NOVEMBER 2011 PRINCIPAL PROFESSIONAL LEARNING TEAM

WELCOME The mission of the Parkway School District is to ensure all students are capable, curious and confident learners who understand and respond to the challenges of an ever- changing world.

NORMS FOR WORKING TOGETHER Listen to understand Mission focused Well-planned agenda Active and respectful participation

ESSENTIAL QUESTION Mission Accomplished - Parkway 2016 “How do we get from here to there?”

TODAY’S AGENDA Welcome Bonnie & Desi Updates Dr. Keith Marty & Paul Tandy Budget Orientation and Discussion Mark Stockwell Instructional Support Model Update Kathy Blackmore Teacher Professional Learning and Evaluation Joy Torgerson and Liz Morrison Professional Learning Communities Desi Kirchhofer and Liz Morrison Levels Meetings Secondary (Dr. Denise Pupillo – Gifted Programming) Elementary

PARKWAY UPDATES Dr. Marty & Paul Tandy Misc. Updates Budget Presentation

BUDGET ORIENTATION AND DISCUSSION Mark Stockwell, CFO Building Budgets Funding Sources Discussion Questions: What process do you use to build a budget? Is there a way to build a school budget based on District and School Goals?

FUNDING SOURCES Tax Dollars School Building Budgets, Coordinator Budgets, Assistant Supt. Funds Line of Credit No gifts, gift cards, staff clothing, donations, flowers. Food is strongly discouraged. Non-Tax Dollars Coke Monies Student Activity Interest Funds (Maureen Dennis-58060) PTOs Grants Staff Contributions Donations

BUILDING BUDGETS 10% Reduction Elementary$ $149 Middle$ $161 High$ $216

BUDGET SUBMISSION TIME-LINE Jan 10MUNIS Available for Budget Input Jan 11-Feb 24Input and Principal Review Feb 25-Mar 9SAT Level Review Mar 10-Mar 29CFO Review Mar 30-April 13Finance Department Processing May 2Prelim. Budget Presentation to BOE June 2Final BOE Approval

BUDGET DEVELOPMENT Budget Should Support...  District Mission  Strategic Plan  District and Building Goals

TWO MAJOR TYPES OF BUDGETING Incremental & Zero Based Incremental Budgeting: In traditional incremental budgeting, department managers begin the process with a baseline from the prior year. Supporting detail may or may not be submitted in support of the request. Frequently, the allocated amount is a % increase or decrease from the prior year and isn’t based on actual identified needs.

BUDGET DEVELOPMENT Zero Based Budgeting A method of budgeting in which all expenses must be justified. Zero-based budgeting starts from a "zero base" and every function within the school is analyzed for its needs, costs, and impact on organizational goals. Budgets are then built around what is needed for the upcoming period, regardless of whether the budget is higher or lower than the previous one.

ZERO BASED BUDGETING Advantages Efficient allocation of resources, as it is based on needs and benefits rather than history. Drives managers to find cost effective ways to improve operations. Detects inflated budgets. Increases staff motivation by providing greater initiative and responsibility in decision-making. Increases communication and coordination within the organization. Identifies and eliminates wasteful and obsolete operations. Forces departments to identify their mission and their relationship to overall goals. It helps in identifying areas of wasteful expenditure and, if desired, it can also be used for suggesting alternative courses of action.

ZERO BASED BUDGETING Disadvantages More time-consuming than incremental budgeting. Justifying every line item can be challenging for departments. Requires additional effort and cooperation, due to increased complexity vs. incremental budgeting. The amount of information supporting the budget may seem overwhelming.

DISCUSSION QUESTIONS  What process do you use to build your budget?  How can you build a budget that is based on District and School Goals?

INSTRUCTIONAL SUPPORT MODEL Kathy Blackmore

THE PROFESSIONAL LEARNING AND EVALUATION MODEL Make a prediction: On a note card write down What you believe is a positive response trend evident in the responses from teachers and administrators? What you believe is negative response trend evident in the responses from teachers and administrators?

ESSENTIAL QUESTION—PROCESS What evaluation model will best support accomplishing the mission/vision/learning principles/commitments of the Parkway School District?

ENDURING UNDERSTANDING Parkway stakeholders will understand that… An effective evaluation instrument provides feedback to teachers about their practice and connects to professional development. An effective evaluation instrument emphasizes collaboration between teacher and administrator throughout the process. An effective evaluation instrument must be designed in such a way as to facilitate consistency in use among evaluators and teachers. Highly effective evaluation instruments focus on mission ‐ related student learning outcomes Highly effective evaluation instruments provide clear descriptions of the role and responsibility of the teacher inside and outside of the classroom. Is the new model on the right track to successfully meeting the enduring understandings of an effective evaluation instrument?

PARKWAY’S STRATEGIC PLAN—GOAL #5 GOAL 5: Recruit, employ, develop and retain an exceptional staff dedicated to and representative of Parkway’s diverse community. Measurable objective: All employees will be effective in their roles as measured by Parkway’s evaluation models.

PROFESSIONAL LEARNING AND EVALUATION MODEL Share predictions Update from the Committee Small number of respondents (24% of teachers and 56% of administrators) A clear majority of the small pool of respondents indicated the model was effective. What ideas do you have to make the process more effective? Brainstorm Record on Poster Paper Share with the Group

TALKING POINTS Timelines Summative Evaluations Client Surveys and Reflections eFolio (Data Collection) Other

Read and highlight the text selection (pg. 47 – 54) Highlight and mark the following Agree: One thing with which you agree Argue: One thing with which you might argue Aspire: One thing to which you aspire Leaders of Learning Leaders of Learning Individually: Groups at Work – Copyright MiraVia LLC – All rights reserved

TURN AND TALK Turn to a person sitting next you First - Share your agreements Second - Share your arguments Third - Share your aspirations

SELF-ASSESSMENT Read each of the Principal Responsibilities and the corresponding Application to Collaborative Teams of PLC (pg. 54 – 56) Assess yourself for each “Application to Collaborative Teams of PLC” 1 – 2 – 3 – 4 – 5 (1 = I haven’t considered this yet and 5 = I am a rock star)

AROUND THE ROOM AND BACK AGAIN Take your book and move around the room sharing either your thinking on where you are on Application to PLCs. Talk to three other people. Return to your tables after you have shared and listened to three other people. Group Share – What did you notice?

THE COLLABORATIVE TEAM AS A CATALYST FOR SHARED LEADERSHIP Factors for Consideration Facilitator Reads Each Factor Jot down the names of the first two faculty members who come to mind next to the factor in the book. What did you discover from this process? Turn and Talk

WHAT’S HAPPENING AT YOUR SCHOOL? Move into groups of four Share one action your school has taken toward the establishment of professional learning communities.

DUFOUR VIDEO CONFERENCE Administrator Role in the Professional Learning Community with Rick and Becky DuFour February 7 th 4:30 – 6:00 PM Central High School Commons Please arrive in time to begin the conference promptly at 4:30 pm

QUESTION STORM Two note cards – write down one question for the DuFours for the video conference Whip Around Each person shares his/her first question (no comments) Each person shares his/her second question (no comments) Categorize Questions (use chart paper and markers to give each category a title) With your team – select your top three questions (or combine re-write questions) Share three questions with the group

LEVEL MEETINGS Secondary – Desi Elementary - Bonnie