North Oconee High - Oconee County Schools

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Accreditation Report North Oconee High School Indicator Statement or Question Response Evidence Rating 2.3 The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. •Roles and responsibilities of school leadership •School improvement plan developed by the school Level 3 The governing body protects, supports, and respects the autonomy of school leadership to accomplish goals for improvement in student learning and instruction and to manage day-to-day operations of the school. The governing body maintains a distinction between its roles and responsibilities and those of school leadership. •Stakeholder input and feedback •Maintenance of consistent academic oversight, planning, and resource allocation •Communications regarding board actions •Survey results regarding functions of the governing body •Agendas and minutes of meetings •See e-board Indicator Statement or Question Response Evidence Rating 2.4 Leadership and staff foster a culture consistent with the school's purpose and direction. •Examples of collaboration and shared leadership Level 2 Leaders and staff make some decisions and take some actions toward continuous improvement. They expect all students to be held to standards. Leaders and staff express a desire for collective accountability for student learning. School leaders sometimes support innovation, collaboration, shared leadership, and professional growth. The culture is characterized by a minimal degree of collaboration and limited sense of community. •Survey results •Examples of decisions aligned with the school's statement of purpose •Examples of decisions in support of the school's continuous improvement plan •See e-board Indicator Statement or Question Response Evidence Rating 2.5 Leadership engages stakeholders effectively in support of the school's purpose and direction. •Minutes from meetings with stakeholders Level 2 Leaders sometimes communicate effectively with stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback from stakeholders, work collaboratively on school improvement efforts, and provide some leadership roles for stakeholders. School leaders' efforts result in some stakeholder participation and engagement in the school. •Copies of surveys or screen shots from online surveys •Survey responses •Involvement of stakeholders in a school improvement plan •See e-board SY 2012-2013 Page 15 © 2013 AdvancED www.advanc-ed.org
Accreditation Report North Oconee High School Indicator Statement or Question Response Evidence Rating 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice and student success. •Examples of professional development offerings and plans tied specifically to the results from Level 3 supervision and evaluation The focus of the criteria and processes of supervision and evaluation is improving professional practice and improving student success. Supervision and evaluation processes are regularly implemented. The results of the supervision and evaluation processes are used to monitor and effectively adjust professional practice and improve student learning. •Governing body policy on supervision and evaluation •Supervision and evaluation documents with criteria for improving professional practice and student success noted •Job specific criteria •Representative supervision and evaluation reports •See e-board Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence External Review team members may be interested in reviewing. Standard 2 Narrative According to data gathered we're at Level 3 for the governing body ensuring that school leadership has autonomy to manage day-to-day operations effectively (2.3) and evaluation processes improve professional practice and student success (2.6). As evidenced, the use of Oconee Class Keys consistently challenges teachers to evaluate and identify strengths and weaknesses of their classroom instruction and teaching techniques in order to improve professional practice and student success (A). Oconee Class Keys allows administrators to provide organized and effective feedback according to each Class Keys standard using a specific process of supervision, such as pre-evaluation conferences, informal and formal observations, post-evaluation conferences, etc. (A). Oconee Class Keys is an ongoing evaluation instrument that is regularly implemented and allows for open and positive communication between leadership, staff supervisors, and teachers (B). School leaders are given the autonomy to implement changes to improve school climate and day-to-day operations (C). School leaders are able to develop and enforce individual school improvement plans based on needs and goals of their respective school (D). The governing body plans and attends yearly professional learning opportunities (E). Leaders communicate effectively with stakeholders, but through limited mediums (F). To sustain our strengths, leadership and staff supervisors will continue to use informal and formal observations in order to evaluate and identify strengths and weaknesses of classroom instruction and teaching techniques. Leadership and staff supervisors will continue to hold pre- and post-evaluation conferences with each teacher to review the structured evaluation instrument. Leadership and staff supervisors will continue to monitor, revisit, and communicate areas of needed improvement. The governing body and school leadership will continue to develop and enhance communication between the system level and school level. The governing body and school leadership will periodically revisit policies to ensure continued relevance to improvement goals. The governing body continues to plan and attend yearly professional learning opportunities. Leaders will continue to communicate with stakeholders via emails, websites, and newsletters. Leaders will also provide alternative means of communication for stakeholders without access to technology. According to data gathered we are at Level 2 for policies and practices that ensure effective administration of the school (2.1), the governing body operating responsibly and functions effectively (2.2), and for school purpose and direction, including not effectively engaging all SY 2012-2013 Page 16 © 2013 AdvancED www.advanc-ed.org
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North Oconee High - Oconee County Schools

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