Standard 2. Governance & Leadership
STANDARD: The system provides governance and leadership that promote student performance and system effectiveness.
Impact Statement: A system is successful in meeting this standard when it has leaders who are advocates for the system's vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders function with clearly defined authority and responsibility and encourage collaboration and shared responsibility for system and school improvement among stakeholders. The system's policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.
Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system's responses to the focus questions.
Definitions of Indicators Rubric
Not Evident - Little or no evidence exists
Emerging - Evidence indicates early or preliminary stages of implementation of practice
Operational - Evidence indicates practices and procedures are actively implemented
Highly Functional - Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented.
INDICATORS: In fulfillment of this standard, the system operates under the jurisdiction of a governing authority that:
2.1 Establishes and communicates policies and procedures that provide for the effective operation of the system :
Operational
Evidence Provided: Agendas, minutes of governing authority meetings; District-wide Staff, Administrator, and/or student handbooks; Governance Policy on e-board: board, district, school; Governing authority affirms understanding of their role in the operation of the school/district; Local, state, and federal policy handbooks; Organizational chart; Procedural policies: emergencies, contact information, calling tree, discipline, due process, logistics, placement and transfer; Stakeholders affirm understanding of operational procedures; Students and staff affirm their understanding of discipline policies and due process
2.2 Recognizes and preserves the executive, administrative, and leadership authority of the administrative head of the system:
Operational
Evidence Provided: District staff are knowledgeable about leadership prerogatives; Governing Board Policies demonstrate leadership prerogatives; Organizational chart; Policies demonstrate protocols for remediation and due process; Roles and responsibilities of governing bord, advisory councils, and ad hoc committees are cleeraly outlined.
2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations:
Operational
Evidence Provided: Documentation with all regulations that apply to accreditation by NCA CASI, SACS CASI, or AdvancED; Documentation of utilization of all requirement elements of curriculum standards; Documenttion of State and Federal Compliances and Assurances, including NCLB/Title I, EEO, Title IX; Documentation of adherence to ethical business practices; District staff responsible for the implementation of state and/or federal programs are knowledgeable about compliance; Documentation of compliance with all regulations regarding copyright law, intellectual property, and international
restrictions; Stakeholders affirm compliance with Equal Employment Opportunity practices and procedures; Stakeholders affirm compliance with ethical business practices; District staff are knowledgeable about curriculum standards; District staff demonstrates knowledge and use of curriculum standards in the teaching and learning process; Other: Georgia Accrediting Commission
2.4 Implements policies and procedures that provide for the orientation and training of the governing board:
Highly Functional
Evidence Provided: Roles and responsibilities of governing board, advisory councils, and ad hoc committees are clearly outlined; Policies and procedures for governing board training and orientation; District staff and governing board members affirm their participation in orientation and training; District staff and governing board members affirm their knowledge of governing board policies and procedures; Other - Board of Distinction Award
2.5 Builds public support, secures sufficient resources, and acts as a steward of the system's resources:
Operational
Evidence Provided: Documentation of adherence to ethical business practices; Policies and procedures for fiscal planning: short-term and long-range; Stakeholders affirm compliance with Equal Employment Opportunity practices and procedures; Stakeholders affirm compliance with ethical business practices
2.6 Maintains access to legal counsel to advise or obtain information about legal requirements and obligations:
Operational
Evidence Provided: Documentation of access to legal counsel; District staff are knowledgeable about access to legal counsel; District staff are knowledgeable about due process and complaint resolution; Staff and students affirm their involvement in the accreditation process
2.7 Maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations:
Operational
Evidence Provided: Policies and procedures for protecting assets and financial resources; District staff affirm knowledge and support for the district's fiscal responsibility; District staff affirm knowledge of district's insurance carrier, policies, and procedures
INDICATORS: In fulfillment of this standard, the system has leadership that:
2.8 Provides for systematic analysis and review of student performance and school and system effectiveness :
Operational
Evidence Provided: District Staff meetings: agenda, minutes, decision points; Advisory Committee: agenda, minutes; Record of student performance data analysis; Student database management system; Student performance database for formative assessments; Student performance data are used during district staff meetings; District staff affirm the use of student performance and organizational effectiveness data for planning; Staff and students affirm their involvement in the accreditation process
2.9 Creates and supports collaborative networks of stakeholders to support system programs:
Operational
Evidence Provided: Website provides forum for feedback and dialogue; Accreditation team members are representative of staff and students; Calendar, agendas, minutes of stakeholder meetings; Record of co-curricular organizations and activities: calendars, membership, sponsors; Committee members are representative of all stakeholder groups; Parent/community compacts; Record of Advisory Committees: calendars, membership, minutes; Stakeholder survey data; Stakeholders affirm their involvement in a district-wide decision-making process; Stakeholders affirm their involvement on committees; Stakeholders affirm their involvement in the accreditation process
