Agenda Item
a. Mike Rutherford Learning Group for Assistant Principals’ and Principals’ Academy (Not to exceed $145,150) (Updated 09.07.2023)
Summary: Presented by: Mrs. Michelle L. Dillard, Chief of Leadership and Schools, Division of Leadership and Schools
Request: It is requested the Board of Education approve a District Coaching Framework for school leaders including assistant principals and principals from Rutherford Learning Group Services Agreement in an amount not to exceed $145,150.
Why: The District's Assistant Principals' Academy is designed to develop and support assistant principals on an ongoing basis through job-embedded learning. There is a current need in the district to increase and enhance assistant principals' observation, coaching, and feedback skills. The lessons from the Rutherford Learning Group will build a common language and schema for assistant principals and principals centered on observation, coaching, and feedback, which will positively impact teacher instructional practices and student growth and performance.
Details: The Rutherford Learning Group Proposal for Professional Learning Services for DCSD Assistant Principals and Principals’ Academies will provide assistant principals and principals with a comprehensive treatment of instructional leadership, classroom observation skills, and strategies for providing growth-evoking feedback and coaching to teachers. Assistant principals will receive the learning and support materials which include: An Artisan Teacher Field Guide, an Artisan Teacher Memory Jogger Card, and a 7 Tools for Developing Teachers & Teaching Book. More specifically, the Assistant Principals and Principals’ Academies leaders will participate in the following professional experiences:
Assistant Principals’ Academy
Session 1: Introduction: Rationale and evidence base for instructional leadership, strengths-based development of teachers and teaching, and overview of feedback and coaching approaches.
Session 2: Classroom observation and analysis skills
Session 3: Introduction to the 23 Artisan Teacher Themes and applications to observation and feedback
Session 4: Feedback and coaching skill development: 30 Second Feedback
“30-second feedback seeks to deliver a short but meaningful bit of positive reinforcement based on a walk-through or short observation. This tool’s effectiveness is based on the observer’s ability to be specific in describing the short episode of teaching and the subsequent learning effect. 30-second feedback is often delivered in an informal fashion - in the hallway, on the way to the cafeteria, for example. The purpose is to serve as a quick affirmation or a specific aspect of a teacher’s practice. It focuses attention on a specific episode of productive cause-effect, positively reinforcing that practice. It is used to significantly increase the frequency of feedback episodes. Frequent, positive touches of feedback improve teaching techniques and shape a positive school culture.” - 7 Tools for Developing Teachers and Teaching
Session 5: Feedback and coaching skill development: Craft Conversations
“A craft conversation is a quick dialog about a specific, successful aspect of the teacher’s work. It should not seem supervisory, judgmental, corrective, or evaluative. Rather, a craft conversation should look and sound like two enthusiasts talking about something in which they share a keen interest. It is “shop talk.” In a craft conversation, the common ground between the teacher and administrator is their mutual interest in skillful teaching and successful learning. The administrator takes the position of a curious, interested colleague who wants to learn more about an aspect of the teacher’s craft. The purpose is to build teachers’ awareness, consciousness, and intentionality with respect to their most effective practices. Craft conversations, when routinely provided, support teacher reflection, establish positive and professional communication norms between teachers and administrators, and add to administrators’ knowledge base on effective teaching.” - 7 Tools for Developing Teachers and Teaching
Session 6: Feedback and coaching skill development: Next Level Coaching
“Next Level Coaching is a proactive method for improving teaching performance by adding an element to a teacher’s practice or changing/improving an element of a teacher’s practice. Next Level Coaching is direct, straightforward, and positive. It is intended to be used with teachers at all levels of effectiveness. The purpose of Next Level Coaching seeks to directly improve instruction by adding effective practices and/ or substituting effective practices for less effective ones.” - 7 Tools for Developing Teachers and Teaching
Principals’ Academy
Session 1: Introduction: Rationale and evidence base for instructional leadership, strengths-based development of teachers and teaching, and overview of feedback and coaching approaches. Additionally, classroom observation and analysis skills.
Session 2: Introduction to the 23 Artisan Teacher Themes and applications to observation and feedback. Feedback and coaching skill development: 30 Second Feedback.
Session 3: Feedback and coaching skill development: Craft Conversation | Feedback and coaching skill development: Next Level Coaching.
Finally, this plan will result in the effective use of site-based coaching and feedback to ensure that teachers engage in timely and meaningful conversations about teaching and learning that enhances teaching practices that impact student performance.
