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"Faculty and Staff Focus" is section 3301-35-05 of the new Ohio Revised Code. This is the section of the Revised Code that describes faculty recruitment and professional development. Section A is very familiar. Section B is where Baldrige language is more obvious and the expectation for data-based decision making is more evident. Section B is most directly related to the language of Baldrige criteria. Doug's comments are in italics.
"New Features" of the 2001 Operating Standards Faculty & Staff Section 3301-35-05 Ohio Revised Code.
- Professional development is to be directly aligned to the district's mission and goals and evaluated to determine effectiveness. The school environment should support personal and organizational performance excellence for both credentialed and classified.
- Teachers shall be provided sufficient time for planning, and in no case less than 200 minutes per week.
- All staff know and are committed to achieving the district's mission and continuous improvement goals.
The "Faculty and Staff Focus" Expectations in the 2001 Ohio Operating Standards.
3301-35-05 Faculty & Staff Focus
(A) Credentialed and classified staff shall be recruited, employed, assigned, evaluated and provided professional development without discrimination on the basis of age, color, ancestry, national origin, race, gender, religion, disability or veteran status.
(1) Each credentialed staff member shall hold the appropriate credentials for his/her assigned position in accordance with Section 3301.071 or Chapter 3319. of the Revised Code and rules adopted thereunder by the state board of education for teacher preparation and licensure. Copies of credentials appropriate to staff assignments shall be on file in the districts administrative office.
(2) As part of the employment process, a district or school shall conduct criminal records checks on applicants pursuant to Section 3319.39 of the Revised Code and Rule 3301-20-01 of the Administrative Code.
(3) The ratio of teachers to students district-wide shall be a least one full time equivalent classroom teacher for each twenty-five students in regular student population as defined in section 3317.023 of the Revised Code. Districts receiving "Disadvantaged Pupil Impact Aid" Funds under Section 3317.029 of the Revised Code must comply with the teacher-pupil ratio and other requirements of the statute.
The ratio of teachers to students in kindergarten through fourth grade on a district-wide basis shall be a least one full time equivalent classroom teacher for each twenty-five students in regular student population. Said ratio shall be calculated in accordance with Sections 3317.02 and 3317.023 of the Revised Code.
(4) A minimum of five full-time equivalent educational service personnel shall be employed district-wide for each one thousand students in the regular student population as defined in Section 3317.023 of the Revised Code. Educational service personnel shall be assigned to at least five of the eight following areas: counselor, library media specialist, school nurse, visiting teacher, social worker and elementary art, music and physical education. Educational Service personnel shall hold special teaching certificate or multi-age license in the subject area to which they are assigned.
(5) Every school shall be provided with the services of a principal, and every school with fifteen or more full-time equivalent classroom teachers shall be assigned the services of a full-time principal. No principal shall be assigned to more than two schools.
(6) Credentialed staff shall be evaluated in accordance with law applicable to their positions, including but not limited to Sections 3319.01, 3319.02, 3319.11 and 3319.111 of the Revised Code.
(7) Classified staff shall be evaluated at regular intervals. Evaluation results shall be discussed with the classified staff in evaluation conferences.
(8)Data shall be used to determine the amount and nature of faculty and staff professional development necessary to implement the district's mission and strategic plan. Professional development for all faculty and staff shall be continually evaluated and improved to align with district goals and objectives and to meet the changing needs of students. Professional development for credentialed staff be provided pursuant to Sections 3319.22 and 3319.222 of the Revised Code and Rules 3301-24-06 to 3301-24-08 and Chapter 3301-25 of the Administrative Code.
(9) Teachers shall be provided with sufficient time for designing their work, evaluating student progress, conferencing, and team planning. The schedule of full-time equivalent classroom teachers assigned to a school with a teacher day of six hours or longer, excluding the lunch period, shall include two hundred minutes per week for these purposes.
(B) The district and school shall maintain an environment that supports personal and organizational performance excellence by allowing credentialed and classified staff the opportunity to develop and use their potential to achieve district and school objectives.
(1) The organizational design of the district or school shall promote communication, cooperation, and the sharing of knowledge and skills across work functions, units and locations. This is where DarkeNet, ShelbyNet and PrebleNet are destined to have their most dramatic impact.
(2) All staff shall know and demonstrate knowledge of and commitment to the district and school mission, philosophy, goals, objectives, strategic and continuous improvement plans, and performance expectations and results.
This begins with providing access to the these factors. The role of the networks is significant here too!
(3) The district shall continually evaluate its work environment and improve it to support district, school and student goals.