2.10 Provides direction, assistance, and resources to align, support, and enhance all parts of the system in meeting organizational and student performance goals:
Operational
Evidence Provided: Policies demonstrate established student performance targets, measures, and strategies; Guidelines outline expectations for instructional standards; Guidelines outline expectations for student performance; Organizational chart reflects allocation of support for student performance targets; Budget reflects allocation of support for student performance targets; District staff are knowledgeable about student performance targets; District staff are knowledgeable about the alignment of resources to support student performance; District-wide walk-abouts demonstrate monitoring of instructional practices
2.11 Provides internal and external stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership:
Emerging
Evidence Provided: Calendar, agendas, minutes of stakeholder meetings; Committee members are representative of all stakeholder groups; Parent/community compacts; Accreditation team members are representative of stakeholder groups; Stakeholders affirm their involvement in a district-wide decision-making process; Stakeholders affirm their involvement on committees; Policies and procedures established for the inclusion of all stakeholders into appropriate district-wide decision making processes
2.12 Assesses and addresses community expectations and stakeholder satisfaction:
Operational
Evidence Provided: Record of Advisory Committees: calendars, membership, minutes; Stakeholder survey data
2.13 Implements an evaluation system that provides for the professional growth of all personnel:
Operational
Evidence Provided: Policies demonstrate evaluation criteria, timelines, and termination processes; Documentation of salary schedules; Handbooks demonstrate staff evaluation system; New staff orientation materials; District staff are knowledgeable about the criteria, timeline, process, procedures, and dispositions by which they will be evaluated
Focus Questions
1. What is the process for establishing, communicating and implementing policies and procedures for the effective operation of the system and its school?
The Haralson County school board clearly understands the rights, obligations and responsibilities of central office and local school leadership. It is the responsibility of the Board of Education to set policies. It is the responsibility of the superintendent and the school building leadership to implement those policies. System policies are revised annually. All guidelines and policies are aligned with the Georgia Department of Education (GADOE) and Georgia law. Once policies have been revised they are communicated from the central office to the local schools.
It is the practice of the school system to monitor policies as to their impact and effectiveness. Policies are discussed at the system level as well as the school level. As part of regularly scheduled principals meetings, policies and their implementation are explained and discussed. At the school level policies are discussed at faculty meetings and school council meetings.
The system also considers input from parents and other community members when it revises and/or develops new policies. Issues that have been raised during the school year are regularly communicated from the school to the central office and given consideration in the policy process.
To ensure that the public has access to these policies, the system provides them online. This online policy program is through eBoard provided by the Georgia School Boards Association. This online program includes a search engine allowing easy access to all related policies of other school systems in Georgia.
Students and staff members are also provided handbooks. These handbooks not only contain significant policies but also document guidelines and expectations. Any policies that relate to rights and responsibilities and require an annual public notice are contained in the handbooks as well as posted clearly within the schools’ facilities.
When the current superintendent began his tenure in the district he and the BOE made a commitment to continuous improvement. The superintendent and school board have made tremendous strides in the last couple of years, not only in the area of policy development and implementation but in the overall area of governance. In November of 2008 the Haralson County School board was placed on probation by SACS/CASI. In November of 2009, they were removed from probation and placed on advised status. In July of 2009 they were cleared and held in good standing. For the past two years the superintendent and board have participated in extensive training with GSBA and other consultants to improve how they govern the system and how to work as an effective, cohesive team in order to improve the governance of the district and to better serve the community.
Examples of their focus on continuous improvement include becoming a standards based board, collaboratively developing a superintendent evaluation instrument that is goals-based, and going through a board self-assessment. They worked closely with GSBA on these continuous improvement activities. Their commitment and effort was recognized on December 2, 2010 at the GSBA Annual Conference in Atlanta when Haralson County’s superintendent and board were recognized as a Board of Distinction. Haralson County was one of only 10 school boards that won the award this year.
2. What process does the system’s leadership use to evaluate system effectiveness and its impact on student performance.
Haralson County School System believes that all children will learn and achieve in schools that foster an environment of continuous improvement. The superintendent and system-level personnel take a very active role in the school improvement process which includes program evaluations. As part of the system’s continuous improvement efforts, the superintendent has implemented Strategic Work Aligned to Teaching (SWAT), a process of monitoring school and system improvement initiatives and performance. Each school’s leadership team collects and analyzes data based on their school improvement plan and organizes it into a notebook which is reviewed at a quarterly meeting with the Teaching and Learning Department. These data are also shared throughout the year with the superintendent and the board.
