10 Feb When managing staff resources, educational leaders should seek to assign teachers and staff to roles and responsibilities that match their professional skills, abilities, and interests in a
When managing staff resources, educational leaders should seek to assign teachers and staff to roles and responsibilities that match their professional skills, abilities, and interests in a way that will be best for student success.
For this assignment, take on the role of school principal at either an elementary or secondary school. You have several projected vacancies in various grades and subjects.
In 250-500 words, use either the “Antelope Elementary School Hiring Scenario” or the Antelope High School Hiring Scenario” to decide if you will fill these positions from your current faculty or accept outside applications to fill these projected vacancies.
Address the following as a part of your planning, rationalizing your choices specific to:
- District policy and/or collective bargaining procedures, seniority requirements, union or professional association mandates
- Teacher screening procedures
- How well the teacher collaborates with staff and community members to maintain a sense of involvement and trust
- How their actions align with the ethical principles of compassion and concern for the common good
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Antelope High School Hiring Scenario
You are the principal of Antelope High School, the STEM magnet for your district. It has 60% open enrollment, and some parents seem to believe it is a private school. Antelope High School prides itself on its project-based curriculum with STEM woven throughout and having the highest test scores in the 20-school district. It is February and the district has just communicated to you the allocation of three teachers per grade level.
Your task for Antelope High School is to devise a strategy for hiring certified staff to fill your allocation. Take into account the descriptions of the entire staff and the current PLC makeups in the table below. Teachers who are leaving Antelope High School at the end of the school year are shaded. Using the High School list, describe your ideal candidate for each position and explain what your strategy for hiring will be.
|
Ninth Grade Ideal Candidate |
||
|
Bobbie New |
Bobbie is a fifth year teacher who works well independently, but struggles working in a team setting. She is very dedicated to her students' success, and sometimes puts undue pressures on her students to perform. |
|
|
Tracy Cobbler |
Tracy is a veteran teacher with 20 years of experience in the classroom. She recently transferred from another school and is the team lead. She struggles with the technology staff uses daily, but is unwilling to ask for help. |
|
|
Amanda Apple |
Amanda is also a third year teacher. She is excellent at building rapport with her students and her parents. |
|
|
11th Grade |
||
|
Angel Ekko |
Angel is a veteran teacher with 15 years of experience. She is a lifelong learner and her students consistently achieve the highest end of course scores for physics in the 11th grade. She is also the team lead, but not very respected by all staff. |
|
|
Laura Pope |
Laura is a veteran teacher with 20 years of experience. She formerly was the instructional coach at Antelope. If her students earn low summative test scores, she immediately becomes defensive. She is known to argue constantly with the team lead and is generally disliked on campus. Her sister (Angel) teaches 11th grade science also. |
|
|
Sally Hall |
Sally is a third year teacher. She has great high achievement in the classroom. She does not get along with Laura, but works well with Angel. |
|
|
10th Grade |
||
|
Holly Hoon |
Holly is an introvert with a brilliant mind for computers and math. After 12 years she has been invited to be the math team lead by the principal to help bring her out of her shell. Nikki is an extrovert with an analytical mind for math, and a very strong, yet welcoming personality. She brings only three years of experience. |
|
|
Nikki Doe |
||
|
Sally South |
Sally is new to the 10th grade team this year and is a fifth year teacher. She moved from 12th grade the previous year to be mentored by Holly and Nikki. After being moved to a lower grade in math, her performances have worsened, and the administration fears her end of term grades. |
|
|
12th Grade |
||
|
Kim Wallace |
Kim is a strong teacher who has just returned from teaching abroad. She sponsors the STEM Club and is the lead of the 12th grade team. She is particularly instructionally strong in the areas of science and math. She has had some recent personal troubles that have had an effect on her promptness. |
|
|
Siri Stills |
Siri is new to the 12th grade team and is a third year teacher. She is a strong team teacher, but less than average individual teacher. She is a highly motivated teacher, but sometimes lacks focus and follow-thru with most activities. |
|
|
Mika Pepper |
Mika was hired this year. She struggles with classroom management and is sometimes provoking to her students that have behavior issues. |
|
|
Ninth Grade |
||
|
Dede Miller |
Dede was previously the 12th grade team lead, but asked to be relieved of the title this year to focus on her ninth grade. Upset by the grade change, she is very reluctant to assist the new team leader. |
