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 QUESTIONMission 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

BUILDING BUDGETS

10% Reduction

2011-122012-13

Elementary $165.49 $149Middle $179.20 $161High $240.20 $216

BUDGET SUBMISSION TIME-LINE

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

• June 2 Final BOE Approval

BUDGET DEVELOPMENT

Budget Should Support...District MissionStrategic PlanDistrict and Building Goals

TWO MAJOR TYPES OF BUDGETING

Incremental & Zero BasedIncremental 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 BudgetingA 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 BUDGETINGAdvantages

•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 BUDGETINGDisadvantages

•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 LearningLeaders 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 WHAT’S HAPPENING AT YOUR SCHOOL?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 7th 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