Financial impact: General Funds: Leadership Development Budget
Charge Code:
Amount Requested: $145,150.00
Contact: Mrs. Michelle Dillard, Chief of Schools, Division of Leadership and Schools, 678.676.0377
Mrs. Kedra Fairweather, Coordinator III, School Leadership, Division of Leadership and Schools, 678.676.1092
Effective: Upon Board Approval
Status: Approved by General Counsel
Assistant Principal Survey
2020
As a new assistant
As an assistant
principal, would it As a New Assistant
principal, would it
be beneficial to Principal, how
be beneficial to
receive many years of
participate in a
Number performance support would be
New Assistant
coaching or beneficial as a part Please list the primary areas of
Principal Academy
mentoring during of your induction learning focus that should be
as a part of your
your induction process? included in a New Assistant Please list the primary areas of learning focus
induction process?
process? Principal Induction Academy. (3-5 that should be included in the current
Big Rocks) Assistant Principal Academy. (3-5 Big Rocks)
HR Portal (PATS)
Discipline Continued learning of collaborative planning
1 Yes Both 1 year
Communication processes
Instruction Engaging the Community
Scheduling More focus on instructional information
2 Yes Both 2 years Testing Training on monitoring district level platforms:
Observations Classworks, AR, etc.
Scheduling
Testing Scheduling
3 Yes Mentoring 2 years
Leading PLCs Testing
Time management
Support for primary role and Leading PLCs
responsibilities .
4 Yes Mentoring 2 years
Focus on different component of
CRRPI and how your position N/a
Page 1 of 30
Assistant Principal Survey
2020
Effective Leadership ( What does
this look like based on the
stakeholders as well as for each area
of responsibility) Tiered support for the above:
Supporting Social-Emotional Effective Leadership ( What does this look like
Learning based on the stakeholders as well as for each
Supporting the planning, delivery area of responsibility)
5 Yes Both 2 years and assessment of rigorous and Supporting Social-Emotional Learning
engaging standards-based Supporting the planning, delivery and
instruction assessment of rigorous and engaging standards-
Supporting Critical thinking and based instruction
problem solving ( via initiatives such Supporting Critical thinking and problem solving (
as STEM) via initiatives such as STEM)
Supporting Continuous Supporting Continuous Improvement ( Growth
Improvement ( Growth Mindset PD) Mindset PD)
1. Job-specific training (i.e. 1. Networking opportunities
scheduling, testing) 2. Job-specific training (i.e. scheduling, testing)
6 Yes Both 2 years
2. Intro to the processes and 3. Best practices in instructional leadership
protocol of "the dekalb way" (i.e. book study, bias training, culturally-
3. How to find resources/get help responsiveness)
when needed 4. Tips and tricks from experienced colleagues
Tips on Scheduling/Report Cards
7 Yes Mentoring 2 years Tips on Testing How to improve leadership skills
Tips on Student Behavior/Teacher How to increase student growth
Behavior How to increase teacher pedagogy
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Assistant Principal Survey
2020
1) How to effectively observe
teachers (i.e., what to look/listen
for, what type of feedback to
provide, etc.).
2) Time management (i.e, what to
and how to appropriately “triage”
8 Yes Both 2 years
the workload).
3) A snapshot of all possible
responsibilities (i.e., instruction,
scheduling, discipline, attendance, 1) School culture and climate
testing, budgeting, etc.). There are 2) Community outreach
many times that APs get 3) Laws and ethics (as they relate to staff and
pigeonholed into one or two areas students)
and never get the chance to grow 4) How to be “well-rounded” enough to move
and understand others. up, if one so wishes.
Building Operations Infinite Campus Scheduling
9 Yes Both 2 years Title-1 Finance
School Improvement Special Ed and 504’s
Professional Etiquettes
Documentation and Follow-up
10 Yes Both 2 years
Understanding the multiple
aspects of an Assistant Principal Exposure to tasks and roles needed to
and the impact is has on the support the Assistant Principal in their pursuit
school organization. of school principal .
Page 3 of 30
Assistant Principal Survey
2020
Curriculum and Instructional Models
School operations management
School Operations Management: finances,
11 No Mentoring 1 year Curriculum Models and Title 1, Title IX and more.
Instructional pedagogy
Coaching and mentoring both novice and
Coaching Teachers experienced teachers.
1. Operation
2. Instruction
3. Discipline
12 Yes Mentoring 2 years
1. Instruction 4. Attendance
2. Discipline 5. Title I/Parent Involvement
3. Attendance
Scheduling - creating the best
master schedule for student
population
13 Yes Both 3 years County Mandated Instructional
Initiatives
Discipline - in depth look at the Virtual learning/platforms
Code of Conduct handbook Closing the Gap (best instructional practices
Assessment and Accountability for subgroups)
CSIP Assessment and Accountability
Instructional Leadership: 1. Data
Driven Instruction 1. Instructional Leadership
14 No Both 2 years
2. Instructional Learning Walks 2. School Climate
for Improved Delivery Planning and Assessments
15 Yes Both 1 year Assisting teachers with Verge and other district
TKES instructional technology, master scheduling
Page 4 of 30
Assistant Principal Survey
2020
1) Dealing with conflicts among adults in the
1) Dealing with conflicts among school house
16 Yes Both 1 year adults in the school house 2) Using restorative practices
2) Using restorative practices 3) How to process/write referrals in Infinite
3) How to process/write referralsCampus
correctly in Infinite Campus 4) Using data to improve your school
Scheduling, transitioning from
17 Yes Mentoring 1 year coach to administration , and Coaching and support from an administrator
work-life balance stance , and effective virtual leadership
scheduling
assessment
working with parents with student
18 Yes Both 1 year
discipline
building teacher leaders- implicit bias
coaching social emotional support
19 Yes Both 2 years Scheduling, Infinite Campus, Assistant principals need inclusion in learning
Testing about hire and firing procedures.