|
|
Pablo Sanchez |
Pablo is a second year teacher. He is like a sponge and implements strategies to meet the specific needs of his students. As a new teacher he is still very impressionable and he has been assigned Kim as a mentor. |
|
|
Kim Mighty |
Kim sponsors multiple clubs and is a strong teacher. She truly understands STEM concepts, but does not collaborate well with others. She is the team lead. |
|
|
10th Grade |
||
|
Sue Lauder |
Sue is the best STEM teacher on campus. She integrates technology flawlessly and is always willing to help others. |
|
|
Jacque Palm |
Jacque just arrived at Antelope and has great rapport with students as well as parents. As a new teacher, she does struggle with imbedding STEM curriculum throughout the subjects. |
|
|
Cody Woo |
Cody had marginal English scores in the district this year. He was removed as PLC lead, but is a servant leader. He has just been offered a job at the middle school where his daughter attends. |
|
|
12th Grade |
||
|
Claudia Sal |
Claudia is one of the best AP math teachers on campus. She is very active in clubs and campus activities, but is known to lose her temper in PLC meetings. Fellow teachers have complained to the principal that she is too aggressive and intimidating. She was the AP team lead. |
|
|
Justin Hope |
Justin is new to the AP team. He teaches science and incorporates hands-on learning every day. He is easygoing and adaptive. |
|
|
Helen Back |
Helen is a great teacher and is particularly strong in ELA, but her attendance is troubling for the administration. She is known as the cheerleader of the team and has confided in you that Claudia's temper is hard to combat. |
|
|
11th Grade |
||
|
Caren Pope |
Caren is Laura Pope’s sister. She is a dynamic teacher and implements the school’s STEM vision in an innovative way. She constantly does hands-on science and breaks math down with skill. She is a favorite of many parents. She is extremely loyal to her sister and defends her always. Caren is the team lead for the 11th grade. |
|
|
Ellen Garcia |
Ellen is an excellent social studies teacher and has been at Antelope for 15 years. She is known for her stubbornness and has high expectations for her students. She will be out this year frequently due to health issues. |
|
|
Jose Ruiz |
Jose is the Honor’s math teacher. He completes all tasks asked of him, but with little confidence. Students enjoy his class. He has not developed an integrated approach for math with the STEM initiative. |
|
|
10th Grade |
||
|
Marco Garcia |
Marco is a good teacher, but for some reason the students do not like him. He teaches English and social studies. He gives others advice on how to become stronger instructionally, but fails to get the students to cooperate with him. He is the team lead, but the administration is thinking of making a change. |
|
|
Kara Lara |
Kara is a math teacher, who does not have high expectations for her students. She is very dependent on Jen. Kara has the lowest math scores in the school. She plans to retire either next year or the year after. |
|
|
Jen DeMarco |
Jen is the team lead and has been for years. She is a great teacher, but is easily distracted with gossip about members of the team. It is widely known that she does not like you. |
|
|
SPED (High School) |
||
|
Scott DuBoy |
Scott is the special education teacher for Grades 11 and 12. He is overwhelmed with his caseload and struggles to meet the needs of his students. He is on an improvement plan, and will be with Antelope for at least one more year. |
|
|
Tatum Ole |
Tatum teaches students in Grades 9 and 10. She is an excellent mentor to Jill. She is your SPED lead and is a very strong leader, keeping the SPED team positive. She will be moving to New York next year. |
|
|
Jill Nolan |
Jill is a first year teacher mentored by Tatum. She teaches Grades 11 and 12 and is highly motivated. She has many great instructional days, but needs support in these first years of teaching. |
NOTE: You will need the description of the Antelope school staff for future assignments.
© 2020. Grand Canyon University. All Rights Reserved.
image1.jpeg
,
Teacher Placement Planning – Rubric
District Policy 14 points
Criteria Description
District Policy
5. Target 14 points
Planning comprehensively accounts for district policy and/or collective bargaining
procedures, seniority requirements, and union or professional association
mandates.
4. Acceptable 12.18 points
Planning clearly accounts for district policy and/or collective bargaining procedures,
seniority requirements, and union or professional association mandates.
3. Approaching 10.36 points
Planning somewhat accounts for district policy and/or collective bargaining
procedures, seniority requirements, and union or professional association
mandates.
2. Insufficient 9.66 points
Planning minimally accounts for district policy and/or collective bargaining
procedures, seniority requirements, and union or professional association
mandates.
1. No Submission 0 points
Screening Procedures 14 points
Criteria Description
Screening Procedures
5. Target 14 points
Planning and rationalizing specifically includes teacher screening procedures.
