the district’s annual and long-range plans of improvement

10. Prepares, instructs, and presents reports and information to the Superintendent, the School Board, community, and school personnel

11. Establishes necessary procedures for referral and cooperative planning with other agencies

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13. Assists the Superintendent in district-wide planning to link curriculum and learning development and the use of financial and human resources to the district’s goals and objectives

14. Maintains a working knowledge of Florida Statutes, Board Policy and applicable rules and regulations

15. Drafts policies and procedures as they relate to areas of responsibility

16. Assists in the development and implementation of the district’s master plan for in-service education

17. Assists in the development of educational specifications for new facilities and equipment 18. Provides leadership in planning and acquiring appropriate instructional materials and

equipment

19. Assists schools in the Southern Association of Colleges and Schools accreditation process

20. Reviews contracts as they relate to the areas of curriculum/instruction

21. Supervises assigned personnel, conducts annual performance appraisals, and makes recommendations for appropriate employment action

22. Develops, recommends and administers the curriculum and instructional services budget 23. Serves on the Administrative Team at the Superintendent’s request

24. Prepares all required reports and maintain all appropriate records

25. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team

ADDITIONAL DUTIES:

Performs all other duties as assigned by the supervising administrator

TERM:

APPRAISAL:

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POSITION TITLE: Director of Elementary Programs MINIMUM QUALIFICATIONS:

1. Master’s degree from an accredited educational institution in Administration/Supervision, Educational Leadership, Curriculum and Instruction, or other curricular related area 2. Minimum of five (5) years experience as a professional educator

ADDITIONAL DESIRE QUALIFCATIONS: None at this time

PRIMARY PERFORMANCE RESPONSIBILITIES:

1. Leads and coordinates the Plan Do Check Act (PDCA) process

2. Works and assists schools with school improvement initiatives related to the school improvement process and integrating with PDCA

3. Provides assistance to schools related to the Southern Association of Colleges and Schools (SACS) accreditation process and annual reporting requirements

4. Provides assistance in the revision and implementation of the Student Progression Plan 5. Assists in the alignment and mapping of curriculum, writing of curriculum, and

developing instructionally-focused calendars

6. Assists in analyzing district and school-based student data and using the data to plan instruction

7. Seeks, evaluates, and recommends new instructional materials that align with the Sunshine State Standards, state, and district priorities

8. Serves as a leader and/or member of district curriculum and textbook committees 9. Coordinates district-level meetings, research, training, and professional study groups in

areas related to job duties and responsibilities

10. Coordinates and administers the district’s assigned special programs, such as Title I, II, III, V, migrant, ESOL, and preschool/early intervention

11. Initiates and assists with the need and ideas for curriculum and instructional change 12. Coordinates the implementation of effective instructional process and strategies

13. Serves as a resource and support to district staff and other curriculum resource teachers 14. Assists with the coordination of the curricular programs at the school sites

15. Works with other members of the school and district staff on instruction support and student progression teams

16. Provides support to classroom teachers for academically-related student activities 17. Coordinates the development and selection of appropriate assessment instruments in

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18. Assists in coordinating, analyzing data, and interpreting results regarding curriculum-related assessments with district and school staffs

19. Assists district and school administrators in conducting needs assessments to determine professional needs of school-based staff as it relates to curriculum and instruction 20. Seeks resources to support curriculum-related professional development programs 21. Develops models for teacher training

22. Plans, conducts, and coordinates professional development activities for teachers and others related to curricular issues

23. Demonstrates and models strategies that teachers can use to improve student learning 24. Visits classrooms on a regular basis to provide support for the implementation of district

initiatives

25. Encourages and supports teachers in their efforts to implement research-based/effective instructional processes

26. Observes and problem solves with teachers on how to overcome student learning obstacles

27. Keeps abreast of the latest research, federal and state initiatives

28. Researches and makes available professional resources to support instruction 29. Assists in the enforcement of administrative regulations and School Board policy 30. Prepares, interprets and presents reports and information to the Superintendent, School

Board, school groups, and/or community groups

31. Drafts policies and procedures as they relate to the areas of responsibility

32. Assists the Superintendent and school principals, as needed in the recruitment and selection of personnel

33. Supervises assigned personnel, conducts required performance appraisals, and makes recommendations for appropriate employment action

34. Establishes and maintains effective and efficient record keeping procedures including student records subject to the requirements of the Family Rights and Privacy Act

35. Manages materials and assigned resources effectively including record keeping and other inventory requirements

36. Communicates effectively, orally and in writing, with other professionals, students, parents, and community

37. Conducts a personal assessment periodically to determine one’s own professional development needs related to job position

38. Assists in the review and preparation of area, department, and district budget 39. Serves on the Administrative Team at the Superintendent’s request

ADDITIONAL DUTIES:

TERM:

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THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Director of Secondary Programs

MINIMUM QUALIFICATIONS:

1. Master’s degree from an accredited educational institution in Administration/Supervision, Educational Leadership, Curriculum and Instruction, or other curricular related area 2. Minimum of five (5) years experience as a professional educator

ADDITIONAL DESIRED JOB QUALIFICATIONS:

1. Evidence of a working knowledge and successful experience in implementing Florida school law and initiatives as it relates to secondary schools

2. Evidence of recent proficiency in leading secondary school change that resulted in

documented growth in student achievement both within and beyond the immediate school setting

3. Demonstrated ability to work collaboratively with school center personnel and other administrators

PRIMARY PERFORMANCE RESPONSIBILITIES:

1. Plans, leads, directs, and coordinates the planning, implementation, articulation, and evaluation of relevant curriculum and instructional programs and materials for secondary schools that results in increased student achievement

2. Leads and coordinates the Plan Do Check Act (PDCA) process for secondary schools 3. Works with schools on the school improvement process and integrating with PDCA 4. Assists secondary schools with school improvement initiatives and writing of school

improvement plans

5. Uses data and needs assessment information, develops a three- to five-year plan to include goals, annual objectives, and strategies for secondary school improvement; revises plan as necessary

6. Assists secondary schools in the review, revision, and implementation of the requirements of the Student Progression Plan as it relates but not limited to secondary scheduling, course offerings, new program scheduling implementation, credits, weight, dual enrollment, etc.

7. Serves as a liaison to colleges and universities to coordinate resources and programs as it relates to the secondary level

8. Provides assistance for secondary schools in the Southern Association of Colleges and Schools (SACS) accreditation process

9. Leads and assists in the alignment and mapping of the curriculum and developing instructional-focused calendars at the secondary level

10. Assists in the analyzing of district and school-based student data and using the data to plan for effective curricular and instructional programs, processes, strategies, and interventions

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12. Coordinates district level meetings, research, training, and professional study groups in areas related to job duties and responsibilities

13. Participates in district- and school-level meetings and serves as a resource and support to the district staff and other curriculum resource teachers

14. Assists with the coordination of the curricular programs at the school site

15. Provides support to classroom teachers for instruction and academically-related student activities

16. Coordinates the development and selection of appropriate assessment instruments in curricular areas to screen, diagnose, and monitor student progress in academic areas, especially in the area of reading

17. Assists district and school administrators in conducting needs assessments to determine professional development needs of secondary school-based staff

18. Seeks and secures resources to support professional development programs relative to the secondary level

19. Plans, conducts, and coordinates professional development activities for teachers and others

20. Visits schools and classrooms on a regular basis to provide support for the implementation of district initiatives

21. Keeps abreast of the latest research, federal, and state initiatives, as well as the implementation of the initiatives

22. Assists in the enforcement of administrative regulations and board policy

23. Prepares, interprets, and presents reports and information to the Superintendent, School Board, school groups, and community groups

24. Develops, as necessary, policies and procedures as they relate to the area of responsibility 25. Assists the Superintendent and school principals, as needed, in the recruitment and

selection of personnel

26. Supervises assigned personnel, conduct annual performance appraisals and make recommendations for appropriate employment action

27. Establishes and maintains effective and efficient record keeping procedures including student records subject to the requirements of the Family Rights and Privacy Act

28. Manages materials and assigned resources effectively including record keeping and other inventory requirements

29. Communicates effectively, orally and in writing, with other professionals, students, parents and community

30. Assists in the review and preparation of area, department, and district budget, as needed 31. Serves on the Administrative Team at the Superintendent’s request

ADDITIONAL DUTIES:

TERM:

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APPRAISAL:

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POSITION TITLE: Coordinator of Career & Technical Education

MINIMUM QUALIFICATIONS:

1. Certified in one or more areas of vocational education or Florida certification in administration/supervision, educational leadership, school principal

2. Three (3) years experience as a professional educator in a related vocational field 3. Physical requirements to perform essential functions and tasks which may include

exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening

ADDITIONAL DESIRED JOB QUALIFICATIONS:

None at this time

PRIMARY PERFORMANCE RESPONSIBILITIES:

1. Directs and coordinates the planning, implementation evaluation and reporting of relevant vocational education programs

2. Directs and coordinates the development, implementation and ongoing evaluation of district wide vocational education curricula, including required follow-up studies 3. Directs and evaluates vocational education curriculum studies and special projects 4. Directs the development, dissemination and implementation of district wide vocational

education curriculum objectives

5. Evaluates vocational education programs and makes recommendations concerning additions or revisions in such programs

6. Manages the projects and grants process and serves as resource person to coordinate related grants for assigned programs

7. Directs and coordinates program planning to involve district and school personnel, community representatives, and students, when appropriate