Page 5 of 30
Assistant Principal Survey
2020
* How to deal with parents with
advocates, and the IEP meetings
with advocates
* Testing accommodations for
each test: MAP, Benchmarks,
CoGat, Access, Milestones. What
20 Yes Both 3 years they are for each test and how to
key the accommodations in for
each test. Veteran APs have
mentioned this as well.
* Discipline training - protocol for
writing up students / motivating
difficult students
* Scheduling Testing, Scheduling, Discipline, professional
* Time management / prioritizing development for teachers
Navigating through assessment
trainings, scheduling and data
21 Yes Both 2 years dissemination
Being guided through the
scheduling process
Time management Building teacher capacity after observations
Effective Leadership Effective Leadership
22 Yes Mentoring 1 year
Enhancing Communication Skills Enhancing Communication Skills
Data Literacy Data Literacy
Page 6 of 30
Assistant Principal Survey
2020
Instructional Focus Instructional Focus
District procedural requirements District procedural requirements
Assessment Assessment
23 Yes Performance Coaching 1 year
Legal Affairs Legal Affairs
Operational requirements Operational requirements
TKES procedure TKES procedure
LKES LKES
1. Effective tips to support virtual teaching and
learning
1. Communication with 2. More training on using verge, microsoft
24 Yes Both 2 years
stakeholders teams, and google classrooms
2. Understanding cultural 3. Preparing Assistant Principals for principal
bias/competency role
3. Balancing AP role as they 4. Understanding cultural bias/competency
support ALL stakeholders 5. Effective communication with stakeholders
The primary areas of learning for Assistant
Principals should involve the following:
1. Establishing effective modes of
The primary areas of learning for communication with stakeholders.
new Assistant Principals should 2. Building operations (finance, upkeep of the
25 Yes Both 2 years involve the following: building/grounds) training.
1. Development and 3. Training on operating and providing
Implementation of instruction in a virtual world.
Monitoring/Supervision Plans. 4. Training on effective de-escalation
2. Creating an effective teacher techniques with an emphasis on cultural
support/TKES Observation Plan. competency.
3. Building and learning the details 5. Training on creating and maintaining a
of the Master Schedule. positive school environment.
Page 7 of 30
Assistant Principal Survey
2020
Learning how to effectively The primary areas of focus that should be
manage their time within the included in the current Assistant Principal
school day, Engage students and Academy are: Social Emotional Learning,
26 Yes Both 2 years
parents in schools, How to Cultural Competency/Implicit Bias, Effective
support teachers, and Setting Ways to Collaborate with our School
time aside for Instructional Community and Parents and Effective Ways to
Leadership (Observations). Implement Virtual Learning.
Scheduling
CCRPI
27 Yes Both 3 years
Testing
Collaborative Planning Same as above
Instruction, Evaluations ,
28 Yes Both 1 year
Discipline Instruction, Evaluations, Discipline
29 Yes Both 2 years
Leadership one on one IC traning
Discipline
Overseeing/directing
collaborative planning
30 Yes Mentoring 2 years Assisting with proper lesson Overseeing/directing collaborative planning
planning and standards based Assisting with proper lesson planning and
classrooms standards based classrooms
Page 8 of 30
Assistant Principal Survey
2020
1. Time Management (Learning to
Prioritize tasks)
2. Instruction (Scheduling
Observations and providing
meaningful feedback in a timely
31 Yes Both 2 years manner)
3. Discipline (Establishing
discipline practices that are
consistent and impartial) 1. Administration in a Virtual Learning
Environment (Do's, Don'ts etc)
My learning focuses for the New
Assistant Principal Induction My learning focuses for the current Assistant
32 Yes Mentoring 2 years
Academy are duties, mindset Principal Academy are culture & climate of the
change, time management, school, working as a team w/principal, time
mentors and self-care. management, and self-care.
Planning and Organizing How Instruction Improves Discipline
Extensive training in the areas of Best Practices in Supporting Teachers and
33 Yes Both 1 year
assignment (attendance, Support Staff
discipline, scheduling, etc.) Improving Your School’s Culture and Climate
Communication with Stakeholders
Scheduling Scheduling
34 Yes Both 2 years Discipline Testing
Operations Operations
Stakeholder Communication
How do I support the Principal Instructional Support: Coaching
Role and Responsibilities: What Do Fiscal Responsibility
35 Yes Both 2 years
I Do Instructional Responsive Culture
Teacher Support: Coaching Student Equity
Student Equity The Role of the Principal
Page 9 of 30
Assistant Principal Survey
2020
Scheduling, Assessment, Ongoing C&I support, Data-informed decision
36 Yes Both 2 years Observation & Feedback, making, Public school law/due process,
Communication communication
Discipline testing attendance and
37 Yes Mentoring 1 year
teacher evaluations Technology assessment of data
Balancing discipline referrals to
the extent of when to give a
38 Yes Both 2 years
consequence and to what level of Building relationships and supporting on all
the punishment. levels.