4. Acceptable 12.18 points
Planning and rationalizing appropriately includes teacher screening procedures.
Collapse All
3. Approaching 10.36 points
Planning and rationalizing vaguely includes teacher screening procedures.
2. Insufficient 9.66 points
Planning and rationalizing poorly includes teacher screening procedures.
1. No Submission 0 points
Not addressed.
Collaboration 14 points
Criteria Description
Collaboration
5. Target 14 points
Planning and rationalizing insightfully addresses how well the teacher collaborates
with staff and community members to maintain a sense of involvement and trust.
4. Acceptable 12.18 points
Planning and rationalizing reasonably addresses how well the teacher collaborates
with staff and community members to maintain a sense of involvement and trust.
3. Approaching 10.36 points
Planning and rationalizing ambiguously addresses how well the teacher
collaborates with staff and community members to maintain a sense of
involvement and trust.
2. Insufficient 9.66 points
Planning and rationalizing marginally addresses how well the teacher collaborates
with staff and community members to maintain a sense of involvement and trust.
1. No Submission 0 points
Not addressed.
Ethical Principles 14 points
Criteria Description
Ethical Principles
5. Target 14 points
Planning and rationalizing thoroughly addresses how their actions align with the
ethical principles of compassion and concern for the common good.
4. Acceptable 12.18 points
Planning and rationalizing suitably addresses how their actions align with the
ethical principles of compassion and concern for the common good.
3. Approaching 10.36 points
Planning and rationalizing unclearly addresses how their actions align with the
ethical principles of compassion and concern for the common good.
2. Insufficient 9.66 points
Planning and rationalizing inadequately addresses how their actions align with the
ethical principles of compassion and concern for the common good.
1. No Submission 0 points
Not addressed.
Organization 7 points
Criteria Description
Organization
5. Target 7 points
The content is well-organized and logical. There is a sequential progression of ideas
that relate to each other. The content is presented as a cohesive unit and provides
the audience with a clear sense of the main idea. The summary is within the
required word count.
4. Acceptable 6.09 points
The content is logically organized. The ideas presented relate to each other. The
content provides the audience with a clear sense of the main idea. The summary is
within a reasonable range of the required word count.
3. Approaching 5.18 points
The content is not adequately organized even though it provides the audience with
a sense of the main idea. The summary may not be within a reasonable range of the
required word count.
2. Insufficient 4.83 points
An attempt is made to organize the content, but the sequence is indiscernible. The
ideas presented are compartmentalized and may not relate to each other; or the
summary is widely outside of the required word count.
Mechanics of Writing 7 points
Criteria Description
includes spelling, punctuation, grammar, and language use
5. Target 7 points
Submission is virtually free of mechanical errors. Word choice reflects well-
developed use of practice and content-related language. Sentence structures are
varied and engaging.
4. Acceptable 6.09 points
Submission includes some mechanical errors, but they do not hinder
comprehension. Variety of effective sentence structures are used, as well as some
practice and content-related language.
3. Approaching 5.18 points
Frequent and repetitive mechanical errors distract the reader. Inconsistent
language or word choice is present. Sentence structure is lacking.
2. Insufficient 4.83 points
Surface errors are pervasive enough that they impede communication of meaning.
Inappropriate word choice or sentence construction are used.
1. No Submission 0 points
Total 70 points
Our website has a team of professional writers who can help you write any of your homework. They will write your papers from scratch. We also have a team of editors just to make sure all papers are of HIGH QUALITY & PLAGIARISM FREE. To make an Order you only need to click Ask A Question and we will direct you to our Order Page at WriteDemy. Then fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Fill in all the assignment paper details that are required in the order form with the standard information being the page count, deadline, academic level and type of paper. It is advisable to have this information at hand so that you can quickly fill in the necessary information needed in the form for the essay writer to be immediately assigned to your writing project. Make payment for the custom essay order to enable us to assign a suitable writer to your order. Payments are made through Paypal on a secured billing page. Finally, sit back and relax.
About Wridemy
We are a professional paper writing website. If you have searched a question and bumped into our website just know you are in the right place to get help in your coursework. We offer HIGH QUALITY & PLAGIARISM FREE Papers.
How It Works
To make an Order you only need to click on “Order Now” and we will direct you to our Order Page. Fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Are there Discounts?
All new clients are eligible for 20% off in their first Order. Our payment method is safe and secure.