SACS Governance & Leadership Committee September 26, 2012

Survey Stats Survey Respondents by Department – Special Education (11) – Math (9) – English (7) – Social Studies (5) – Science (4) – CTAE (4) – Administration (3) – Fine Arts (3) – Foreign Language (3) – Guidance (2) – P.E. (1) – Technology (1)

Survey Stats Position – Teacher (40) – Paraprofessional (5) – Counselor (2) – Technology Support Specialist (1) – Principal (1) – Assistant Principal (1) – SLP (1)

Survey Stats Avg. yrs in position – yrs. (out of 52 respondents) – Other answers: More than 1, new Avg. yrs at NOHS – 5.2 yrs. (out of 52 respondents) – Other answers: More than 1, 2+, 30 years

2.1 Stats Level 4 – 3 responses (7.9%) Level 3 – 18 (47.4%) Level 2 – 15 (39.5%) Level 1 – 2 (5.3%) Avg. Score  2.57

2.1 Level of Achievement Policies and practices support the school’s purpose and direction and the effective operation of the school. Policies and practices promote effective instruction and assessment that produce equitable and challenging learning experiences for all students. There are policies and practices regarding professional growth of all staff. Policies and practices provide requirements, direction for, and oversight of fiscal management.

Comments on 2.1 Data 5 principals since school opened Schools should be more able to determine policies (schedules, etc.) that suit the individual school. We are spreading ourselves too wide. I am not sure that it is currently possible to satisfy all the stakeholders i.e. building-level, BOE, state and national level AND serve the kids in my classroom. We seem more concerned with the production of a variety of artifacts and documents rather than the day-to-day concerns of the individual classroom. That said, I am not sure how we would fix it. I understand that there are several "grey" situations and sometimes policies limit how we can handle those, but there are several circumstances where clear direction and policies should be in place and have not been. So, my reason for selecting level 2 is not because the ones established don't support our practices but simply we have several circumstances where we make up the rules as we go and if we are questioned we have no policy to back that up. Lunch and learn opportunities for staff If the "governing body" means BOE and Superintendent, then recent policies that have interfered with running NOHS need to be changed.

Other Comments?

2.2 Stats Level 4 – 3 responses (7.9%) Level 3 – 20 (52.6%) Level 2 – 10 (26.3%) Level 1 – 5 (13.2%) Avg. Score  2.55

2.2 Level of Achievement The governing body has a process to ensure that its decisions and actions are in accordance with defined roles and responsibilities, a code of ethics, and free of conflict of interest. Governing body members participate in a systematic, formal professional development process regarding the roles and responsibilities of the governing body and its individual members. The governing body complies with all policies, procedures, laws, and regulations and functions as a cohesive unit.

Comments on 2.2 administration changes and selection process for administrators without input from faculty 5 principals since school opened Not sure they always live by the "process“ Leadership team meetings Again, if the "governing body" is BOE, there are still inequities in schools and interference with NOHS.

Other Comments?

2.3 Stats Level 4 – 5 responses (13.2%) Level 3 – 17 (44.7%) Level 2 – 15 (39.5%) Level 1 – 1 (2.6%) Avg. Score  2.68

2.3 Level of Achievement 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.

Comments on principals since school opened Too many times, ideas that would work great at NOHS are struck down because OCHS will not agree. Once directives are given, they leave the schools alone the previous GB did not listen to the stakeholders regarding our principal being dismissed. Supporting and encouraging staff to sponsor clubs, student initiatives, and opportunities. Titan ambassadors, Mrs. Skates "coffee shop“ Things are better, and I believe our Leadership and Administrative team have some freedom to take of business at North.

Other Comments?

2.4 Stats Level 4 – 9 responses (23.7%) Level 3 – 20 (52.6%) Level 2 – 8 (21.1%) Level 1 – 1 (2.6%) Avg. Score  2.97

2.4 Level of Achievement Leaders and staff align their decisions and actions toward continuous improvement to achieve the school’s purpose. They expect all students to be held to high standards in all courses of study. All leaders and staff are collectively accountable for student learning. School leaders support innovation, collaboration, shared leadership, and professional growth. The culture is characterized by collaboration and a sense of community.

Comments on 2.4 Not necessarily the "family" they are trying to promote Community relations between school and parents; accessibilty and dissemination of information Yes, decisions are student driven and align with our goals to provide the best educational opportunity possible for our students.

Other Comments?

2.5 Stats Level 4 – 5 responses (13.2%) Level 3 – 23 (60.5%) Level 2 – 10 (26.3%) Level 1 – 0 (0.0%) Avg. Score  2.89

2.5 Level of Achievement Leaders communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts, and provide and support meaningful leadership roles for stakeholders. School leaders’ efforts result in measurable, active stakeholder participation; engagement in the school; a sense of community; and ownership.

Comments on 2.5 A show is made of soliciting stakeholders' opinions, but rarely are those opininons respected. (past principal hirings, etc.) Sacs committees Titan Club and PTO Mostly true, and things are better now asking teachers for input before decisions are made.

Other Comments?

2.6 Stats Level 4 – 5 responses (13.2%) Level 3 – 25 (65.8%) Level 2 – 7 (18.4%) Level 1 – 1 (2.6%) Avg. Score  2.89

2.6 Level of Achievement 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.

Comments on 2.6 thorough class keys implementation Ineffective teachers remain employed, with no consequences for their ineffectiveness. I do believe that the conversations that I have had during my evaluations have challenged me to evaluate my level of success and to question how I can improve my student's success rate. Consultation of staff and administration to seek advice on how to manage or proceed with academic situations I think this is true of our leadership, but the instrument in place makes it very difficult on all parties involved.

Other Comments?