Discipline Discipline
39 Yes Both 1 year Progress Monitoring Progress Monitoring
Infinite Campus Infinite Campus
Assessment and Testing
Scheduling and building a
40 Yes Mentoring 1 year
successful instructional framework
Organization and Time
Management see above list
Attendance Protocol
41 Yes Both 1 year Discipline as it relates to CCRPI Discipline and Attendance as it relates to
How to deal with non compliance CCRPI
How to implement change Implementing change effectively
effectively Time Management
Internal and External Protocol
CCRPI Criteria Balanced Literacy refresher
42 Yes Both 1 year Parent/Teacher Conference Tier 2 procedures and monitoring
Region 4 Faculty and Staff Instructional strategies for students below
Coaching/Staff Observations grade level
Page 10 of 30
Assistant Principal Survey
2020
How to complete Discipline
Packets
How to clear ETCH Reports (who
are your immediate contacts in the
event of questions/help)
How to use Infinite Campus and
retrieve available reports The importance of working as a team member
43 Yes Both 2 years
Sensitive to the diversity of and learning all Assistant Principal roles (cross
student needs (working training within the school building) is crucial.
collaboratively with Sensitive to the diversity of student's needs
students/parents and not against (working collaboratively with students/parents
them) and not against them)
The importance of working as a Although, many of the responsibilities will be
team member and learning all ongoing and on the job training, a mentor
Assistant Principal roles (cross should be assigned to provide
training within the school building) guidance/support, if needed.
Discipline, TKES, and Instructional TKES, Virtual Learning, and Instructional
44 Yes Both 2 years
Leadership Leadership
1. Share responsibility for setting and meeting
the school's budget.
45 Yes Both 2 years 1. Establishing Relationships 2. Set up the academic schedule for teachers
2. Getting Into Classrooms and students.
3. Understanding Others
Discipline Process
Shadowing other schools and discussing the
Discipline Process educational process with other APs
46 Yes Both 2 years
Evaluation of Teachers Having district personnel present the
Communicating to Parents and curriculum and expectations for each content
Documentation area
Page 11 of 30
Assistant Principal Survey
2020
Guidance on new student support protocols,
Teacher evaluations and impact of instructional data on CCRPI scores
47 Yes Both 1 year
observations , parent contact and and instructional strategies to assist teachers
communication, building positive with improving student academic
relationships with all stakeholders. performance.
TKES Evaluations
Instructional Leading and TKES Evaluations
48 Yes Both 2 years
Supporting Instructional Leading and Supporting
Scheduling (k-12) Scheduling (k-12)
AP Collaboration (cluster-aligned) AP Collaboration (cluster-aligned)
I believe the three focus areas I feel that Teacher/ Staff Evaluation, School
49 Yes Both 3 years should Instructional Leadership , Climate, and Community Relations are focus
Accountability and Assessment areas that should be included in the current
and Organizational Management. Assistant Principals' Academy.
1. Instruction
2. Testing 1. Student-Centered
3. Curriculum 2. Parental Involvement
50 Yes Both 1 year
4. Building Working Relations 3. Discipline
(Teachers/Staff) 4. Planning
5. Data 5. Professional Learning
Protocols and processes for duty
assignments, extensive TKES
51 Yes Both 1 year evaluation training and strategies Instructional Learning Walks and strategies
for dealing with challenging to improve student performance in the EOC
parents. content areas.
Page 12 of 30
Assistant Principal Survey
2020
C&I-learning progressions; looks more like
what the instructional coaches get in PL
52 Yes Mentoring 1 year Testing CSIP alignment instructional strategies
Discipline alignment with data and monitoring
TKES Facilitating and Monitoring Collaborative
C&I Planning
1.) Processes/Protocols for
documenting & logging discipline
concerns in infinite campus;
2.) "Go to Procedures" (i.e., only 1.) Sessions on how to utilize & understand
admin. in building & "must do's" - points: Possibly allow scenarios for AP's to
53 Yes Both 2 years
close out procedures & directing practice disseminating points collaboratively to
support staff) complete a school's staffing.
3.) Preliminary basics to 2.) Assigning mentors, or some sort of "buddy"
scheduling & "MAXIMIZING FTE system with AP's from two different building
Funding, sites/ two different grade bands (kk - 5 AP with
4.) A good understanding of how a 6 - 8 AP). This could give valued "indirect"
"POINTS" (for a school's formula) input to how each functions/functions
are/could be managed effectively differently
Scheduling Scheduling
54 Yes Both 2 years Testing Testing
Infinite Campus Infinite Campus
How to properly manage adult
staff.
