Back to Table of Contents This is the time during which the teacher learns new skills needed for the job and also the skills needed to match the particular programs at the schools site (such as the use of PBIS language). Also included in this training is purpose setting. This is the time that the teacher learns why particular skills are necessary to be successful on the job at this particular site. The teacher or employee is also responsible for doing some critical reading on key items like the staff handbook, classroom management, and grading systems. Day 1 Day 2 Day 3 Day 4 Day 5 ___ Walk campus with principal (meet and greet) ___Review 5-year data of school including test scores, suspensions, and high level referrals ___ What is PBIS? Language and interventions ___Watch and Review 1st Days of School ____Walk classrooms with VP or Principal looking for PBIS and instructional practices ___Stay with master teacher for 2-3 days Practice skills: getting the student’s attention transitions and small assignment task use of PBIS language __Watch Effective Grading Practices video clip by Douglas Reeves ___Stay with master teacher for 2-3 days Practice skills: getting the student’s attention transitions and assignment task use of PBIS language ___Schedule time to create First Week of ___Schedule time to create First Week of School Power Point with procedures and PBIS ___Stay with master teacher for 2-3 days Practice skills: getting the student’s attention transitions and small assignment task use of PBIS language ___Review Power Point with VP, make adjustments ___Schedule time for teachers to write postcards, syllabus, or make phone calls to parents.
Manager Key Stakeholder Meetings Education is a people business. One can- not succeed without developing supportive, lasting relationships. The objective of the key stakeholder sessions is twofold. meetings with “external” stakeholders help new employees gain strong networks of sup- port very quickly. Second, “internal” stake- holder sessions are structured so new hires learn about any potential opportunities, challenges and priorities. Both types of sessions lead to early engagement and a sense of belonging, which is why these sessions take up so many days of the onboarding program. It can pay big dividends. External stakeholder sessions deal with the key individuals who predominantly operate and work outside of the new school leader’s assigned school or department. They may be district employees or partners in the community. For example, external stakeholders for a new principal may include district directors, executive cabinet members, union presidents, leaders from local universities or representatives from district advisory committees. These individuals can provide critical resources, strategies and in- formation about the requirements of the job. The external stakeholder sessions typically last 45 minutes to an hour. The stakeholder delivers information and offers support, while the new school leader listens attentively, taking it all in. Obviously, it’s important to designate plenty of time for questions and answers. Internal stakeholder sessions deal specifically with staff, students and parents within the new employee’s assigned school or department. As part of the onboarding process, employees must meet one-on-one with each staff member assigned to the school or department. In addition, new employees assigned to a specific school must conduct focus group sessions with select student and parent representatives. The one-on-one and focus group sessions are very brief, maybe 10-15 minutes, and include only three simple questions: 1.) What are some opportunities for growth? 2.) What are the greatest challenges? 3.) If you were me, what would you focus on? These three questions were adapted from Michael Watkins’ book, “The first 90 days.” Once all the internal stakeholders have offered their feedback to each question, new school leaders must examine the data, identify emerging themes, and develop an action plan based on them. – Onboarding for School Leaders, Dr. Perry Wiseman, Dr. Gordon Amerson. SEE FOR SAMPLE STAKEHOLDER MEETING SCHEDULE Back to Table of Contents
8:00 AM - 8:45 AM Aldo Ramirez Director Family Engagement 9: AM - 9:45 AM Angela Urquides Principal on Assignment Student Services 10:00 AM - 10:45 AM Dennis Warman Director CAPS 11:00 AM - 11:45 AM Teresa Olivares Coordinator Health Department 11:45 AM - 12:45 PM Lunch 12:45 PM - 1:30 PM Shelley Asst. Director Special Education 2:00 PM - 2:45 PM John Simpson/Ron Fletcher President/President CSEA/CWA 3:00 PM - 4:00 PM Marcus Funchess Director Human Resources TIME STAKEHOLDER POSITION DEPARTMENT 7:30 AM- 12:30 PM Peer Shadow - Paakuma 12:30 PM - 1:30 PM Lunch 1:30 PM - 2:30 PM Joe Paulino/Daniel Arias Chief/President School Police/SBSPOA 3:15 PM - 4:00 PM Joseph Aceto Administrator of Operations Facilities TIME STAKEHOLDER POSITION DEPARTMENT 8:00 AM - 12:00 PM Peer Shadow - Chavez 12:00 PM - 1:00 PM 1:00 PM - 2:45 PM Read & Reflect 3:30 PM - 4:15 PM Lorraine Perez Director Elementary Instruction TIME STAKEHOLDER POSITION DEPARTMENT 7:30 AM - 4:00 PM 1:1 Internal/Site Stakeholders (parents, staff & students) TIME STAKEHOLDER POSITION DEPARTMENT 7:30 AM - 4:00 PM 1:1 Internal/Site Stakeholders (parents, staff & students) TIME STAKEHOLDER POSITION DEPARTMENT 8:00 AM - 9:30 AM Mentorship/AAR Action Review) TIME STAKEHOLDER POSITION DEPARTMENT 8:00 AM - 11:30 AM Customer Service Training Back to of Contents