1. Ready To Learn Independent School
District
Department of Human Resources
Priscilla
Dawn
Johnson
EDUL
7023:
Dr.
Douglas
Hermond
May
8,
2010

2. Mission
Statement
for
Ready
To
Learn
Department of Human Resources
WE
will
sustain
high
academic
achievement
of
all
Ready
to
Learn
students
by
recruiKng,
selecKng,
retaining,
and
supporKng
a
diverse
and
highly
talented
staff.
WE
will
train
and
educate
our
staff
to
be
fluent
in
technical
trends,
cultural
responsiveness,
and
excellent
gatekeepers
for
the
opportuniKes
WE
open
for
our
students.
WE
are
the
voice
for
all
staff,
the
developers
of
many,
purposed
to
serve
our
students,
who
are
Ready
To
Learn.

3. HR
Strategic
Goals
 Provide
the
best
available
staff
for
student
achievement
and
staff
development
 Train
a
diverse
workforce
fully
engaged
with
students
 Develop
student
teachers
and
ensure
their
success
 Provide
teachers
the
opportuniKes
to
lead
in
our
supporKng
departments
 Provide
training
for
teachers
who
instruct
the
SubsKtute
Academy
 Implement
individual
development
acKon
plans
for
teachers
 Encourage
parent
and
community
parKcipaKon
through
quarterly
newsleUers,
parent
conferences
each
semester,
and
maintaining
a
dynamic
website

4. OrganizaKonal
Structure
Director
of
HR
Assistant
to
Director
Parents
Teachers
Students
Community

5. OrganizaKonal
Structure
ExecuKve
Director
Assistant
to
ED
OrganizaKonal
Recruitment
&
OccupaKonal
Employee
Total
and
Staff
Workforce
Health,
Safety,
RelaKons
CompensaKon
Development
Planning
and
Wellness
Departments Supporting Student Learning
Student
Center
for
SubsKtuKon
Teaching
&
Student
Academy
Mentorship
Learning

6. Power
and
Authority
Structure
Professional Bureaucracy with Shared Decision Making
StandardizaKon
DecentralizaKon
Shared
Decision
Making
• We
rely
on
the
knowledge
and
• Teachers
have
a
direct
“say”
in
• We
uKlize
“zone
of
acceptance”
experKse
of
our
teachers
to
their
curriculum,
high
level
of
job
model
for
decision
making.
We
funcKon
effecKvely;
teachers
lead
autonomy,
while
belonging
to
consider
relevance
and
experKse,
their
development
plans,
and
professional
organizaKons
before
involving
teachers
and
develop
own
standards
uKlize
“group
consensus.
We
also
develop
teachers
for
decision
making.

7. CompensaKon
Performance-Pay for Teachers
Teachers
who
demonstrate
All
teacher
salaries
need
to
be
higher!
superior
performance
should
be
paid
more!
The Center for Teaching Quality: TeacherSolutions℠ Model
Base-­‐CompensaKon
Plans
• Teachers
enter
our
schools
with
various
skills
and
knowledge
• They
have
the
opportunity
to
negoKate
their
salaries
based
on
these
factors
Career-­‐CompensaKon
plans
• This
pay
builds
upon
base
salary
• We
offer
supplements
in
four
areas:
• 1.
Student
learning
2.
Knowledge
and
skills
3.
Market
needs
4.
Leadership
A TeacherSolutions report by 18 of the nation’s best Teachers: Center for teaching Quality, 2006

8. CompensaKon
Performance-Pay for Teachers
A
Professional
Compensa0on
Framework,
Designed
for
a
Compe00ve
Metropolis
Base
salary
range
Career
Salary
Supplements
(negoKable)
Student
Knowledge
Market
Leadership
Base
and
Learning
&
Skills
Needs
Career
Pay
Novice
$30,000-­‐ Up
to
5%
Up
to
5%
Up
to
Not
ready
Up
to
$45,
000
$5,000
for
role
&
$55,000
reward
Advanced
$46,000-­‐ Up
to
10%
Up
to
10%
Up
to
Up
to
10%
Up
to
$55,000
$10,000
$85,000
Expert
$56,000-­‐ Up
to
15%
Up
to
15%
Up
to
Up
to
15%
Up
to
$70,000
$15,000
$130,000