55 Yes Mentoring 2 years How to properly use /operate How to properly manage adult staff.
Infinite Campus for administrative How to properly use/operate Infinite Campus
purposes. for administrative purposes.
Page 13 of 30
Assistant Principal Survey
2020
Supporting teachers academically
56 Yes Both 1 year Monitoring of school
improvement priorities
Treating students equitably Same as above
-Evaluating standards based
instruction
57 Yes Both 2 years -Providing specific actionable
feedback -Digital learning expectations
-Discipline protocols -Scheduling
Human Resources
Budgets for the building
FTE Process
58 Yes Both 2 years
Teacher Keys All areas of budgeting
Scheduling Allotments for points
CSIP Human Resources' Portal
Scheduling; MAP Functions as well Data Usage that improves student
59 Yes Both 3 years as other District assessments and performance; Strategic Scheduling to increase
resources overview; Impactful points to provide more support to students;
Coaching Strategies Building capacity in teachers
DATA Talks, Building Leadership,
60 Yes Both 2 years Evaluation for Teachers (TKES) ,
and Identify meaningful Title I Budget, CSIP (Continuous School
collaborative and content Planning Improvement Plan),and DATA Talks
Daily operations, scheduling,
observe/evaluate teachers to
61 Yes Both 3 years
determine areas of needs Support (grow & build capacity within)
improvement, interpersonal teachers , effective communication,
skills/communication, discipline supervision of students (school safety)
Page 14 of 30
Assistant Principal Survey
2020
Budget School Finance
62 Yes Mentoring 2 years Scheduling Conflict Management
Testing Curriculum/Instruction
Understanding how to handle
issues with teacher push back
63 No Mentoring 2 years without taking it personal, or
getting caught up in your
emotions.
FULL training on Infinite Campus (scheduling,
loading classes, registering, transcripts, etc.)--
not "quick reminders" of "things you should
know," as some administrators were never
trained and simply put in positions to "learn on
the go."
Mainly the policies and procedures Actual policies in writing for reference when
that are expected in DCSD for trying to respond to questions from parents
64 No Mentoring 2 years
assistant principals, especially at and teachers. (Not a single one comes to mind
the elementary level. As an right now, but much of what I've sought, I've
assistant principal for high school gotten through word of mouth, and most of
who transferred to the elementary those administrators say stuff like: "I can't find
level, almost every responsibility it in writing, but this is what we practice," and
was new to me because such.)
responsibilities at the high school
level are "departmentalized" Built-in time for this support rather than trying
based on jobs (i.e. testing, to run to cover several different things at once,
discipline, schedule, Title I, CCRPI, or struggling to complete tasks in order to try
etc.). to get support.
Page 15 of 30
Assistant Principal Survey
2020
Scheduling
Lesson Plan Feedback
Testing
65 Yes Mentoring 2 years
Scheduling Social and Emotional Learning
Testing Virtual Learning Protocols
Discipline School Climate
Time Management Performance Management
66 Yes Both 1 year Performance Management Community Relations
Communication Instructional Leadership
67 Yes Both 3 years 1) Time management 2) office 1) Testing protocol 2) instructional best
protocol 3) communication skills practices 3) discipline protocol
Scheduling, Infinite Campus
68 Yes Both 1 year training on Attendance and Refresher on Testing Administration,
Discipline Scheduling and Infinite Campus
Instructional leadership
69 Yes Both 1 year Scheduling Effective communication (crucial
Testing Plans/Schedules conversations)
Operational/Safety protocols Establishing & maintaining school culture
Page 16 of 30
Assistant Principal Survey
2020
Becoming a better instructional leader
-Strong administrators or often overlooked
because sometimes Principals pigeon hole
them into the role of primary discipline
manager. Without allowing them to display
70 Yes Mentoring 2 years their wide array of abilities and knowledge.
Building strong relationships with all
stakeholders
Becoming an Instructional Leader -Many teachers and administrators struggle in
(Leading in a different role) this area, therefore, placing the task of
Building blocks to becoming a fostering strong relationships on the shoulders
better/stronger leader. of 1 or 2 assistant principals.