(4) Faculty and staff shall strive to create and maintain an environment of encouragement, trust and mutual commitment to district and school goals.
(5) Faculty and staff shall work within a healthy, safe environment and help maintain and improve a healthy, safe environment conducive to student learning and performance excellence.
What are the Steps to Performance Excellence in "Baldrige Faculty and Staff Focus?"
- Shared commitment, roles and responsibilities of strategic partners to support education priorities.
- Action Plan to align efforts of partner organizations to support education priorities
What is Baldrige Faculty and Staff Focus in Your District?
Faculty and Staff Focus looks at all the key human resource issues and practices within the school. It examines those practices directed toward creating a school environment with a strong focus on students and learning as well as the development of faculty, staff and students that enables them and the school to adapt to change. Faculty, staff and students are the work force required to accomplish the goals of the District or School Improvement Plan . High performance schools understand the relationship between people, the work environment, and the work that needs to be done through individual and collaborative work systems.
Key "Faculty and Staff Focus" Questions to Use as Quality Reflective Tools.
1) How do you design, organize and manage work and jobs for faculty and staff to promote cooperation and collaboration, individual initiative, and flexibility, and to keep current with educational service and student development needs?
2) How do your administrators and supervisors encourage and motivate faculty and staff to develop and utilize their full potential?
3) How does your faculty and staff performance management system, including feedback to faculty and staff, support high performance?
4) How so your compensation, recognition, and related reward/incentive practices reinforce high performance, including your overall objectives for student learning and development?
5) How do you ensure effective communication, cooperation, and knowledge/skill sharing across work units, functions, and locations, as appropriate?
6) How do you identify characteristics and skills needed by potential faculty and staff? How do you recruit and hire new faculty and staff? How do you take into account key performance requirements, diversity of your community, and fair work force practices?
7) How does your faculty and staff education and training approach balance short and long term organizational and faculty and staff needs, including certification, licensure, development, learning, and career progression?
8) How do you design education and training for faculty and staff to keep current with educational service and individual needs?
9) How do you seek and use input from faculty and staff and their senior leaders and supervisors on education and training needs, expectations and design?
10) How do you deliver and evaluate faculty and staff education and training?
11) How do you address key faculty and staff developmental and training needs, including diversity training, leadership development, and new faculty/staff orientation, and safety?
12) How do you address performance excellence in your faculty and staff education training?
13) How do you reinforce knowledge and skills on the job?
How is Baldrige Faculty and Staff Focus Evaluated?
There are four categories and five levels of performance. The four categories are:
1) We have systems to recognize and reward employee and student contributions toward achieving school goals.
2) We create a work environment that helps faculty and staff achieve school goals.
3) We have systems in place to train and educate faculty and staff to continually improve key school processes.
4) We monitor the level of faculty and staff involvement, well-being and satisfaction.
The five "levels of performance" for each of the two categories are:
1) Our district has not yet developed a specific approach to meet each criteria requirement. (1 point)
2) Our district has developed approaches that are consistent with Best Practices and are rarely implemented on a consistent basis in most schools. (2 points)
3) Our district approaches are widely implemented. They are sometimes implemented systematically in a few schools (3 points)
4) Our district approaches are usually systemic in most schools. Critical system connections exist between this category and all other quality categories. (4 points)
5) Our district approaches have had regular cycles of improvement. (5 points)
Thus, there is a maximum of 20 points that can be accumulated in this category because there are four categories X five points per category.
"Baldrige Faculty and Staff Focus" in the Classroom
- The classroom teacher informs teachers in grades/courses prior to and following their own about the educational and organizational goals of the class.
- The classroom teacher considers themselves part of a leadership team focused on addressing the goals of the district, school and classroom.
- The classroom teacher assesses and reports information on educational and organizational effectiveness to team members and stakeholders.
- The classroom teacher documents, reports and utilizes best practices as resource for continuous improvement.
Faculty and Staff Focus Summed Up.
Faculty and Staff Focus examine show your organization determines requirements, expectations, and preferences of its students and stakeholders. Also examined is how your organization builds relationships with students and stakeholders and determines their satisfaction. Baldrige core values place an emphasis on the orientation of the organization toward partners. It is in this domain that the almost unexplored issue of individual learning styles resides. We simply do not provide for systemic assessment of individual learning styles and cognitive styles. Likewise we rarely assess individual teacher learning styles. We are aware that adult learning styles are different than those of children, yet we still tend to organize faculty and staff professional development experiences as if the teachers with children. This is the category that emphasizes the use of surveys, formal and informal feedback from students and stakeholders, complaints, dropout rates, absenteeism and student conflict.
Using Data to Improve Performance Results
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