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Standard 2 Governance and Leadership

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					Standard 2: Governance and Leadership


Standard: The school and governing board promote the capacity of stakeholders
to improve student learning by providing appropriate leadership, governance, and
organization.


Governance


Indicator 2.1: The school operates under a governing board that adopts policies and
procedures that provide for effective operation of the school.
Artifact data:
        • Official minutes of school board meetings
        • CAHS Policies and Procedures Manual
        • Certified audit reports
Information: The board of trustees of Coahoma Community College governs Coahoma
Agricultural High School as well. The board meets once per month unless an
emergency arises which may require a specially called meeting. It oversees all aspects
of the operation of the college and the high school. In compliance with all state and
federal laws and guidelines, the board adopts policies and procedures recommended by
the superintendent, who is also the president of the college.


Indicator 2.2: The school operates under a governing board that recognizes and
preserves the executive, administrative, and leadership prerogatives of the
administrative head of the school.
Artifact data:
         • Official minutes of school board meetings
Information: The board and the superintendent have a collegial relationship. The board
acknowledges and respects the leadership of the superintendent and assists her in her
efforts by judiciously examining her initiatives, engaging in thoughtful discussions, and
reaching consensus in matters that allow for the effective operation of the school and
for its fiscal integrity.


Indicator 2.3: The school operates under a governing board that permits the
administrative team of the school to implement policies and procedures without
interference.
Artifact data:
        • Official minutes of school board meetings
Information: As required by state law, all school board meetings are open to the
public. Members of the board listen to stakeholders in order to make more informed
decisions, but they do not micromanage. Board members respect the leadership that
they have put into place and they allow the school’s administration to implement the
board-approved policies and procedures.


Leadership


Indicator 2.4: The leadership of the school maintains a vision, mission, and direction
that focus on student learning.
Artifact data:
        • CAHS mission statement
        • CAHS statement of beliefs
Information: The leadership works with the district’s advisory committee, which is
composed of a representative sampling of faculty, staff, parents, students, and
community members, to annually review and revise as necessary the school’s mission
and beliefs. Goals that focus on student learning and are based on the mission and
beliefs of the district are adopted at the beginning of each school year and are evaluated
at the end of each year.


Indicator 2.5: The leadership of the school ensures that the curriculum is enacted,
supported, and assessed.
Artifact data:
    • CAHS Subject Area Instructional Management Plan
    • Teacher lesson plans
    • Teacher records and grade books
    • Annual budgets
    • Local, state, and national assessment results
Information: The administration employs highly qualified personnel in all areas. It
provides adequate resources to support the curriculum and monitors and evaluates
regularly the implementation of the curriculum. Student assessment data is monitored
regularly and serves as a basis for curriculum changes.


Indicator 2.6: The leadership of the school involves faculty and staff in decisions that
affect the entire school.
Information: Because of the school’s small size, all faculty, staff, and administrators
are able to communicate both formally and informally on a regular basis. Faculty and
staff meetings provide a scheduled opportunity for a free exchange of information and
ideas before decisions are made, but day-to-day encounters provide some of the best
opportunities for gaining insight and suggestions for decision-making. Through polling,
individual interviews and group discussions, the CAHS administration actively seeks
the involvement of all faculty and staff before any decision affecting the school is made.
Indicator 2.7: The leadership of the school allocates and aligns the human,
instructional, financial, and physical resources to support student learning.
Artifact data:
         • Personnel records
         • Annual budgets
         • Yearly per pupil expenditures
         • CAHS master class schedule and district course offerings list
         • Special education resources
Information: Resources to support student learning in every area exceed minimum
standards. Per pupil expenditures for the last five years have exceeded the state by an
average of $2650.00. All teachers are fully certified and teach in their area of
certification; every classroom has Internet accessibility; library holdings are extensive;
there are multiple computer centers on campus; facilities are in good repair; new
textbooks in all subject areas have been purchased over the last five years; the school
offers both academic and vocational courses; students have access to additional courses
through distance and online learning; students with special needs are served by the
district’s teachers and counselors and receive additional services when necessary
through contractual and state or federal initiatives.


Indicator 2.8: The leadership of the school fosters ongoing professional development
within the learning community.
Artifact data:
         • CAHS professional development schedules
         • List of faculty and staff who participated in professional development
           opportunities outside of school
Information: Professional development has been listed as a strength on each of the
district’s last two comprehensive self-studies. CAHS believes that professional
development should be focused and sustained over time. Professional development
activities are based on formal and informal needs assessments; an active professional
committee ensures that the scheduled activities are aligned with the school’s mission
and beliefs. Professional development opportunities are provided throughout the school
year and during the summer in local, state, and regional settings. Teachers’ instructional
practices are monitored to determine the degree to which new knowledge and skills are
being implemented in the classroom.


Indicator 2.9: The leadership of the school implements a written security and crisis
management plan that provides appropriate training for staff and students.
Artifact data:
        • CAHS school safety and crisis management plan
Information: The district has a board approved safety and crisis management plan
which is reviewed yearly by the campus safety committee and updated as necessary.
All teachers and other personnel have been trained in implementation of the manual’s
procedures. Regular safety drills are scheduled throughout the year.
Indicator 2.10: The leadership of the school controls all activities, including extra-
curricular, that are sponsored by the school.
Information: The principal of CAHS oversees all activities of the school including all
extra-curricular activities. He adheres to all district, state, and applicable federal
directives and guidelines.


Documented Evidence: Based on the above data and information, all ten indicators are
fully addressed at Coahoma Agricultural High School. The school fulfills this standard.

				
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posted:3/9/2012
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