Master Schedule Discipline
71 Yes Mentoring 2 years Discipline Testing
Evaluations Supporting and evaluating teachers
Effective Parent Engagement,
Conflict Resolution, Supporting
72 Yes Mentoring 2 years
SEL, Identifying Errors for Analyzing Error Reports, Leading in a Virtual
Scheduling/FTE/... Learning Environment
Instruction
Testing
Finance
73 Yes Mentoring 3 years
TKES
Discipline
Team Building Virtual Learning
Infinite Campus Training: Creating
Reports and all functions of
74 Yes Both 1 year Infinite Campus
365 Training N/A
Page 17 of 30
Assistant Principal Survey
2020
*Support with documenting
teacher performance and building
professional learning plans
*Building tiered plans of
intervention for school leadership
75 Yes Mentoring 2 years members, teachers, and staff to
follow when dealing with behavior
concerns
*Strategies to support the
Exceptional Education Department * Virtual learning implementation and
and the students that are served monitoring strategy
*Enhancing or developong teacher *Supporting the whole child- intervention to
Professional Learning utilize for emotional and behavior challenges
Communities using collaborate *IEP Support for EBD students and students
planning as a foundation. with BIPs
Using technology effectively as a leader
Effective coaching/conferencing Train Administrators on instructional platforms
76 Yes Both 3 years with teacher s first before the teachers
Developing a Master schedule How to write professional
Effective discipline hearings development/growth plans
Page 18 of 30
Assistant Principal Survey
2020
At the minimum which will keep
APs in the building:
Once a month meetings for the
new APs all year long.
Meetings to be organized and led
77 Yes Neither 1 year
by the various departments within The major purpose of the meeting should
the Central Office. Each AIC leader inform and prepare APs for specific duties and
would become known to the new responsibilities.
building leaders with emphasis on Another purpose of the meetings should be to
their purpose, organizational inform of state-wide and national trends and
structure and their contact changes within the educational community in
information. order to enhance our ability to lead.
Page 19 of 30
Assistant Principal Survey
2020
Primary areas of learning focus:
1. Evaluation techniques that create
usable instructional feedback to
promote better instructional
practices and builds on the needs of
the teachers, students, and school.
Real talk and problem-solving
conversations to create better
teaching and learning opportunities.
2. Technology-driven learning updates
for virtual learning. I truly enjoyed
learning how to navigate Teams and
78 Yes Both 2 years
VERGE to support and provide virtual
assistance. However, many people
are not comfortable or even
knowledgeable regarding all the
features of both Teams and VERGE.
3. Internal customer service
techniques that foster team-building,
collaboration, and overall student
success.
4. Training on how to develop
processes and procedures that help to
create a culture of trust and support.
n/a
Page 20 of 30
Assistant Principal Survey
2020
In General:
*Managing People
*Supporting Mission & Vision of
Principal
*TKES
79 Yes Neither 1 year
*Examining Data to guide Teaching Transition 9 Academic Supports
and Learning
*Understanding SPED, RTI Social Emotional Learning
(Consequences, supports,
legalities) Social Justice Learning
Professionalism Data
80 Yes Both 2 years Patience/Time Management Equal division of tasks
Parents and Students Concerns Support
Discipline Less Discipline
Recognizing and keeping talented educators,
Supervising staff, Instructional supervising staff, instructional leadership ,
81 Yes Both 3 years
leadership, disipline, and servant understanding CCRPI and how to increase
leadership. scores.
TKES Scheduling
82 Yes Mentoring 1 year
Discipline Truancy procedures
Infinite Campus (new permissions) CSIP
TKES Data Analysis
83 Yes Mentoring 1 year Data Analysis Closing achievement gaps
Resolving conflict RTI/MTSS
Scheduling Sharing / Collaboration between AP's for
84 Yes Mentoring 2 years
Instructional Coaching current issues and upcoming items
Time Management API share out of topics of areas of expertise
Page 21 of 30
Assistant Principal Survey
2020
This would only work if it someone
who can be there helping the New
AP with his job. If you are going to
pull them out of the building and
lecture to them and or have them
Performance read a book then this Academy
85 No 2 years
Coaching would be a waste of time. They
should be provided a list of
numbers to call if they have an
issue.
Training on software- like IC and
all the modules- Attendance, Training on software- like IC and all the
discipline all the reports. etc modules- Attendance, discipline all the
Training on testing and scheduling. reports. etc Training on testing and scheduling.
1) Every AP should know how to administer
MAP Testing
1) How to Navigate Leadership 2) APs should have time allocated specifically
Tools Needed to perform duties in to teach all teachers How to use their
Infinite Campus (eg. Attendance students' MAP data to improve instruction.
Protocol, Discipline Protocols, This could be through differentiating
86 Yes Both 3 years
Scheduling Protocols) instruction. Teachers need to be taught how to
2) Training on how to build and effectively differentiate their students
maintain the Master Schedule for instruction (recurring/ongoing PLs are needed)
API - this is critical but not offered for both APs and Teachers
to new APIs 3)How to Navigate Verge and effectively
3) PLs on Leading and motivating monitor students and teachers progress
Teachers (during Online Learning)
Page 22 of 30
Assistant Principal Survey
2020
Time Management, infinite
campus Reports, More In-depth School Adminatrators' Communication Letters;
87 Yes Both 3 years
with TKES, Social Emotional Monitoring Instructional , Attendance, and
Learning Discipline Data; and Restorative Practices.
