This week we addressed several important topics in our text How to Thrive as a Teacher Leader, by J.G. Gabriel. One of the topics of discussion was related to whether or not teacher leaders should be involved in the interview process. In many traditional school settings, and even in businesses, it is typical for the highest level personnell or someone in HR to conduct the interview, while those who will be working with the applicant on the ground level have no input. Over the past couple of years, I have made it a practice to include my site supervisors in the interview process because they have questions for new applicants that are more particular to the type of supervisor they are (their professional expectations and areas of focus on the job) as well as insight as to the expectations at the specific site that has the opening. We have found that by including our "teacher leaders" during interviews has had a positive impact in the way the new hire feels, because they have a clearly defined "go to" person right from the start; and the team receiving the new hire feels a sense of ownership in the decision.
This week also provided me with a first taste of a data retreat. I investigated a specific school on the WINSS website to learn detailed information regarding test results and how the school stacked up to the proficiency expectations for the 2011-2012 school year. While I was not surprised by the dismal results of the school, or the district for that matter, it is frustrating that the district is getting away with that low level of performance without more intervention. I found the exercise to be challenging, but extremely valuable. I am used to conducting data analysis within my own organization using my own databases, but by accessing the data available online through Wisconsin DPI, I was able to gain a much better picture of how things are looking for Milwaukee as compared to other districts. Very eye-opening.
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