The school system has implemented a Balanced Scorecard (BSC) that is used to monitor performance indicators in the system’s Strategic Improvement Plan. Through the use of the BSC, the system is modeling the use of data in making decisions that impact system effectiveness and student performance. The collection and use of the data assist the system in identifying areas of strength and weaknesses.
Throughout the year, sources of data such as test scores, report cards, formal and informal classroom observations as well as input received from parents and community members are utilized to help monitor effectiveness. In planning for the next year, graduation data, retention data, and drop out data as well as processes to monitor at-risk students are among indicators that are closely scrutinized.
System effectiveness as a priority, is enhanced through prevailing practices such as Central Office Leadership Team (COLT) meetings, principals meetings, school faculty meetings, teacher observations (formal and informal) as well as Core Focus Walks. Student performance is also monitored and analyzed through the use of Performance Matters which provides system personnel with assessment data and trends which can be used to differentiate instruction, evaluate student learning, and monitor progress.
System effectiveness is further evaluated through the use of stakeholder surveys done at the end of each year. These surveys provide critical data regarding the stakeholders’ perceptions pertaining to the school system and its school. The survey results are utilized by the system and schools while developing the coming school year’s improvement plans.
3. What ways are stakeholders, including system and school staff, given opportunities to provide leadership and to contribute to the decision-making process?
The superintendent and board place a high priority on involving all the stakeholders in the process of continuous improvement. The superintendent has an organizational structure in place that focuses on input and collaboration. There is frequent communication between the board, central office and the schools. In addition to the annual needs assessment survey that is distributed to all faculty, staff, and parents, surveys are also provided periodically throughout the school year if there is need for extensive stakeholder involvement in a critical decision. One example is surveying staff and parents as to calendar options for a reduced school year of either August off or Mondays off for the 2010-2011 school year.
The system encourages staff members and community to provide input, to contribute to the decision-making process, and to respond to inquiries regarding programs and activities. Examples of ways in which staff members can provide input include, but are not limited to, district and building leadership team meetings, faculty meetings, surveys, and membership on school councils. The superintendent also holds employee round table meetings each year. The system welcomes and encourages input from parents and the community. Examples of ways in which the system enhances this include surveys, school councils, community workshops, family involvement nights, parent organizations (varies by school), focus groups, and business partners in education. Stakeholders are also placed on committees that allow them to have input on activities and procedures that take place at the school level.
As per Georgia law, each Haralson County school has a local School Council composed of teachers, administrators, parents and business leaders. The principal and school council meet six times per year. At these meetings there is an opportunity for the principal to share pertinent information about the school as well as an opportunity for the school council members to give the principal feedback regarding issues that impact the school from their perspective and from the perspective of others in the community that they represent.
Effective school systems involve stakeholders in leadership and decision making. The Haralson County School System is striving to increase the number of stakeholders involved in the process.
4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation?
Haralson County School System has policies and processes designed to provide equitable learning opportunities. The goal of the system is to have all students succeed and be proficient on grade level standards. The analysis and use of data, professional learning, needs-based interventions, and differentiated instruction are key components to ensure equity of learning.
The superintendent, personnel in the Teaching and Learning Department, and school administrators closely monitor multiple sources of data by class, grade, and school to ensure equity for all students. Student performance data are used to identify specific areas for improvement. A particular focus is the performance of students and specific subgroups in order to differentiate instruction and work toward closing the achievement gap for subgroups. Teachers are encouraged to make equity of learning opportunities a priority through differentiated instructional practices and needs-based interventions. The system also provides the Early Intervention Program (EIP) that supports primary and elementary students who are performing below grade level in reading and math. Middle school students are offered math and reading support classes through the Connections class period. Additional learning opportunities include after school tutoring, Saturday School, lunch/work recovery and credit recovery. The system has in place a strong Response to Intervention (RTI) process and Student Support Team process to identify and support students who need additional assistance.
The system seeks equitable involvement of all stakeholders including parents, students, employees and community members in securing input to help guide the system. The system is committed to providing all staff members with high quality professional learning so that they are equipped to meet each individual student’s instructional needs. School personnel are also provided strong support through the review of school improvement plans that are aligned and focused on improving student achievement for all students.
Haralson County Schools comply with all federal regulations and audit procedures required of federal programs to demonstrate equity. Recent programmatic audits have yielded findings in full compliance in regard to equity.
Overall Assessment:
Operational: The school district has leaders who are advocates for the district's vision and improvement efforts. The leaders provide direction and systematically allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for district and school improvement among stakeholders. The district's policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation. While these processes and conditions are being implemented, the implementation is not systemic across the district, and the results are varied.