88 Yes Mentoring 2 years TKES observations guidance professional learning
It should be geared towards what
individuals need-not everyone
89 No Mentoring 1 year clumped together. The primary
areas of learning focus would
depend on the area in which the See above comment- individualization is
New AP would be working. pertinent.
Scheduling Special Education/IEP
90 Yes Both 2 years Observations Scheduling
Assessments/Organization TKES
Page 23 of 30
Assistant Principal Survey
2020
Primary areas of learning focus:
1.) Deescalation tactics (to handle
potentially adverse situations with
parents and students) Primary areas of learning focus: (I simply believe
2.) Testing/district benchmarks that these areas of focus can be revisited when an
3.) Familiarity with Infinite Campus assistant principal has been in the position after
regarding the behavioral year 1 and maybe for those that have been for a
management portion number years. It may be a welcomed refresher.)
4.) Protocol when students indicate
self-harm or are in emotional distress 1.) Deescalation tactics (to handle potentially
(when to contact the counselor) adverse situations with parents and students)
5.) Attendance (absenteeism - 2.) Testing/district benchmarks
methods to minimize) 3.) Familiarity with Infinite Campus regarding the
6.) Bullying (importance of paperwork behavioral management portion
and follow-up) 4.) Protocol when students indicate self-harm or
91 Yes Mentoring 2 years 7.) Relationships with are in emotional distress (when to contact the
parents/community (the importance counselor)
of, how to foster) 5.) Attendance (absenteeism - methods to
8.) How to evaluate minimize)
teachers/feedback and how to 6.) Bullying (importance of paperwork and follow-
support teachers up)
9.) Curriculum (providing leadership 7.) Relationships with parents/community (the
schoolwide - elementary, providing importance of, how to foster)
leadership in the content area 8.) Evaluations/feedback and how to support
assigned - middle) teacher s
10.) Data from assessments (the 9.) Curriculum (providing leadership schoolwide -
importance of looking at data and elementary, providing leadership in the content
how to use the data) area assigned - middle)
11.) CSIP - becoming familiar with 10.) How to use data from assessments
document and the significance of the 11.) CSIP - becoming familiar with document and
document the significance of the document
Page 24 of 30
Assistant Principal Survey
2020
Infinite Campus 101- Proper How to properly document low performing
training with navigating Infinite teachers with preparation for exiting them
Campus. from the organization.
Creating building schedule with Building strong professional relationship with
92 Yes Both 1 year maximizing instructional time staff member to gain maximum performance
Book studies that focus on human Preparation for principalship with a major
resource eg. Rookie Smarts by Liz group project with a focus on Hot Topics in the
Wiseman this is a great read that educational arena. This will prepare APs with
teaches how to work with the more experience outside of the daily job task
seasoned and young staff (check list of duties). As well as building from
members. within the organization.
93 Yes Both 2 years
Testing, TKES , Infinite Campus Infinite Campus, Discipline, CSIP
1. Scheduling
2. Testing 1. How to navigate your principal and the work
3. Balancing what is being asked of you do to support him/her.
94 Yes Both 2 years
you in the schoolhouse and what 2. How to schedule to maximize FTE.
is being asked of you by different 3. How to support SpEd more effectively.
departments (scheduling, testing, I think APs really need to talk in a safe space
etc.) and know that they have been heard.
Behavior Management
-Evaluating teachers and Reading and Analyzing data
understanding TKES process Academic accommodation for special needs
95 Yes Both 1 year -Time Management students
-Organizational skills Engagement
-Learning how to read and analysis How to handle ongoing attendance problems
data students are having.
Page 25 of 30
Assistant Principal Survey
2020
1) Providing teacher support (coaching,
1) Scheduling observations, evals, etc.)
2) Testing 2) Building/maintaining positive
96 Yes Both 2 years 3) Discipline climate/culture
4) Providing teacher support 3) Effective leadership in best instructional
(coaching, observations, evals, practices, monitoring student achievement,
etc.) and impacting change
5) Prioritizing/organization 4) Studies of current, relevant research
* Peer collaborative opportunities are
97 No Mentoring 1 year important - as many AP's are responsible for
* What should be the focus for the supporting new district initiatives, and roll-
first 60 days (for a new AP). outs and implementation strategies.
Scheduling
Infinite Campus Attendance and Review Testing biggest errors
98 Yes Both 2 years
Discipline Scheduling headaches
Giving Support to Staff TKES Proficient vs Exemplary
The primary focus that should be
included in a New Assistant Principal
Induction Academy includes learning
to make application to the following:
Exercise diplomacy; Becoming an
effective communicator; Effective
99 Yes Both 2 years leader development; Learning
critical skills in developing a healthy
rapport with all stakeholders
/helping to build a professional
culture for the organization;
Heightening technology skills and Continue heightening technology skills and
keeping abreast on new and keeping abreast on new and innovative
innovative instructional strategies. instructional strategies.