9. Rewarding
&
MoKvaKng
our
Teachers
We
graKfy
certain
Yet,
we
also
recognize
needs,
called
fulfillment
of
hygiene
MOTIVATORS:
needs:
• Achievement
• RelaKons
• RecogniKon
• Supervision
• Work
itself
• Policy
&
administraKon
working
condiKons,
and
• Responsibility
salaries
• Advancement
• Personal
life

10. How
We
MoKvate
Our
Teachers
MoKvators
 Beginning
of
school
year
survival
kit
 Once
a
year,
team
building
and
socializing
2-­‐day
retreat
 EducaKonal
Olympic
games
to
strengthen
cohesion
 Update
technology
and
supplies
for
teaching
 Once
a
semester,
each
teacher
gets
a
two-­‐hour
“come
to
work
late
or
leave
early
coupon”
 We
keep
salaries
above
market
levels
 We
provide
cost
of
living
adjustments
 OccupaKonal
Health,
Safety,
and
Wellness
department
provides
a
24-­‐hour
gym
for
all
staff
members
 Reduce
the
number
of
unfulfilled
contracts
due
to
pregnancy,
by
offering
16
weeks
off,
with
½
pay
 We
provide
daycare
called
“Children’s
Center,”
from
4
months
to
age
5;
we
pay
33%
of
costs

11. How
We
Reward
Our
Teachers
Rewards
• Golden
Apple
award
at
staff
meeKng,
selected
by
other
teachers
• Set
money
aside
for
small
gips,
like
gip
cards
• Televised
“Excellence
in
Teaching
Award”
• Reward
monies
for
improvement
in
standardized
test
scores
• All
staff
noon-­‐hour
lunches
4
Kmes
a
year
• Teacher
movie
night
• Teacher
of
month,
with
free
parking
space
• Appointment
of
“acKng
principal”
• Celebrate
“teacher
appreciaKon
week”

12. Technical
Core
of
our
School
Focus:
CogniKve
&
ConstrucKvism
Our
learning
culture
is
based
on
cogni1ve
development
and
social
construc1vism:
We
believe:
We
Believe
We
Believe
We
Believe
We
Believe
Our
students
Learning
is
a
Students
learn
Our
students
respond
to
mental
best
with
bring
prior
more
than
just
process
that
tools,
which
knowledge
reinforcement
includes
reinforces
and
and
problem
cogniKve
contribute
this
punishment
solving
development
to
the
learning
process

13. Technical
Core
of
our
School
Focus-­‐
-­‐
-­‐>
CogniKve
&
ConstrucKvism
We
teach:
We
Teach
We
Teach
We
Teach
Our
students
Strategies
to
The
how
to
learn
retrieve
importance
and
informaKon
of
cultural
informaKon
for
future
tools,
such
as
digesKon
use
technology
techniques
and
stats
for
teaching

14. Technical
Core
of
our
School
How we Teach Students to Learn
• Cogni0ve
Approach
• Social Constructivism
 InformaKon
processing
 Social
interacKon
 Keep
student’s
aUenKon
 Cultural
tools
 OrganizaKon
skills
 AcKviKes
to
shape
 PracKce
techniques
development
 Verbally
empower
students
to
learn
• Cultural
tools
• Learning
TacKcs
– Math
instruments
– Note
taking
– Computers/internet
– Mnemonics
– Symbolic
tools
– Visual
aids
– Maps,
signs,
and
codes

15. Technical
Core
of
our
School
Teaching Strategies
Encourage
and
Use
cogniKve
Search
students’
accept
student
terminology:
prior
knowledge
of
autonomy
&
(classify,
predict,
topic
before
iniKaKve
create)
teaching
Encourage
Encourage
criKcal
Ask
follow-­‐up
communicaKon
thinking
with
quesKons
to
gauge
between
students
open-­‐ended
understanding
and
teachers
quesKons
Provide
Kme
for
Challenge
previous
students
to
Use
errors
to
concepKons
on
construct
own
provide
feedback
topics
and
discuss
meaning

