Comprehensive Faculty Development/Teaching Excellence II Package

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Faculty development is a key issue and concern at many private-independent schools today. With this in mind, ISM has published two complementary books—Comprehensive Faculty Development: A Guide to Attract, Retain, Develop, Reward, and Inspire and Teaching Excellence II: A Research-Based Workbook for Teachers—to help schools engage with teachers in a way that enables them to develop and use their talents along lines of excellence for the benefit of their students, colleagues, the school community at large, and themselves. Comprehensive Faculty Development is designed for the academic administrators who supervise, evaluate, and support teachers in your school. We believe the primary task of academic administrators is to increase the capacity of their teachers (i.e., helping teachers grow). This book provides step-by-step guidance to help you develop the tools and frameworks needed to “build” the strongest, mission-appropriate faculty for your school.

Teaching Excellence II is a workbook for individual teachers, geared to help them with self-renewal and growth, and to pursue professional development as they enhance their careers. With the support of their academic administrators, the workbook can help them improve not only their own performance, but improve student performance, satisfaction, and enthusiasm in their classrooms.

The packaged set includes:

  • Two copies of Comprehensive Faculty Development (perhaps for the School Head and a Division Head)
  • 20 copies of Teaching Excellence II (as workbooks for faculty members).

Using both books in a coordinated effort helps your school get administrators and teachers “on the same page.”

Chapter One: The Comprehensive Faculty Development Model

  • From the Teacher’s Point of View: Experiencing the ‘Life Cycle of Events’
  • Using a Comprehensive Approach to Developing and Sustaining an Exemplary Faculty

Chapter Two: Legal Background and Compliance Issues

  • Federal, State, and Local Laws Impacting Hiring, Evaluation, Reward, and Termination Practices
  • Keeping It Simple: What an Administrator Really Needs To Know About Employment Law Summary

Chapter Three: Establishing Your School's Characteristics of Professional Excellence

  • ISM’s Research-Based List of Characteristics of Professional Excellence for Faculty
  • Creating a Customized List of Characteristics
  • Establishing a Characteristics Design Team
  • Additional Observations
  • CODA: Characteristics of Professional Excellence for Aegis Academy

Chapter Four: A Mission-Based Hiring Process

  • A Mission-Based Hiring Process
  • Developing a List of Characteristics: A Practical Matter
  • Hiring Process Overview
  • Hiring Process: Step-by-Step Details

Chapter Five: The Induction Process

  • Inducting New Teachers
  • Inducting New Teachers: A Sample Two-Year Calendar

Chapter Six: Evaluation And Growth Cycle

  • Purpose and Goals of the Evaluation and Growth Cycle
  • Point of Reference: Traditional Teacher Evaluation
  • Managers’ Core Role: Enhancing the Capacity of Faculty
  • Predictability and Supportiveness Within the Evaluation and Growth Cycle
  • Coaching and Mentoring
  • Counterpoint: Managing Doesn’t Mean Micromanaging
  • For Long-Time ISM Readers: A Word about MFE
  • Step 1: Setting Expectations
  • Step 2: Observing Performance and Providing Feedback
  • Step 3: Evaluating Performance
  • Step 4: Guiding Growth and Renewal
  • Common Element: Coaching and Mentoring

Chapter Seven: Rewards And Recognition

  • Traditional Compensation Structures in Schools
  • Merit-Pay Structures
  • Broadbanding
  • The Question of Performance/Impact: Advanced Analysis
  • Before Taking the Plunge: Reassessing Your School’s Readiness for Merit Pay

Chapter Eight: Corrective Action And Selective Retention

  • Corrective Action: Proceeding Down Dual Tracks in Our Minds
  • Elements of Effective Corrective-Action Practices
  • Model Corrective-Action Process
  • When the Corrective-Action Process Shouldn’t Be Used
  • Sample Corrective-Action Policy Language
  • Documenting Performance and Conduct
  • Conducting a Corrective-Action Meeting
  • When All Is Said and Done: Time to Part Ways
  • Employment At-Will and Employment Contracts
  • Conducting a Termination Meeting
  • Special Case: The Use of Separation Agreements
  • Coda: Knowing When You Are Safe

Chapter Nine: Assessing The School's Faculty Development Efforts Through The Prism Of The Faculty Culture

  • Approaches to Assessing and Monitoring Processes and Culture
  • Sample Targeted Surveys (Processes and Programs)
  • Healthy Faculty Cultures Defined and Explored
  • Using the ISM’s Faculty Culture Profile II
  • Frequency and Timing of Surveys
  • Final Note: The “Now What” Issue

Chapter One: History and Overview

  • Predictability and Supportiveness: The ISM School Culture Matrix

Chapter Two: Self-Directed Analysis (Part One)

Chapter Three: Self-Directed Analysis (Part Two)

Chapter Four: Teachers as Leaders

Chapter Five: Followship: Learned Optimism and True Grit

Chapter Six: Anticipation and Renewal

Chapter Seven: Parenting—Home and School

Chapter Eight: Revising Your Academic Roots

Chapter Nine: Community: Tests

Chapter Ten: Community: Responsibility

Chapter Eleven: Review and Conclusion

Appendix A: ISM School Culture Matrix Instrument, Scoring Instructions, and Scoring Chart

Appendix B: ISM Student Experience Profile II

Appendix C: ISM Faculty Culture Profile II

Appendix D: ISM's Original Twenty Principles for Teaching Excellence

Appendix E: The Replication Project: Detail

Appendix F: The Mission Application Plan: A Framework for Use in Your Teacher Evaluation System

  • Section One: Mission
  • Section Two: Characteristics of Professional Excellence II
  • Section Three: Objectives
  • Section Four: Route Descriptions
  • Section Five: Criteria for Excellence
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