Page 26 of 30
Assistant Principal Survey
2020
Courageous conversations
Balance Courageous conversations
100 Yes Mentoring 1 year
Shared leadership Balance
TKES evaluations All encompassing Fidelity
Scheduling, Testing,
Communicating & Connecting with How to get the best results out of your staff,
101 Yes Both 2 years
your staff, how to handle critical communicating & connecting strategies, how
conversations to build student agency
how to schedule
102 No Both 1 year how to use TKES effectively More time to share ideas with each other and
building relationships less time for presentations.
I think the day to day life. Dealing with parents
Discipline, Observations, and communicating with them was a huge
Feedback , Infinite Campus, thing for me so tips on processes with that
103 Yes Mentoring 2 years
Testing would be good. Also, in my region we did
I do feel like I received some scenarios with different incidents that could
training on some of these thing in happen in the building and I found this to be
various ways. good preparation.
*Toolkit for Responding to Covid-
19 to help with designing *Toolkit for Responding to Covid-19 to help
remote/digital learning and with designing remote/digital learning and
teaching executive function teaching executive function strategies to
strategies to students. students.
104 Yes Both 2 years
*Effective communication for *Keeping abreast with trends in the profession
transparency, team building and continue to communicate shared purpose
(shared purpose), and networking with stakeholders
with colleagues *Coach and monitor the use effective
*Using Data to Drive instruction strategies in teaching and learning with a
through active monitoring of high focus on balanced data to evaluate the
teaching and learning effectiveness of instruction
Page 27 of 30
Assistant Principal Survey
2020
105 Yes Both 1 year 1. Scheduling 1. How to Support your principal (strategies)
2. Testing 2. Shared Leadership with Principal
Teacher observations Building positive working relationships
106 No Both 2 years Assessment Logistics Budgets
Master Scheduling/FTE Building operations
Scheduling, testing, infinite Scheduling, testing, and infinite campus review
107 Yes Both 2 years
campus, Instructional updates
Duties and responsibilities Duties and responsibilities/expectations
1. Time Management 1. Time Management
108 Yes Both 2 years
2. Communication Tips 2. Communication Tips
3. Alternative Discipline Strategies 3. Alternative Discipline Strategies
Understanding Discipline as
Teacher Support
Understanding Scheduling, FTE,
and Gradebook as Essential Understanding how to Support your Principal,
Functions Budgets, Building and Staff Management
Understanding Testing...Nuts and Understanding Scheduling, FTE, and
109 No Both 2 years
Bolts Gradebook as Essential Functions
Successful Parent Meetings & Understanding Testing...Nuts and Bolts
Crucial Conversations Successful Parent Meetings & Crucial
Successful Conferences with Conversations
Teachers- Providing Supportive Successful Conferences with Teachers-
Feedback Providing Supportive Feedback
Curriculum, Discipline, Operations Curriculum, Discipline, Operations, Testing ,
110 No Neither 1 year and Community Awareness / Data Review and Community Awareness /
Involvement. Involvement.
Page 28 of 30
Assistant Principal Survey
2020
Discipline Processes and
Procedures (Data Entry for
discipline Referrals, data entry for
bullying allegations) It's helpful for
assistant principals to know how
to enter the data, even if he or she
has a secretary.
111 No Performance Coaching 1 year
TKES Evidence (When to ask for
uploaded evidence and when not Learn how to use the Verge Platform in the
to ask) Seasoned assistant same manner as a teacher, so we can assist
principals do not always follow the with new teachers who are having trouble. I
state trainer's advice. know designated teachers can assist, but it
would be an enrichment for APs to learn
Learn how to use the Verge different processes, as well as be able to help
Platform in the same manner as a teachers. In other words, veteran APs need to
teacher be more tech saavy.
Prioritizing tasks
Time management
Providing AP's with updates (instructional and
112 Yes Mentoring 1 year
Maximizing the master schedule system-wide) (keeping us in the loop)
Creating testing groups Keeping us current with the latest
Managing your time during the instructional strategies / world issues in
school day education (implicit bias, decision making, etc)
Prioritizing tasks Building capacity
Page 29 of 30
Assistant Principal Survey
2020
113 Yes Both 1 year Teacher observation strategies
Discipline procedures How to support and improve marginal
Instructional support techniques teachers
114 Yes Mentoring 2 years Scheduling! I don't really know.
MTSS, Best Instructional Practices,
115 Yes Both 1 year Monitoring of Instruction, Discipline Process,
Time Management, Organization, TKES, Conflict Resolution (between students
Planning AND between teachers)
Guidance and mentorship
Expectations of an AP with specific
116 Yes Both 2 years
strategies
Training on how to use the
"permissions" we are privvy to. Not sure.
Assessments (data analysis of local
and state assessments)
Scheduling (Navigating Infinite
Campus)
117 Yes Both 1 year
Learning Management System Providing Quality Feedback
(Verge to support teachers and CSIP and STAP Process
monitoring their work) Infinite Campus Tools (Gradebooks, Discipline,
Discipline Scheduling, Supporting Parents and Students)
Page 30 of 30