16. MoKvaKng
Students
“It only takes a spark to get a fire going, and soon all those
around warm up to its glowing…”
 1st
day:
Teachers
tell
of
their
passion
for
learning
 Vary
delivery
of
instrucKon
 Observe
students
and
make
records
of
all
learning
styles
 Use
visual
aids
(technology,
internet,
social
 Create
supporKve
relaKonships
with
students
through
networks
encouragement,
aUenKon,
&
feedback
 Reward
success
with
verbal
praise
and
trinkets
 Create
an
atmosphere
where
students
want
to
work
 Help
students
build
their
character
by
focusing
on
hard
for
someone
1
character
trait/week
 Provide
standards
and
structure
 Teach
goal
setng
by
having
students
write
down
 Let
them
know
what
they
have
to
do
to
succeed
3
goals/week
 Relate
assignments
to
real
life
(bring
current
event
 Teach
accountability,
were
goals
met?
arKcles
to
class)
 Have
students
answer
the
“big”
quesKon
3
x’s
per
week:
“did
I
do
my
best?”
 Incorporate
team
building
exercise
to
teach
importance
of
helping
others

17. Research
QuesKons
1. Does
the
teacher-­‐student
relaKonship
have
an
influence
on
student
moKvaKon
to
learn?
2. Does
shared
decision
making
have
and
adverse
impact
on
teacher
job
performance?
3. Does
the
“pay
for
performance”
model
have
an
impact
on
student
achievement?
4. What
is
the
correlaKon
among
well-­‐trained
subsKtute
teachers
and
student
performance?

18. References
Ames,
R.
and
Ames,
C.
(nd).
Nine
ways
to
moKvate
your
students.
Journal
of
Educa-onal
Psychology.
Retrieved
May
5,
2010
from
hUp://www.imakenews.com/achievement/Nine_Ways_to_MoKvate_2006.pdf
Cambridge
Public
School
(2009).
Goals
for
2008-­‐2009.
Retrieved
April
30,
2010
from
hUp://www.cpsd.us/schcomm/goals.cfm
Center
for
Teaching
Quality
(2007).
Designing
a
system
that
students
deserve:
A
TeacherSoluKons
Report.
Retrieved
May
7,
2010
from
hUp://www.teacherleaders.org/sites/default/files/TS2008_0.pdf
Craven,
H.
(nd).
LighKng
the
learning
fire.
Retrieved
May
5,
2010
from
hUp://www.inspiringteachers.com/classroom_resources/arKcles/curriculum_and_instrucKon/learning_fire.html
Hoy,
W.
&
Miskel,
C.
(2008).
EducaKonal
AdministraKon:
Theory,
research,
and
pracKce
(8th
ed.).
New
York,
NY:
McGraw-­‐Hill.
Hopkins,
G.
(2008).
25
ways
to
moKvate
teachers.
EducaKon
World.
Retrieved
April
30,
2010
from
hUp://www.educaKonworld.com/
a_admin/admin/admin289.shtml
Kostelecky,
K.,
&
Hoskinson,
M.
(2005).
A
"NOVEL"
approach
to
moKvaKng
students.
Educa-on,
125(3),
438-­‐442.
Retrieved
from
Professional
Development
Collec-on
database.
Murphy,
E.
(1997).
CharacterisKcs
of
construcKvist
learning
and
teaching.
Retrieved
April
20,
2010
from
hUp://www.ucs.mun.ca/~emurphy/stemnet/cle3.html
NDT
Resource
Center
(2010).
Teaching
with
the
construcKvist
learning
theory.
Retrieved
April
30,
2010
fromhUp://www.ndt-­‐ed.org/
TeachingResources/ClassroomTips/ConstrucKvist%20_Learning.htm