Not PL Ready/ PL Ready
Consistent Practice/ Personalized
Resources to Support:
- Building a Protocol for a Job Candidate Interview: Principals can use this tool to reflect on current practice for interviewing new staff and consider ways to improve interview protocols in turnaround schools to ensure that staff with the right type of skills is recruited.
- Horace Mann Hiring Process: This is an example of one school’s hiring process.
- Creating an Intentionally Diverse School: Lessons Learned: This report shares case studies and lessons learned by campuses as they set out to create intentionally diverse schools.
- Intentionally Diverse Charter Schools: A Toolkit: This toolkit is designed to help charter school leaders and their stakeholders design and implement intentionally diverse charter schools. It presents decisions and actions, along with specific examples from three diverse charter schools, for school leaders’ consideration. Using this toolkit, leaders will learn more about how to measure student diversity, how to intentionally recruit and retain students, how to ensure that diversity is supported and experienced meaningfully at the individual, classroom, and schoolwide levels, and how to create and run schools that help all children thrive. (Though this is designed with Charter Schools in mind there are many valuable resources for traditional public schools as well.)
- How to Solve the Parent Engagement Problem: This article highlights how to effectively engage parents in their student’s education by treating them as as full partners in their children’s education, not taken for granted.
- Critical Drivers of Parent Engagement in Schools: This short article highlights the top 5 drivers of how to get parents engaged on campuses.
- Strategies for Community Engagement in School Turnaround: This report examines one key strategy for making school turnaround more effective: community engagement . The purpose of community engagement is to ensure that school improvement is done with the community, not to the community . It recognizes how integral schools are to their communities, and how much parents and communities have to offer as partners when fundamental change must occur in schools.