8. Acts as a liaison between the school community and parents and students directly involved in assigned programs

9. Provides liaison between the district and community college vocational programs and serves on the Regional Coordinating Council and other related advisory committees 10. Serves as liaison between the public schools and the local employment community 11. Serves as a program consultant to school personnel with assistance in the identification of

program needs and selection of appropriate materials and equipment

12. Maintains a close working relationship with school personnel to ensure information exchange, coordination of efforts, and general support for the decision-making process 13. Assists in the evaluation, selection and dissemination of textbooks and instructional

materials

14. Assists school personnel in initiating and implementing new programs

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goals identified through the district's planning process and to implement the pupil progression plan

16. Works with appropriate personnel in the planning and modification of school facilities 17. Assists principals, as needed, in the recruitment, selection, placement and appraisal of

vocational education personnel

18. Assists in the development of administrative policies and guidelines for vocational education programs

19. Supervises assigned personnel, conducts annual performance appraisals and makes recommendations for appropriate employment action

20. Prepares all required reports and maintains all appropriate records 21. Assists in the preparation of the instructional services budget

ADDITIONAL DUTIES:

TERM:

APPRAISAL:

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POSITION TITLE: Director of Student Support Services

MINIMUM QUALIFICATIONS:

1. Master’s degree from an accredited educational institution

2. Certified in Administration/Supervision, Educational Leadership, or School Principal 3. Minimum of five (5) years experience as a professional educator

4. Experience in Exceptional Student Education (ESE) or Student Services fields 5. Physical requirements to perform essential functions and tasks which may include

ADDITIONAL DESIRED QUALIFICATIONS:

1. Knowledge of current trends and research in all areas of Exceptional Student Education and Student Services

2. Knowledge of issues related to Exceptional Student Education curriculum and instructional techniques

3. Knowledge of federal, state, and local rules, regulations, statutes, policies, special programs, and procedures affecting disabled individuals

4. Knowledge of and ability to use student database systems, including but not limited to Full-Time Equivalent (FTE) reports, suspension information and student records 5. Ability to provide consultation and advice to teachers, parents, principals, and district

staff on Exceptional Student Education, Student Services, and other assigned areas of responsibility

6. Ability to organize and conduct meetings, and provide conflict resolutions

PRIMARY PERFORMANCE RESPONSIBILITITES:

1. Oversees the operation of Exceptional Student Education (ESE), Medicaid, FTE and Student Services departments

2. Assures that all procedures for due process have been afforded the parents and students as it relates to the ESE Programs/Services

3. Coordinates the development, writing and submission of reports, grants, and automated transmissions for ESE

4. Monitors and coordinates the development and implementation of a student services plan to ensure effective and efficient delivery of guidance services, psychological services, social work services and health services

5. Promotes adequate procedures for referral, identification, placement or transfer for exceptional students

6. Serves as administrator for the development of all state and federal grants related to ESE programs, student services and other programs as assigned

7. Plans with principals in providing appropriate programs and related services for exceptional students

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8. Assists in the development and delivery of a coordinated system of student services to meet needs

9. Serves as liaison with the Florida Department of Education in matters related to ESE and Students Services

10. Coordinates and interprets state and district statutes, rules and policies pertaining to ESE and Student Services

11. Serves as a resource person to interpret ESE and Student Services policies/regulations 12. Ensures the provision of in-service training programs for ESE and Student Services

programs

13. Assists in projecting FTE and personnel needs for ESE and Student Services programs 14. Develops and monitor budgets of assigned programs

15. Assists in the development of administrative guidelines and policies for programs assigned

16. Prepares or oversees the preparation of all required reports and maintain all appropriate records

17. Serves on the Administrative Team at the Superintendent’s request

ADDITIONAL DUTIES:

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THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Coordinator of Exceptional Student Education

MINIMUM QUALIFICATIONS:

1. Master’s degree from an accredited educational institution

2. Certified in one or more areas of Exceptional Student Education,

Administration/Supervision, Educational Leadership, or School Principal 3. Minimum of three (3) years experience a professional educator

4. Minimum of three (3) years experience in Exceptional Student Education field 5. Physical requirements to perform essential functions and tasks which may include

ADDITIONAL DESIRED QUALIFICATIONS:

1. Knowledge of current trends and research in all areas of Exceptional Student Education (ESE)

2. Knowledge of federal, state, and local rules, regulations, statutes, policies, special programs, and procedures affecting students with disabilities

3. Knowledge of and ability to use student database systems, including but not limited to Full-Time Equivalent (FTE) reports, Individual Education Plans (IEP), Behavioral Plans, suspension information and student records

4. Ability to provide consultation and advice to teachers, parents, principals, and district staff on assigned areas of responsibility

5. Ability to organize and conduct meetings, and provide conflict resolutions

PRIMARY PERFORMANCE RESPONSIBILITITES:

1. Assists in development, implementation and evaluation of district exceptional student programs

2. Implements and monitors suitable procedures for screening and diagnosis of student problems

3. Implements and monitors procedures for placement, transfer and program completion for students in exceptional student programs

4. Imp